پیوندهای مفید
آمار
| تعداد نشریات | 23 |
| تعداد شماره‌ها | 388 |
| تعداد مقالات | 3,000 |
| تعداد مشاهده مقاله | 4,268,559 |
| تعداد دریافت فایل اصل مقاله | 1,658,049 |
شناسایی زمینه‌های همکاری و تعامل آموزشی بین مدارس متوسطه و دانشکده‌های روانشناسی و علوم تربیتی شهر تهران: یافته‌های یک مطالعه کیفی | ||
| مطالعات آموزشی و آموزشگاهی | ||
| دوره 11، شماره 2 - شماره پیاپی 31، تیر 1401، صفحه 195-220 اصل مقاله (2.25 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسندگان | ||
| کتایون میدانی پور* 1؛ عباس عباس پور2؛ علی خورسندی طاسکوه3؛ صمد برزویان3 | ||
| 1دکتری مدیریت آموزشی، دانشگاه علامه طباطبایی، تهران، ایران | ||
| 2استاد، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکدة روانشناسی و علوم تربیتی دانشگاه علامه طباطبایی، تهران، ایران | ||
| 3استادیار، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکدة روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران | ||
| تاریخ دریافت: 21 مرداد 1398، تاریخ بازنگری: 19 آبان 1399، تاریخ پذیرش: 02 اسفند 1399 | ||
| چکیده | ||
| پژوهش حاضر به منظور شناسایی زمینه‌های همکاری و تعامل آموزشی بین مدارس متوسطه و دانشکده‌های روانشناسی و علوم تربیتی شهر تهران و با استفاده از روش کیفی داده‌بنیاد انجام گرفت. جامعة آماری پژوهش شامل همة دست‌اندرکاران و صاحبنظران دانشگاهی و آموزش و پرورش بود که در ارتباط با موضوع تعامل بین مدارس و دانشگاه‌ها، دارای سابقة اجرایی یا علمی بودند. 26 نفر از طریق نمونه‌گیری هدفمند تا رسیدن به اشباع نظری انتخاب شدند. داده‌ها با مصاحبة نیمه‌ساختاریافته جمع‌آوری شد. برای تجزیه و تحلیل داده‌های حاصل از مصاحبه، از کدگذاری استفاده شد. برای بررسی روایی و پایایی پژوهش، از تأیید مصاحبه‌شوندگان برای کنترل روایی پژوهش بهره گرفته شده است و در ارتباط با پایایی نیز، توافق یا همخوانی بین دوکدگذار در کدگذاری چهار مصاحبه، محاسبه شده است. ضریب توافق به‌دست‌آمده، 85/0 بوده که حاکی از توافق و همخوانی بالا و نیز ضریب پایایی مناسب است. یافته‌های پژوهش نشان داد مدارس متوسطه و دانشکده‌های روانشناسی و علوم تربیتی شهر تهران می‌توانند، در سه زمینة کلی توسعة مشارکت، پژوهش، و توسعة حرفه‌ای و 50 زمینة جزئی با یکدیگر همکاری و تعامل داشته باشند. | ||
| کلیدواژه‌ها | ||
| پژوهش؛ تعامل و همکاری؛ توسعة حرفه‌ای؛ توسعة مشارکت؛ مدارس متوسطه؛ دانشکده‌های روانشناسی و علوم تربیتی شهر تهران | ||
| عنوان مقاله [English] | ||
| Identifying Areas of Cooperation and Educational Interaction Between High Schools and Faculties of Psychology and Educational Sciences in Tehran: Findings of A Qualitative Study | ||
| نویسندگان [English] | ||
| katayoon meidanipour1؛ abbas abbaspour2؛ ali khorsandi taskoh3؛ samad borzooian3 | ||
| 1Ph.D. Student in Educational Management, Allameh Tabatabai University, Tehran, Iran | ||
| 2Professor, Department of Management and Educational Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran | ||
| 3Assistant Professor, Department of Management and Educational Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran | ||
| چکیده [English] | ||
| The present study was conducted to identify areas of cooperation and educational interaction between high schools and faculties of psychology and educational sciences in Tehran using a qualitative data-based method. The statistical population of the study included all academic and educational staff and experts who had an executive or scientific background in relation to the subject of interaction between schools and universities. 26 subjects were selected through purposive sampling to achieve theoretical saturation. Data were collected through semi-structured interviews. Coding was used to analyze the interview data. To check the validity and reliability of the research, the confirmation of the interviewees was used to control the validity of the research, and in relation to the reliability, the agreement or concordance between the two coders in coding the four interviews was calculated. The obtained coefficient of agreement was 0.85, which indicates a high agreement and compatibility as well as a suitable reliability coefficient. Findings showed that high schools and faculties of psychology and educational sciences in Tehran can cooperate and interact with each other in three general areas of participation development, research, and professional development and 50 minor areas. | ||
| کلیدواژه‌ها [English] | ||
| Faculties of psychology and educational sciences in Tehran, Interaction and cooperation, Participation development, Research, Secondary schools, Vocational development | ||
| مراجع | ||
|
خورسندی طاسکوه، علی (1385). نظام ارتباطی آموزش در ایران آموزش متوسطه وآموزش عالی با تأملی بر علوم انسانی. تهران: نشر پژوهشکدة مطالعات فرهنگی و اجتماعی.
کرسول، جان دبلیو (1391). طرح پژوهش: رویکردهای کیفی، کمی و ترکیبی. علیرضا کیامنش، تهران: دانشگاه علامه طباطبایی.
