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Aim of this study

Aim of this study Having been a Montessori teacher for several years, and believing in the importance of education in the formative years, the situations I encountered in my current work aroused my interest in the relationship between social class and engagement with education. Education plays an important role in socializing individuals in society and through this socialization, the rules, values and social norms of a society are learned. The process begins at birth and proceeds throughout childhood and then extends to family, school and community. It is a powerful, trans formative force which can ultimately change individuals and this can translate into the wider community. It is also important because it can be a significant factor which contributes to adult life chances and in particular that of future employment. It is clear then that those with low levels of education are at greater risk of unemployment and low levels of pay.

ﻲﻣﺎﻤﺘﻫﺍ ﻲﻟﺎﺤﻟﺍ ﻲﻠﻤﻋ ﻲﻓ ﺎﻬﺘﻬﺟﺍﻭ ﻲﺘﻟﺍ ﻒﻗﺍﻮﻤﻟﺍ ﺕﺭﺎﺛﺃ

.ﻢﻴﻠﻌﺘﻟﺍ ﻲﻓ ﺔﻛﺭﺎﺸﻤﻟﺍﻭ ﺔﻴﻋﺎﻤﺘﺟﻻﺍ ﺔﻘﺒﻄﻟﺍ ﻦﻴﺑ ﺔﻗﻼﻌﻟﺎﺑ

ﻊﻤﺘﺠﻤﻟﺍ ﻲﻓ ﺩﺍﺮﻓﻸﻟ ﻲﻋﺎﻤﺘﺟﻻﺍ ﻞﺻﺍﻮﺘﻟﺍ ﻲﻓ ﺎًﻤﻬﻣ ﺍًﺭﻭﺩ ﻢﻴﻠﻌﺘﻟﺍ ﺐﻌﻠﻳ

ﻢﻴﻘﻟﺍﻭ ﺪﻋﺍﻮﻘﻟﺍ ﻢﻠﻌﺗ ﻢﺘﻳ ، ﺔﻴﻋﺎﻤﺘﺟﻻﺍ ﺔﺌﺸﻨﺘﻟﺍ ﺍﺬﻫ ﻝﻼﺧ ﻦﻣﻭ

ﺮﻤﺘﺴﺗﻭ ﺓﺩﻻﻮﻟﺍ ﺪﻨﻋ ﺔﻴﻠﻤﻌﻟﺍ ﺃﺪﺒﺗ .ﻊﻤﺘﺠﻤﻠﻟ ﺔﻴﻋﺎﻤﺘﺟﻻﺍ ﻑﺍﺮﻋﻷﺍﻭ

.ﻊﻤﺘﺠﻤﻟﺍﻭ ﺔﺳﺭﺪﻤﻟﺍﻭ ﺓﺮﺳﻷﺍ ﻰﻟﺇ ﺪﺘﻤﺗ ﻢﺛ ﺔﻟﻮﻔﻄﻟﺍ ﺓﺮﺘﻓ ﻝﺍﻮﻃ

ﺍﺬﻫ ﻢﺟﺮﺘﻳ ﻥﺃ ﻦﻜﻤﻳﻭ ﺮﻣﻷﺍ ﺔﻳﺎﻬﻧ ﻲﻓ ﺩﺍﺮﻓﻷﺍ ﺮﻴﻴﻐﺗ ﺎﻬﻨﻜﻤﻳ ﺔﻳﻮﻗ ﺔﻴﻠﻳﻮﺤﺗ ﺓﻮﻗ ﺎﻬﻧﺇ

ﻢﻫﺎﺴﻳ ﺎًﻣﺎﻫ ًﻼﻣﺎﻋ ﻥﻮﻜﻳ ﻥﺃ ﻦﻜﻤﻳ ﻪﻧﻷ ﺎًﻀﻳﺃ ﻢﻬﻣ ﻪﻧﺇ .ﻊﺳﻭﻷﺍ ﻊﻤﺘﺠﻤﻟﺍ ﻰﻟﺇ

