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Record identifier : 566153
Personal Name - Primary Intelectual Responsibility : Megahed, Nagwa Mohamed Magdy
Title and statement of responsibility : Stratified students, stratified teachers: Ideologies of social mobility/reproduction, ideologies of professionalism, and teachers' perceptions of secondary education reform in Egypt [Thesis]
Publication, Distribution,Etc. : University of Pittsburgh, 2004
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , University of Pittsburgh
Summary or Abstract : This study examines how educational policies and practices may not only reproduce and/or transform social inequalities/stratification among students but also (re)construct and perhaps legitimate the distribution of power, status, and income among teachers. It focuses on the experiences of teachers with 1997 education reform in Egypt, which converted 315 vocational/commercial schools into academic schools and sought to reduce the need for extra-school, private tutoring. In-depth interviews were conducted with 40 teachers working in six schools in rural and urban areas in Giza, Egypt. Of particular interest were teachers' perceptions of and response to the reform's impact on: (a) the quality of secondary education and the post-secondary educational and occupational opportunities for students from different socioeconomic backgrounds and (b) the social status and income for teachers working in different types of secondary schools. In addition, the study clarifies how teachers' views of the reform differ depending upon: (1) their ideological perspective of schooling as promoting social mobility or social reproduction, (2) their ideologically informed conception of professionalism as emphasizing remuneration or the service ideal, (3) their position within the stratified occupation, (4) the urban versus rural settings of their schools, and (5) their gender. The findings indicate that teachers' occupational role and ideological perspectives were related to their perception of the reform's impact on students and the reform's impact on teachers. For example, commercial subject teachers working in old (being converted) commercial schools usually explained their negative perception of the reform's impact as resulting from inadequacies of the political, economic, and educational system. In contrast, academic subject teachers working in regular academic schools normally explained their negative perceptions of the reform's impact as resulting from inadequacies in the motivation and ability of students who would shift from a commercial to an academic school. In addition, interviewees who emphasized the service ideal aspect of professionalism tended to view the reform as positively affecting teachers, while interviewees who emphasized the remuneration aspect of professionalism tended to perceive the reform as negatively affecting teachers. Implications of the findings for educational policy and practice are identified; teachers and government officials are encouraged to collaborate toward achieving educational reform and social transformation..
Topical Name Used as Subject : Educational sociology, Educational theory, School administration
Information of biblio record : TL
 
 
 
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