Critical Success Factors for Equity in Educational Outcome of Middle Schools in Remote Areas of China
Keywords:
Equity in Education, Educational Outcome, Remote AreasAbstract
In remote areas of China, the fairness of educational outcomes at the middle school level faces numerous challenges due to the constraints of economic, geographical, and cultural factors. Firstly, the allocation of educational resources in remote areas is relatively scarce, with outdated teaching facilities and a weak teaching workforce, making it difficult to ensure teaching quality. Secondly, due to geographical limitations, students in remote areas have limited access to advanced educational technology and high-quality resources, further exacerbating educational inequity.
This study focuses on middle school teachers in remote areas of China. It aims to success factors for educational outcomes can promote educational equity, particularly examining the relationship between these factors and educational equity. The sample consists of 500 middle school teachers in remote areas of China, selected through simple random sampling. The research tools include semi-structured interviews and a questionnaire using a rating scale. Data analysis, demographic variables of middle school teachers in remote areas of China. And percentages, means, standard deviations, and multiple regression analysis.
References
Barth, P. (2016). Educational Equity: What Does It Mean? How Do We Know When We Reach It? Research Brief. Center for Public Education.
Chen, R. S., & Liu, I. F. (2013). Research on the effectiveness of information technology in reducing the Rural–Urban Knowledge Divide. Computers & Education, 63, 437-445.
Chu, H. Q. (2020). What Kind of Educational Equity We Need in the New Era-Consummating the Domain of Research Questions and the Policy Toolbox of Educational Equity. Educational Research, 2, 4-16.
Lv, P. (2013). Equality of rights, equality of opportunities, and fair cost-sharing: Three dimensions of educational equity and their internal logic. Journal of Huazhong University of Science and Technology (Social Science Edition), (06), 58-64.
Sledge, C. M. (2016). Socioeconomic status and its relationship to educational resources. Retrieved June, 4, 2024, from https://rdw.rowan.edu/cgi/viewcontent.cgi?article=2550&context=etd
Wan, L. Y., & Xie, P. K. (2022). Path of Promoting Elementary Education Equity in Ethnic Minority Areas through Education informatization. Journal of South-Central Minzu University (Humanities and Social Sciences), 42(2), 166-173.
White, C. J., & Van Dyk, H. (2019). Theory and practice of the quintile ranking of schools in South Africa: A financial management perspective. South African Journal of Education, 39 (Supplement 1), 1-19.
Yu, S., Liu, Y., & Guo, R. (2022). “How does my family affect me?” The family cultural capital impact on Chinese junior high school students’ academic achievement. Thinking Skills and Creativity, 46, 101146.
Zhong, B. L., & Zhao, Y. S. (2007). Important features of educational equity in the process of massification of higher education in China. Journal of Beijing Normal University: Social Science Edition, 1, 5-9.
Zai, B. K., & Zheng, J. Z. (2003). New advances in Chinese educational research. Shanghai: East China Normal University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 The Journal of Development Administration Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของมหาวิทยาลัยราชภัฏสวนสุนันทา
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับมหาวิทยาลัยราชภัฏสวนสุนันทา และคณาจารย์ท่านอื่นๆ ในมหาวิทยาลัยฯ แต่อย่างใด ความรับผิดชอบองค์ประกอบทั้งหมดของบทความแต่ละเรื่องเป็นของผู้เขียนแต่ละท่าน หากมีความผิดพลาดใดๆ ผู้เขียนแต่ละท่านจะรับผิดชอบบทความของตนเองแต่ผู้เดียว