.ﻞﺒﻘﺘﺴﻤﻟﺍ ﻲﻓ ﻞﻤﻌﻟﺍ ﺹﺮﻓ ﺔﺻﺎﺧﻭ ﻦﻴﻐﻟﺎﺒﻟﺍ ﺓﺎﻴﺣ ﺹﺮﻓ ﺓﺩﺎﻳﺯ ﻲﻓ

ﺔﻀﻔﺨﻨﻣ ﺔﻴﻤﻴﻠﻌﺗ ﺕﺎﻳﻮﺘﺴﻣ ﻢﻬﻳﺪﻟ ﻦﻳﺬﻟﺍ ﻚﺌﻟﻭﺃ ﻥﺃ ﻥﺫﺇ ﺢﺿﺍﻮﻟﺍ ﻦﻣ

ﺭﻮﺟﻷﺍ ﺕﺎﻳﻮﺘﺴﻣ ﺽﺎﻔﺨﻧﺍﻭ ﺔﻟﺎﻄﺒﻠﻟ ﺔﺿﺮﻋ ﺮﺜﻛﺃ ﻢﻫ

Research question \ METHODOLOGY

This study attempted to answer the following research question: ‘Is there a relationship between social class and engagement with education?’ In particular it aimed to answer the following questions:

1.Does a person’s social and cultural background impact on their educational performance and attainment?

2.Do the conditions which prevail in the classroom impact on students’ performance?

3.What role does parental support play in children’s education and school retention?

:ﻲﻟﺎﺘﻟﺍ ﺚﺤﺒﻟﺍ ﻝﺍﺆﺳ ﻰﻠﻋ ﺔﺑﺎﺟﻹﺍ ﺔﺳﺍﺭﺪﻟﺍ ﻩﺬﻫ ﺖﻟﻭﺎﺣ ﺚﺤﺒﻟﺍ ﻝﺍﺆﺳ‎

"؟ﻢﻴﻠﻌﺘﻟﺍ ﻲﻓ ﻁﺍﺮﺨﻧﻻﺍﻭ ﺔﻴﻋﺎﻤﺘﺟﻻﺍ ﺔﻘﺒﻄﻟﺍ ﻦﻴﺑ ﺔﻗﻼﻋ ﻙﺎﻨﻫ ﻞﻫ"

:ﺔﻴﻟﺎﺘﻟﺍ ﺔﻠﺌﺳﻷﺍ ﻦﻋ ﺔﺑﺎﺟﻹﺍ ﻰﻟﺇ ﻑﺪﻬﺗ ﺖﻧﺎﻛ ، ﺹﻮﺼﺨﻟﺍ ﻪﺟﻭ ﻰﻠﻋ

؟ .ﻪﻠﻴﺼﺤﺗﻭ ﻲﻤﻴﻠﻌﺘﻟﺍ ﻪﺋﺍﺩﺃ ﻰﻠﻋ ﺺﺨﺸﻠﻟ ﺔﻴﻓﺎﻘﺜﻟﺍﻭ ﺔﻴﻋﺎﻤﺘﺟﻻﺍ ﺔﻴﻔﻠﺨﻟﺍ ﺮﺛﺆﺗ ﻞﻫ 1.

؟ﺏﻼﻄﻟﺍ ﺀﺍﺩﺃ ﻰﻠﻋ ﺮﺛﺆﺗ ﻲﺳﺍﺭﺪﻟﺍ ﻞﺼﻔﻟﺍ ﺩﻮﺴﺗ ﻲﺘﻟﺍ ﻑﻭﺮﻈﻟﺍ ﻞﻫ 2.

؟ﺱﺭﺍﺪﻤﻟﺍ ﻰﻠﻋ ﻅﺎﻔﺤﻟﺍﻭ ﻝﺎﻔﻃﻷﺍ ﻢﻴﻠﻌﺗ ﻲﻓ ﻦﻳﺪﻟﺍﻮﻟﺍ ﻢﻋﺩ ﻪﺒﻌﻠﻳ ﻱﺬﻟﺍ ﺭﻭﺪﻟﺍ ﺎﻣ 3.

Qualitative research While quantitative research would have yielded interesting statistics it would not have explored the reasons and meaning that individuals attach to their actions nor can it gather information on personal insights. For this reason, and considering the theme of this study, I chose to use a qualitative research. However, in order to discuss educational attainment rates from an Irish perspective, it was necessary to include the results of a quantitative study

