Identifying Factors and Components of Educational Inequalities in Mashhad Education and Training Areas in order to Present a Desirable Model

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raafati reza; SHAHRAKI POUR HASSAN; NAZEM FATAH

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Journal: Journal of Educational Planning Studies Year:2019 | Volume:8 | Issue:15 Page(s): 56-80

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Title

Identifying Factors and Components of Educational Inequalities in Mashhad Education and Training Areas in order to Present a Desirable Model

Author(s)

raafati reza | SHAHRAKI POUR HASSAN | NAZEM FATAH | Issue Writer Certificate

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Abstract

The purpose of this study was to identify the factors and components of educational inequalities in Mashhad and provide a desirable model. Using descriptive-analytical and statistical population, 205336 students and 2019 principals, 384 students and 323 principals were selected through Morgan table. The research instrument was a questionnaire designed to determine the content validity of the questionnaire. Confirmatory and reliability experts obtained a Cronbach's alpha of above 0. 7 after the experimental run. The data were pooled (quantitative and qualitative) using descriptive and inferential statistics and SPSS software. Pearson's correlation, multiple regression and t-test were analyzed. The model indicates a significant and direct relationship between the independent variables indices of family context factors, school process, output and outcomes, and the dependent variable of educational inequality. The most important components of educational inequality are family context (family structure, academic support and anxiety)., Evaluation of cultural resources and cultural contexts, school process (students' perceptions of discipline, communication with school staff), input (physical and physical facilities (space), human resources, economic (budget and management) and non-cognitive output (school belonging), Students' Belief Growth, Academic Self-Concept, Eng School-based learning, in other words, by improving the four dimensions of family context, school process, output, and outcomes, the inequality of educational inequality in the seven educational areas is reduced. Also, structural equation modeling results show the relationship between independent and variable variables. Depending on the modeling indices it can be argued that the proposed model is well-fitted and a good fit between the model depicted or the data structured model is provided. They have research as a final model.

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APA: Copy

raafati, reza, SHAHRAKI POUR, HASSAN, & NAZEM, FATAH. (2019). Identifying Factors and Components of Educational Inequalities in Mashhad Education and Training Areas in order to Present a Desirable Model. JOURNAL OF EDUCATIONAL PLANNING STUDIES, 8(15 ), 56-80. SID. https://sid.ir/paper/243706/en

Vancouver: Copy

raafati reza, SHAHRAKI POUR HASSAN, NAZEM FATAH. Identifying Factors and Components of Educational Inequalities in Mashhad Education and Training Areas in order to Present a Desirable Model. JOURNAL OF EDUCATIONAL PLANNING STUDIES[Internet]. 2019;8(15 ):56-80. Available from: https://sid.ir/paper/243706/en

IEEE: Copy

reza raafati, HASSAN SHAHRAKI POUR, and FATAH NAZEM, “Identifying Factors and Components of Educational Inequalities in Mashhad Education and Training Areas in order to Present a Desirable Model,” JOURNAL OF EDUCATIONAL PLANNING STUDIES, vol. 8, no. 15 , pp. 56–80, 2019, [Online]. Available: https://sid.ir/paper/243706/en

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