Fahey, K. (2011). Still learning about leading: A leadership critical friends group. Research on Leadership Education, 6, 1–35. Galassi, J. P., White, K. P., Vesilind, E. M., Bryan, M. E. (2001). Perceptions of researchfrom a second-year, multisite professional development schools partnership. Educational Research, 95, 75-83. Goodlad, J., Mantle-Bromley, C., & Goodlad, S. (2004). Education for everyone: Agenda for education in a democracy. San Francisco, CA: Jossey-Bass. Halasz, G. (2016). School-university partnership for effective teacher learning, Issues Paper for the seminar co-hosted by ELTE Doctoral School of Education and Miskolc-Hejőkeresztúr KIP Regional Methodological Centre May 13, 2016. Handscomb, G., Gu, Q., & Varley, M. (2014). School-university partnerships: Fulfilling the potential. Literature Review. National Co-ordinating Centre for Public Engagement. Bristol. Henry, A., Peel Betty, B., Peel, E., & Baker, M. (2002). School/university partnerships: A viable model. Educational Management, 16(7), 319–325. Jackson, L. M., Pancer, S. M., Pratt, M. W., & Hunsberger, B. E. (2000). Great expectations: The relation between expectancies and adjustment during the transition to university. Applied Psychology, 30(10), 2100-2125. Kutty, F. M. (2014). First-generation student transition to university: an exploratory study into the first-year experience of students attending university Kebangsaan Malaysia. The University of Southampton.Unpublished Thesis. Ladson-Billings, G., & Gomez, M. L. (2001). Just showing up: Supporting early literacy through teachers’ professional communities. Phi Delta Kappan, 82, 675–680. Lewy, A. (1991). National and school-based development. Paris: UNESCO International Institute for Educational Planning. MacDonald, M. F., & Dorr, A. (2010). Inside school-university partnerships: Successful Collaborations to Improve High School Student Achievement, Matoba, M., & Sarkar Arani, M. R. (2006). Ethnography for teachers’ professional development: Japanese approach of investigation on classroom activities, In N. Popov, C. Wolhuter, C., Heller, & M. Kysilka (Eds.), Comparative education and teacher training (pp. 116–125). Sofia: Bulgarian Comparative Education Society. Matoba, M., Shibata, Y., & Sarkar Arani, M. R. (2007). School-university partnerships: A new recipe for creating professional knowledge in school. Educ Res Policy Prac, 6, 55–65. Matoba, M., Shibata, Y., Yamakawa, N., & Adachi, H. (2004). Kyouikujissenmondai no Kyoudoutekikenkyutaisei noKouchiku [Construction of the Cooperative Research System for Educational Practice Problems]. Graduate School of Education and Human Development, 50(2), 109–128. McLaughlin, C., Black-Hawkins, K., & McIntyre, D. (2004). Researching teachers, researching schools, researching networks. A Review of the Literature University of Cambridge Noel Rief, A. (2011). Co-Constructing Community, School, and University Partnerships for URBAN School Transformation: Year two. Doctoral Dissertation, Education, Faculty of HE USC ROSSIER School of education University of Southern California. Opolot-Okurut, C., & Bbuye, J. (2014). School-university collaboration initiative: Benefits and challenges in Uganda. Educational Research, 2(10), 843-849. Peel, H., & Walker, B. (1995). The teacher’s role in site –based management. Kappa Delta Pj, 32(1), 2-5. Rickards, F. (2014) Focus on learners: education experts to Government.http://education.unimelb.edu.au/about_us/clinical_teaching [accessed 15 May 2014]. Schutz, A. (2006). Home is a prison in the global city: The tragic failure of schoolbased community engagement strategies. Review of Educational Research, 76(4), 691-743. Smedley, L. (2001) Impediments to Partnership: A literature review of school-university links. Teachers and Teaching, 7, 189-209. Smith, A. (2009). Perceptions of a university school collaborative partnership. Doctoral Dissertation, Department of educational studies in psychology, Research Methodology and Counseling in the Graduate School of The University of Alabama. Tong, J. L. Y. T., & Ahmad, A. (2017). High school-university disconnect: a complex issue in Malaysia. Educational Management, 32(5), 851-865. Van Rooij, E. C. M., & Jansen, P. W. A. (2019). Our job is to deliver a good secondary school student, not a good university student, Secondary school teachers, beliefs and practices regarding university preparation. Educational Research, 88, 9-19. Walsh, M. E., & Backe, S. (2013). School–University Partnerships: Reflections and Opportunities. Peabody Journal of Education, 88(5), 594-607. Walsh, M., Brabeck, M., Howard, K., Sherman, F, Montes, C., & Garvin, T. (2000). The Boston College-Allston/Brighton partnership: Description and challenges. Peabody Journal of Education, 75(3), 6–32. Warren, S. (2014). The impact of school district – university collaborative research on a full-inclusion preschool program. Education and Social Science, 1(1), 1-6. Whyte, A., & Ellis, N. (2004). The power of a network organization: A model for school-university collaboration. Contemporary Issues in Technology and Teacher Education, 4(2), 137-151. Wilson, C., Clark, R. & Heckman, P. (1989). Breaking new ground: Reflections on the school - university partnership in the national network for education renewal (Occasional Paper No. 8). Seattle: University of Washington, Center for Educational Renewal. | ||
|
آمار تعداد مشاهده مقاله: 279 تعداد دریافت فایل اصل مقاله: 242 |
||