ERIC Number: EJ1126373
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Minority Education in Georgia: Is It Delivering What Is Expected?
Diaspora, Indigenous, and Minority Education, v11 n1 p17-30 2017
This article explores the issue of minority education in the nation of Georgia, and this research aims to identify the reasons for minority educational problems. The results of school exit exams, literacy research studies, and the 2009 Program for International Student Assessment were used to highlight the differences in educational achievements of minority and majority students. Content analysis and empirical analysis of focus group discussions form the methodological basis for this study. The research identifies two important factors that influence the quality of general education in minority schools: (a) national curriculum and school textbooks and (b) teacher certification and professional development. Based on these results, the article provides suggestions for the improvement of teacher qualification, school curriculum, and textbooks for non-Georgian schools in Georgia. The author will argue that without fundamental, long-term, and sophisticated national curriculum and textbooks, as well as professional development reforms for teachers, integration of society will remain a problem in Georgia.
Descriptors: Minority Group Students, Access to Education, Equal Education, Achievement Tests, Foreign Countries, International Assessment, Secondary School Students, Exit Examinations, Academic Achievement, Focus Groups, Content Analysis, National Curriculum, Textbooks, Teacher Certification, Faculty Development, Teacher Qualifications, Social Justice, Documentation, Barriers, Literacy, Achievement Gap
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A