Empirics with Inequity Distribution for Elementary School Resource - Innovative Management in Information and Production - page 195

Tabl e 2 Dimensions and indicators of educational equity

Dimension Indicators FW

Class equipment 0.34

Book amount 0.17

School resources

Teacher's ICT ability 0.21

Campus programming 0.28

Organizational commitment 0.31

Organizational atmosphere 0.23

Professional community 0.22

School culture

Teacher-parent interaction 0.13

Community connection 0.11

Muticultural concern curriculum 0.25

Cultural response instruction 0.20

Curriculum and instruction

Concerns about the disadvantage students 0.33

The same expectation on all students 0.22

Special education and services 0.15

Multi-intellectual activities 0.32

Appropriate development

Multi-assessment measures 0.22

Students clubs 0.31

Grant for disadvantage students 0.21

After-school child care service 0.22

Compensation measures

After-school alternative program 0.28

In-class remedial teaching 0.29

If r 1 r 2 ··· r f

f
∑

l = 1 (

n − l + 1 ) · μ s i l

FRW s i =

) · μ s i l ,

i = 1 ,··· , k

k
∑

f
∑

1 (

− +

n l 1

i = 1 l =

3.3 Universe of Discourse and Fuzzy Weight

To capture critical elements for evaluating the educational equity in school contexts,
the researchers design a questionnaire for experts to establish the fuzzy relative
weight. There are five dimensions that involve school resources , school culture ,
curriculum and instruction , appropriate development, and compensation measures .
The experts include two administrators of educational bureau, four elementary
school principals, and two elementary directors. Table 2 displays the dimensions
and indicators of educational equity. Besides, the results from experts about fuzzy
weight are also listed in the right column of the table.