جستجوی مقالات مرتبط با کلیدواژه « private school » در نشریات گروه « علوم انسانی »

The main purpose of this paper is to study and compare students’ mathematical performance in different types of school (ordinary، private and special) in solving a non-routine math problem. There are about 836 participants، from southern part of Iran، including 291 students from ordinary، 293 students from private، and 252 ones from special school. These students were asked to solve a none-routine mathematical problem. Then، the student’s strategies are categorized based on theoretical frame work، being disapproved and verified، in the literature realm. These categories are as: non-answered parts، only-public strategy، unreal answered، transformational strategy، beginning coordination strategy، and the senior one. After that، with using H Kruskal-Wallis test and U Mann-Whitney test، all data were analyzed. Results of the study also show that there is a significant relationship between the type of school and the student’s performance; in that، performance of students in special school and private schools was better than performance of students in ordinary school (α=0. 01).

This research was undertaken to investigate Tehrani families’ attitude towards selection of public and private schools. Purposive sampling was used and the sample comprised parents of primary school boys in districts 1 and 19 of Tehran. In this qualitative research, the obtained information from 12 interviews was analyzed through content analysis. The results indicated that parents chose public schools due to their high efficiency, low cost of school fees, and schools’ being in vicinity. In addition, for the families which selected private schools, educative aspect was more important than academic aspect. Parents had different attitudes and parents’ cognition was an important factor in the formation of the attitudes. Nevertheless choice of schools was affected by families’ cultural capital. In fact, families with higher cultural capital compared to economic and social capital, had greater investment in their children’s education.

Social welfare is a series of produces and actions that weaken and diminish the problems which are arise from uncoordinated economic development in health, education and remedial fields. Most of these efforts focus on the difficulties for obtaining extended social justice. Based on the social justice literature, this phenomenon is divided in space to distributive and procedural justice. Usually in this framework, particularly in distributive justice area, criteria such as equity, equality, need and somehow economic individualism are applied to judge about social justice. From this point of view, schools and educational systems, are the based pillars of delivering the educational services which is included in social welfare domains. In addition, schools and educational systems (i,e public and private schools) are able to affect people's attitudes toward training, educational, social and economical domains in private schools and current approaches to social justice. In this essay, on the basis of multi-stages sampling, one thousand and five hundreds people of avenues and allies were selected in the form of a field study, and they were asked to say their attitudes toward private schools and social justice approaches. The main purpose of this research also was the path analysis of attitudes toward private schools (in training, educational, social and economical demains as the predictive variables) with social justice approaches (including equity, equality, need and economic individualism as the criterion variables). Path coefficients and path graphs which attained from the collected data analysis, showed that only the social attitudes toward private schools have a reversed relationship with equality, equality and need (in common) approaches to social justice. Also path analysis showed that training, educational and economical attitudes toward private school have indirect. Relationship with eqyality and equality with need (in common) approaches in social justice. That is, the relationship between three above attitudinal domains with equality and equality with need (in common) approaches are indirectly accounted for through social attitudes toward private schools.