A Comparative Study of Discrimination in Education: The Learning Environment and Behaviours of Students and Teachers in Iran

Autor/in	Ghaffarzadeh, Mozhgan
Titel	A Comparative Study of Discrimination in Education: The Learning Environment and Behaviours of Students and Teachers in Iran
Quelle	In: IAFOR Journal of Education, 4 (2016) 2, S.34-46 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	Foreign Countries; Comparative Analysis; Educational Environment; Teacher Behavior; Student Behavior; Educational Discrimination; Social Class; Social Status; English (Second Language); Second Language Instruction; Second Language Learning; Secondary School Curriculum; Classroom Observation Techniques; Affective Behavior; Females; Secondary School Students; Secondary School Teachers; Iran + Suchen Sie Ihr Suchwort? Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Social classes; Soziale Klasse; Sozialer Status; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Affective disturbance; Active behaviour; Affektive Störung; Weibliches Geschlecht; Sekundarschüler
Abstract	It is the learners' right to get an education free from discrimination. Discrimination in education ranges from gender to race, age, social class, financial status, and other characteristics. In this study the focus is on discrimination in education in regard to social class and financial status. The paper describes observations of the school building layout and corresponding activities and behaviours in language education classes. The researcher observed 10 English language classes from different districts during 10 years from 2004 through 2014 and took notes on the activities and behaviours provided in the classroom to identify whether there was any correspondence with educational behaviours. The investigation in this study concluded that the language classes of most of the public (state) schools and some semi-private schools included a curriculum based on translation and memorization teaching methods. In these schools, learners exhibited stress and inattention that disturbed their learning. In these classes learners were threatened by laughing or rough criticizing by the teachers. The observation results were analyzed to make comparisons between schools and inform the level of equality in different schools. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01