الگوی مناسب کاهش نابرابری آموزشی در مدارس ابتدایی شهر تهران

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ از ﻧﻮع ﭘﮋوﻫﺶﻫﺎی ﺗﺮﮐﯿﺒﯽ اﮐﺘﺸﺎﻓﯽ اﺳﺖ. ﺟﺎﻣﻌﻪی آﻣﺎری ﻣﻮردﺑﺮرﺳﯽ ﺷﺎﻣﻞ 14 ﻧﻔﺮ از ﺧﺒﺮﮔﺎن و ﺻﺎﺣﺐﻧﻈﺮان ﺣﻮزه آﻣﻮزش ﻋﻤﻮﻣﯽ ﮐﻪ ﺑﻪ ﺷﯿﻮه ﻧﻤﻮﻧﻪﮔﯿﺮی ﮔﻠﻮﻟﻪ ﺑﺮﻓﯽ اﻧﺘﺨﺎب ﺷﺪﻧﺪ اﺑﺰارﻫﺎی ﺟﻤﻊآوری اﻃﻼﻋﺎت ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ اﺳﺖ. ﻧﺘﺎﯾﺞ ﺑﺮرﺳﯽ اﺳﻨﺎد و ﻣﺪارک و ﻫﻤﭽﻨﯿﻦ ﺗﺤﻠﯿﻞ اﮐﺘﺸﺎﻓﯽ ﻣﺼﺎﺣﺒﻪﻫﺎ ﻧﺸﺎن داد ﮐﻪ ﻋﻮاﻣﻞ ﺗﺄﺛﯿﺮﮔﺬار ﺑﺮ ﻧﺎﺑﺮاﺑﺮی آﻣﻮزﺷﯽ در ﺳﻄﺢ ﻣﺪارس دوره اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺗﻬﺮان ﺷﺎﻣﻞ 7 ﻣﺆﻟﻔﻪ اﺻﻠﯽ دروﻧﺪاد، ﻓﺮاﯾﻨﺪ ﻣﺪرﺳﻪ، زﻣﯿﻨﻪ ﺧﺎﻧﻮادﮔﯽ، ﺑﺮوﻧﺪاد، زﻣﯿﻨﻪ ﻓﺮدی ﻧﺎﺑﺮاﺑﺮی، ﺗﺄﺛﯿﺮات اﺟﺘﻤﺎﻋﯽ و ﺳﯿﺎﺳﯽ ﻧﺎﺑﺮاﺑﺮیﻫﺎ در آﻣﻮزشوﭘﺮورش، و ﺷﺎﺧﺺﻫﺎی ﺟﻐﺮاﻓﯿﺎﯾﯽ و 34 زﯾﺮ ﻣﺆﻟﻔﻪ ﮐﻪ ﺑﺮﺧﯽ از ﻣﻬﻢﺗﺮﯾﻦ زﯾﺮ ﻣﺨﻠﻔﻪﻫﺎ ﺷﺎﻣﻞ اﻣﮑﺎﻧﺎت ﻓﯿﺰﯾﮑﯽ، ﻧﯿﺮوی اﻧﺴﺎﻧﯽ، ﺷﺎﺧﺺ اﻗﺘﺼﺎدی، ﺟﻮ اﻧﻀﺒﺎﻃﯽ، ارﺗﺒﺎط، ادراک ﻋﺪاﻟﺖ، وﺿﻌﯿﺖ اﺟﺘﻤﺎﻋﯽ- اﻗﺘﺼﺎدی ﺧﺎﻧﻮادهﻫﺎ و.... ﻫﺴﺘﻨﺪ. ﻧﺘﺎﯾﺞ ﻣﺼﺎﺣﺒﻪ ﻧﺸﺎن داد ﮐﻪ ﺑﺮای ﮐﺎﻫﺶ ﻧﺎﺑﺮاﺑﺮی آﻣﻮزﺷﯽ اﻟﮕﻮی ﻣﻄﻠﻮب ﺷﺎﻣﻞ ﻣﻀﺎﻣﯿﻦ 27 ﮔﺎﻧﻪ اﺳﺖ ﮐﻪ در ﻣﺘﻦ ﻣﻘﺎﻟﻪ ﺑﻪ ﺑﺤﺚ و ﺑﺮرﺳﯽ آﻣﺪه اﺳﺖ.

An Appropriate Model for Reducing Educational Inequality in Tehran Elementary Schools

The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students’ access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students’ needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students’ access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students’ needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students’ access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students’ needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components. The purpose of this study was to design an appropriate model for reducing educational inequality in elementary schools in Tehran and it is a combination of exploratory research. The statistical population of the study was all public primary schools in Tehran. The statistical sample in the qualitative section consisted of 14 experts and experts in the field of public education who were selected through snowball sampling and in the quantitative section of Tehran elementary school principals, deputies and experts who were selected by multistage cluster sampling. . Data collection tools included semi-structured interview, questionnaire and researcher-made checklist. The results showed that educational inequality in elementary schools in Tehran includes 7 components, 28 indicators; including: input component including 4 indices, school process component including 6 indices, family context component including 6 indices, output component including 8 indices, individual context Inequality includes 4 indices, social and political impacts of inequalities in education 4 indices, geographical indices. And the desired model includes the 27 themes of macro education management efforts to reduce inequality, increase students’ access to quantitative and qualitative facilities, pay attention and invest in government in economically deprived areas, prioritize and Specific privileges for schools in disadvantaged areas, full supervision of the full implementation of educational issues, emphasis on developing social skills, training and thinking to create thinking, emphasis on changing social structures, how the teaching staff and the educational system respond to students’ needs , Pay attention to proper government planning, etc. And the desirable model of reducing educational inequality has 7 components and 34 sub-components.