[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home
Journal Information
Articles archive
For Authors
For Reviewers
Registration
Contact us
Site Facilities
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Last site contents
:: Contact Us
:: Guide for authors
:: Indexing and Abstracting
:: Aims & Scope and Thematic axes
:: editorial board
..
Last contents of other sections
..
Indexing and Abstracting


















 

..
Arshived
..
:: Volume 10, Issue 3 (2018) ::
Browse There are not any published journal volumes in the system
Click here to access articles XML files
:: Volume 10, Issue 3 (2018) ::
ihej 2018, 10(3): 51-76 Back to browse issues page
Identifying the Consequences of Formation and Development of Shadow Education in the Educational System: A Phenomenological Study
Zohreh Sadeghinia1 , Mohammad Eslahi1 , Morteza Valaei 2
1- Faculty of Psychology and Educational Sciences, University of Tehran
2- Faculty of Psychology and Educational Sciences, University of Tehran , Valaei.morteza@ut.ac.ir
Abstract:   (4462 Views)
Ambiguity in the philosophy of education and failure to meet the requirements, on the one hand, and the lack of background and anxiety for the institutionalization of educational philosophy in the educational system and the illiterate outbreak of the tendency to develop testing skills in the students on the other hand has risks at the individual and social levels. This study conducted a semi-structured interview with 15 of the top rankings in undergraduate, graduate and postgraduate undergraduate, postgraduate and specialist enrollments by analyzing perceptions and experiences, based on phenomenological method so that the effect of registration in so-called test classes on student performance the exam will be interpreted in a national exam. The findings revealed 4 general themes, the drop in literacy of graduates with 7 sub-themes, low-income elites with 4 sub-themes, the weakening of formal education with 4 sub-themes and the theme of social inequality with 9 subsamples. The results show that, although the use of these classes increases the probability of success in multiple-choice tests, it has led to the formation and intensification of social inequality. In other words, the ill-fated promotion of the use of pre-school classes has paved the way for the ineffectiveness of formal education and, as a result of neglecting the many talents who have no such ability to use these kinds of training for reasons such as material, social and cultural, ability to admit to high-paying and popular courses. It seems that this has led to a neglect of the potential of the community and the intensification of social inequality; it doubles the need for rethinking to prevent the deepening of the hazards enumerated.
Keywords: shadow education, success in entrance education, social justice, test skill, teaching the test skills.
Full-Text [PDF 1006 kb]   (946 Downloads)    
Type of Study: Research | Subject: General
Received: 2019/01/18 | Accepted: 2019/10/7
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

sadeghinia Z, Eslahi M, valaei M. Identifying the Consequences of Formation and Development of Shadow Education in the Educational System: A Phenomenological Study. ihej 2018; 10 (3) :51-76
URL: http://ihej.ir/article-1-1160-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 10, Issue 3 (2018) Back to browse issues page
مجله آموزش عالی ایران Iranian Higher Education
Persian site map - English site map - Created in 0.08 seconds with 75 queries by YEKTAWEB 4645