ﺮﻔﺳﺃ ﺪﻗ ﻲﻤﻜﻟﺍ ﺚﺤﺒﻟﺍ ﻥﺃ ﻦﻴﺣ ﻲﻓ ﻲﻋﻮﻨﻟﺍ ﺚﺤﺒﻟﺍ •

ﻰﻨﻌﻤﻟﺍﻭ ﺏﺎﺒﺳﻷﺍ ﻒﺸﻜﺘﺴﻳ ﻢﻟ ﻪﻧﺃ ﻻﺇ ، ﻡﺎﻤﺘﻫﻼﻟ ﺓﺮﻴﺜﻣ ﺕﺍﺀﺎﺼﺣﺇ ﻦﻋ

ﻪﻨﻜﻤﻳ ﻻﻭ ﻢﻬﺗﺎﻓﺮﺼﺗ ﻰﻠﻋ ﺩﺍﺮﻓﻷﺍ ﻪﻘﻠﻌﻳ ﻱﺬﻟﺍ

.ﺔﻴﺼﺨﺸﻟﺍ ﺭﺎﻜﻓﻷﺍ ﻝﻮﺣ ﺕﺎﻣﻮﻠﻌﻤﻟﺍ ﻊﻤﺟ

.ﻲﻋﻮﻨﻟﺍ ﺚﺤﺒﻟﺍ ﻡﺍﺪﺨﺘﺳﺍ ﺕﺮﺘﺧﺍ ، ﺔﺳﺍﺭﺪﻟﺍ ﻩﺬﻫ ﻉﻮﺿﻮﻣ ﻰﻟﺇ ﺮﻈﻨﻟﺎﺑﻭ ، ﺐﺒﺴﻟﺍ ﺍﺬﻬﻟ

ﻲﻤﻠﻌﻟﺍ ﻞﻴﺼﺤﺘﻟﺍ ﺕﻻﺪﻌﻣ ﺔﺸﻗﺎﻨﻣ ﻞﺟﺃ ﻦﻣ ، ﻚﻟﺫ ﻊﻣﻭ

ﺔﻴﻤﻛ ﺔﺳﺍﺭﺩ ﺞﺋﺎﺘﻧ ﺝﺍﺭﺩﺇ ﻱﺭﻭﺮﻀﻟﺍ ﻦﻣ ﻥﺎﻛ ، ﻱﺪﻨﻟﺮﻳﺃ ﺭﻮﻈﻨﻣ ﻦﻣ

Data collection tool and Results

Focus group A focus group was selected for members to offer their perceptions, attitudes and opinions on the relationship between social background and education and it was hoped that listening to participants’ experiences would stimulate memories and ideas in others. Open questions were chosen to allow the respondents to talk freely about the subject, yet allowing me to guide the conversation in order to illicit the necessary, relevant information. While focus groups can be more difficult to analyze, I chose this format in order to gain a broader perspective on the subject being investigated. This method allowed me to follow up ideas and probe responses, while also investigating motives and feelings

