ارایه مدل مدرسه کارآمد برای دوره ابتدایی آموزش و پرورش دولتی ایران
الموضوعات : پژوهش در برنامه ریزی درسیمرضیه آقاخانی 1 , بدری شاه طالبی 2 , محمدعلی نادی 3
1 - دانشجوی دکتری رشته مدیریت آموزشی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی،اصفهان، ایران.
2 - دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران
3 - استاد گروه مدیریت آموزشی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی،اصفهان، ایران.
الکلمات المفتاحية: مدرسه کارآمد, آموزش و پرورش ایران, داده بنیاد.,
ملخص المقالة :
این تحقیق با هدف ارایه مدل مدرسه کارآمد برای آموزش و پرورش در قالب سنت پژوهش کیفی بارویکرد داده بنیاد انجام شد. ابزار مورد استفاده در پژوهش حاضر مصاحبه عمیق نیمه ساختار یافته و مشارکت کنندگان تحقیق مشتمل بر خبرگان فعال در حوزه آموزش و پرورش (اعم از اساتید دانشگاه، دبیران، مدیران مدارس، سرگروهان آموزشی و کارشناسان) و روش نمونه گیری به شیوه غیراحتمالی، از نوع نظری بود. پس از انجام مصاحبه اکتشافی با خبرگان، دادههای جمع آوری شده به کمک روش داده بنیاد مبتنی بر مدل اسـتراوس و کـوربین در سه مرحلۀ کدگذاري باز، محوري و انتخابی مورد تحیلی قرار گرفت. یافتههای تحقیق نشان داد الگوی مفهومی شکل گیری مدرسه کارآمد از حیث شرایط علی شامل ابعاد تغییر سپهر آموزش کنونی، مدرسه به مثابه اجتماع، توسعه گفتمان‌های آموزشی و توسعه عدم تجانسهاست. از حیث شرایط زمینهای شامل ابعاد مساله مندی مدرسه و رشد گرایش تحول گرایانه، از حیث شرایط مداخله گر شامل ابعاد بازاندیشی انتقادی در آموزش و پرورش و بنیادگرایی آموزش، از حیث راهبردها مشتمل بر 4 راهبرد تسهیل گیری جریان آموزش، نهادینه سازی سیستم باز، معناآفرینی آموزشی و بازآرایی محیطی و نهایتا از حیث پیامدها دارای 3 پیامد فردی، اجتماعی و سازمانی است.
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