Kent ilköğretim okulları arasındaki ayrışmanın dinamiklerinin çözümlenmesi: Ankara ili Çankaya ilçesi örneği
Özet
The purpose of this study is to determine the dynamics of the differentiationamong the schools by examining the quality and function of the education among thepublic schools based on the urban localization which is determined by the social andeconomic characteristics of the towners.The study has been conducted with scanning model. The study team includesthe 8th class students residing at Ankara Province Çankaya District during the 2008-2009 education year. With respect to the information obtained from AnkaraProvincial Directorate of National Education, Department of Statics, in ÇankayaDistrict which is within the scope of the study 104 public primary schools dependenton Ministry of National Education are available, and in these schools 4931 boys and4507 girls and 9438 students in total receive education.Due to the fact that there are too many students, the sampling method has beenused. Therefore, it was determined to conduct a study on 5 slum area schools and 5central schools randomize selected from the study area. In these 10 schoolsselected, there were 548 girls and 561 boys and 1109 students in total. Each one ofthe 10 schools randomize selected has been regarded as a group and sampling hasbeen obtained from every school severally. As a result of the sampling obtained fromeach school, 306 students in total were taken to questionnaire and were evaluated.According to the findings of the study, we can state that as a result of unequalincome, the families are residing in the places where the other families with thesimilar incomes also reside. More than half of the families whose children who areeducated in the slum area schools either have no regular and fixed income or receiveminimum income. Most of the students who are educated in slum area schools arearriving at their schools by walking. The families who cannot afford the transportationfees register their children to the close schools within walking distance. That is, theregions where the slum area schools are available include the quarters where thepoor live.Schools are classified. According to the real conditions in Turkey, the studentswhose families have high incomes are registered in the relatively privileged publicschools, while the students whose families have no fixed income or have lowerincomes are registered in the slum are schools.Both the students in the relatively privileged schools and in the slum areaschools described the meaning of the school they regarded excluding the school andthe function of the school. Half of these students regarded school as a means thatenables them to be under fair conditions and circumstances.The students both in the relatively privileged schools and slum area schoolsclassify the characteristics of a school in a similar way. On the other hand, thestudents in the relatively privileged schools have most of these characteristics whilethe students in the slum area schools considerably lack of these characteristics.The students both in the relatively privileged schools and slum area schoolsare aware of the facilities and conditions of their schools. Students are aware thatschools differ, and some of the schools have better conditions while others havelower conditions.