ﻢﻳﺪﻘﺘﻟ ﺀﺎﻀﻋﻸﻟ ﺰﻴﻛﺮﺗ ﺔﻋﻮﻤﺠﻣ ﺭﺎﻴﺘﺧﺍ ﻢﺗ ﺰﻴﻛﺮﺘﻟﺍ ﺔﻋﻮﻤﺠﻣ‎

، ﻢﻴﻠﻌﺘﻟﺍﻭ ﺔﻴﻋﺎﻤﺘﺟﻻﺍ ﺔﻴﻔﻠﺨﻟﺍ ﻦﻴﺑ ﺔﻗﻼﻌﻟﺍ ﻝﻮﺣ ﻢﻬﺋﺍﺭﺁﻭ ﻢﻬﻔﻗﺍﻮﻣﻭ ﻢﻬﺗﺍﺭﻮﺼﺗ

ﻰﻟﺇ ﻦﻴﻛﺭﺎﺸﻤﻟﺍ ﺏﺭﺎﺠﺗ ﻰﻟﺇ ﻉﺎﻤﺘﺳﻻﺍ ﻱﺩﺆﻳ ﻥﺃ ﻝﻮﻣﺄﻤﻟﺍ ﻦﻣ ﻥﺎﻛﻭ

ﺡﺎﻤﺴﻠﻟ ﺔﺣﻮﺘﻔﻣ ﺔﻠﺌﺳﺃ ﺭﺎﻴﺘﺧﺍ ﻢﺗ .ﻦﻳﺮﺧﻵﺍ ﻲﻓ ﺭﺎﻜﻓﻷﺍﻭ ﺕﺎﻳﺮﻛﺬﻟﺍ ﺰﻴﻔﺤﺗ

ﻪﻴﺟﻮﺘﺑ ﻲﻟ ﺡﺎﻤﺴﻟﺍ ﻊﻣ ، ﻉﻮﺿﻮﻤﻟﺍ ﻦﻋ ﺔﻳﺮﺤﺑ ﺙﺪﺤﺘﻟﺎﺑ ﻦﻴﺒﻴﺠﺘﺴﻤﻠﻟ

.ﺔﻠﺼﻟﺍ ﺕﺍﺫ ﺔﻳﺭﻭﺮﻀﻟﺍ ﺕﺎﻣﻮﻠﻌﻤﻟﺍ ﺮﻴﻓﻮﺗ ﻞﺟﺃ ﻦﻣ ﺔﺛﺩﺎﺤﻤﻟﺍ

ﺕﺮﺘﺧﺍ ﺪﻘﻓ ، ﺰﻴﻛﺮﺘﻟﺍ ﺕﺎﻋﻮﻤﺠﻣ ﻞﻴﻠﺤﺗ ﺔﺑﻮﻌﺻ ﻦﻣ ﻢﻏﺮﻟﺍ ﻰﻠﻋ

ﻝﻮﺣ ﻊﺳﻭﺃ ﺭﻮﻈﻨﻣ ﻰﻠﻋ ﻝﻮﺼﺤﻟﺍ ﻞﺟﺃ ﻦﻣ ﻖﻴﺴﻨﺘﻟﺍ ﺍﺬﻫ

ﺔﻘﻳﺮﻄﻟﺍ ﻩﺬﻫ ﻲﻟ ﺖﺤﻤﺳ .ﻪﻴﻓ ﻖﻴﻘﺤﺘﻟﺍ ﻢﺘﻳ ﻱﺬﻟﺍ ﻉﻮﺿﻮﻤﻟﺍ

رﻉﺎﺸﻤﻟﺍﻭ ﻊﻓﺍﻭﺪﻟﺍ ﻲﻓ ﻖﻴﻘﺤﺘﻟﺍ ﻊﻣ ، ﺕﺎﺑﺎﺟﻹﺍ ﻲﻓ ﻖﻴﻘﺤﺘﻟﺍﻭ ﺭﺎﻜﻓﻷﺍ ﺔﻌﺑﺎﺘﻤﺑ

The findings demonstrate that although there is a strong relationship between social class and engagement with education, the other four factors are quite significant. In order to ensure a more equitable education system, the State must take responsibility for the legislation which impacts on education. It is also responsible for the provision of remedial services and these should be available to all children who need them. Teachers must be aware of the importance of their role in providing a classroom environment which is conducive to learning. The study emphasis ed the importance of parental support in children’s education and the need for the government to support parents in their efforts to do this by the provision of parenting courses and other services which would benefit families in this regard. All the participants were unanimous in their praise of community education and how it had impacted positively on their lives. It is imperative therefore that the government reconsiders its decisions to reduce funding for worthwhile services such as family support projects and community education

ﻦﻴﺑ ﺔﻳﻮﻗ ﺔﻗﻼﻋ ﺩﻮﺟﻭ ﻦﻣ ﻢﻏﺮﻟﺍ ﻰﻠﻋ ﻪﻧﺃ ﺞﺋﺎﺘﻨﻟﺍ ﺢﺿﻮﺗ

.ﺔﻳﺎﻐﻠﻟ ﺔﻤﻬﻣ ﻯﺮﺧﻷﺍ ﺔﻌﺑﺭﻷﺍ ﻞﻣﺍﻮﻌﻟﺍ ﻥﺈﻓ ، ﻢﻴﻠﻌﺘﻟﺍ ﻲﻓ ﺔﻛﺭﺎﺸﻤﻟﺍﻭ ﺔﻴﻋﺎﻤﺘﺟﻻﺍ ﺔﻘﺒﻄﻟﺍ

ﻞﻤﺤﺗ ﺔﻟﻭﺪﻟﺍ ﻰﻠﻋ ﺐﺠﻳ ، ﺎﻓﺎﺼﻧﺇ ﺮﺜﻛﺃ ﻲﻤﻴﻠﻌﺗ ﻡﺎﻈﻧ ﻥﺎﻤﺿ ﻞﺟﺃ ﻦﻣ

ﺮﻴﻓﻮﺗ ﻦﻋ ﺔﻟﻭﺆﺴﻣ ﺎﻬﻧﺃ ﺎﻤﻛ .ﻢﻴﻠﻌﺘﻟﺍ ﻰﻠﻋ ﺮﺛﺆﺗ ﻲﺘﻟﺍ ﺕﺎﻌﻳﺮﺸﺘﻟﺍ ﺔﻴﻟﻭﺆﺴﻣ

.ﺎﻬﻴﻟﺇ ﻥﻮﺟﺎﺘﺤﻳ ﻦﻳﺬﻟﺍ ﻝﺎﻔﻃﻷﺍ ﻊﻴﻤﺠﻟ ﺔﺣﺎﺘﻣ ﻥﻮﻜﺗ ﻥﺃ ﻲﻐﺒﻨﻳﻭ ﺔﻴﺟﻼﻌﻟﺍ ﺕﺎﻣﺪﺨﻟﺍ

ﻢﻠﻌﺘﻠﻟ ﺔﻴﺗﺍﻮﻣ ﺔﻴﻔﺻ ﺔﺌﻴﺑ ﺮﻴﻓﻮﺗ ﻲﻓ ﻢﻫﺭﻭﺩ ﺔﻴﻤﻫﻷ ﻦﻴﻛﺭﺪﻣ ﻥﻮﻤﻠﻌﻤﻟﺍ ﻥﻮﻜﻳ ﻥﺃ ﺐﺠﻳ

ﺓﺭﻭﺮﺿﻭ ﻝﺎﻔﻃﻷﺍ ﻢﻴﻠﻌﺗ ﻲﻓ ﻦﻳﺪﻟﺍﻮﻟﺍ ﻢﻋﺩ ﺔﻴﻤﻫﺃ ﻰﻠﻋ ﺔﺳﺍﺭﺪﻟﺍ ﺕﺪﻛﺃ .

ﺕﺍﺭﻭﺩ ﺮﻴﻓﻮﺗ ﻝﻼﺧ ﻦﻣ ﻚﻟﺬﺑ ﻡﺎﻴﻘﻠﻟ ﻢﻫﺩﻮﻬﺟ ﻲﻓ ﻦﻳﺪﻟﺍﻮﻟﺍ ﻢﻋﺪﺑ ﺔﻣﻮﻜﺤﻟﺍ ﻡﺎﻴﻗ

.ﺩﺪﺼﻟﺍ ﺍﺬﻫ ﻲﻓ ﺮﺳﻷﺍ ﺪﻴﻔﺘﺳ ﻲﺘﻟﺍ ﺕﺎﻣﺪﺨﻟﺍ ﻦﻣ ﺎﻫﺮﻴﻏﻭ ﺔﻣﻮﻣﻷﺍﻭ ﺓﻮﺑﻷﺍ

ﻥﺎﻛ ﻒﻴﻛﻭ ﻲﻌﻤﺘﺠﻤﻟﺍ ﻢﻴﻠﻌﺘﻠﻟ ﻢﻬﺣﺪﻣ ﻲﻓ ﻉﺎﻤﺟﻹﺎﺑ ﻦﻴﻛﺭﺎﺸﻤﻟﺍ ﻊﻴﻤﺟ ﻥﺎﻛ

ﺮﻈﻨﻟﺍ ﺔﻣﻮﻜﺤﻟﺍ ﺪﻴﻌﺗ ﻥﺃ ﻱﺭﻭﺮﻀﻟﺍ ﻦﻣ ﻚﻟﺬﻟ .ﻢﻬﺗﺎﻴﺣ ﻰﻠﻋ ﻲﺑﺎﺠﻳﺇ ﺮﻴﺛﺄﺗ ﻪﻟ

ﻊﻳﺭﺎﺸﻣ ﻞﺜﻣ ﺔﻤﻴﻘﻟﺍ ﺕﺎﻣﺪﺨﻠﻟ ﻞﻳﻮﻤﺘﻟﺍ ﺾﻴﻔﺨﺘﻟ ﺎﻬﺗﺍﺭﺍﺮﻗ ﻲﻓ

.ﻲﻌﻤﺘﺠﻤﻟﺍ ﻢﻴﻠﻌﺘﻟﺍﻭ ﺓﺮﺳﻷﺍ ﻢﻋﺩ

References:

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McDermot, D. (2012). Social class and education: The relationship between social class and engagement with education

(Order No. 10904641). Available from ProQuest Dissertations & Theses Global. (2064226381). Retrieved from https://search-proquest-com.sdl.idm.oclc.org/docview/2064226381?accountid=142908

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