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ارزیابی اجرای نظام دوری در مدارس ابتدایی | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 3، دوره 14، شماره 2 - شماره پیاپی 43، مرداد 1404، صفحه 37-54 اصل مقاله (588.91 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2025.16559.4487 | ||
| نویسندگان | ||
| فاطمه حسنوند1؛ غلامرضا شمس* 2؛ محمود ابوالقاسمی2 | ||
| 1کارشناسی ارشد مدیریت آموزشی، دانشکده علوم تربیتی و ورانشناسی، دانشگاه شهید بهشتی، تهران، ایران | ||
| 2دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران | ||
| چکیده | ||
| پژوهش حاضر با هدف ارزیابی اجرای نظام دوری در مدارس ابتدایی و با استفاده از الگوی سیپ انجام شد. رویکرد پژوهش حاضر، آمیخته اکتشافی بود، در بخش کیفی، روش پدیدارشناسی و در بخش کمی روش توصیفی پیمایشی استفاده شد، نشانگرهای ارزیابی اجرای نظام دوری در بخش کیفی شناسایی شد و سپس در بخش کمی، هریک از نشانگرها ارزیابی شد. مشارکت‌کنندگان بخش کیفی، 16 نفر از مدیران و معلمان استان لرستان و دارای تجربه‌ی اجرای نظام دوری بودند که با روش نمونه‌گیری هدفمند ملاک مدار و گلوله برفی انتخاب شدند و در مصاحبه شماره 16 اشباع نظری حاصل و نمونه‌گیری متوقف شد. جامعه در بخش کمی کلیه مدیران و معلمان ابتدایی استان لرستان بود که در مدرسه محل خدمت آن‌ها نظام دوری اجرا شده است که شامل 178 نفر بود و با استفاده از روش نمونه‌گیری تصادفی از نوع طبقه‌ای نسبی 118 نفر به‌عنوان نمونه این بخش انتخاب شدند. ابزار جمع‌آوری داده‌ها در قسمت کیفی مصاحبه نیمه ساختار یافته و در قسمت کمی پرسشنامه محقق ساخته بود. اعتبار پرسشنامه توسط خبرگان و پایایی آن نیز از طریق محاسبه آلفای کرونباخ (955/0) تأیید شد. برای تجزیه‌وتحلیل داده‌ها در قسمت کیفی از روش کدگذاری اشتراوس و کوربین و در قسمت کمی از آزمون t تک نمونه‌ای استفاده شد. نتایج بخش کیفی11نشانگر درباره عامل زمینه،7نشانگر درباره عامل درونداد، 7نشانگر درباره عامل فرایند، 8نشانگر درباره عامل برونداد نشان داد. نتایج بخش کمی پژوهش نیز نشان داد که وضعیت اجرای نظام دوری ازنظر عوامل زمینه، فرایند و برونداد مطلوب و از نظر عامل درونداد نامطلوب است | ||
| کلیدواژه‌ها | ||
| ارزیابی؛ مدارس ابتدایی؛ مدیران مدارس؛ معلمان؛ نظام دوری | ||
| عنوان مقاله [English] | ||
| Evaluation of the implementation of the looping system in elementary schools | ||
| نویسندگان [English] | ||
| fatemeh hasanvand1؛ Gholamreza Shams Morkani2؛ Mahmood abolghasemi2 | ||
| 1Master Graduate of Department of Education, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran | ||
| 2Associate Professor of Department of Education, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran | ||
| چکیده [English] | ||
| This study aims to evaluate the implementation of the looping system in elementary schools using the CIPP model. Its approach was an exploratory mix; in the qualitative part, phenomenology was used, and in the quantitative part, a descriptive survey method was used. Sixteen managers and teachers with experience in implementing the looping system were interviewed. They were selected according to the criterion sampling and snowball methods. The Strauss and Corbin coding method was used to analyze the data. Finally, in the context, input, process, and product factors, 11, 7, 7, and 8 indicators were identified respectively. In the quantitative part, the population consisted of all managers and teachers in elementary schools in Lorestan province where the looping system was implemented, totaling 178 people. 118 people were selected using the stratified sampling method. Data was collected through a researcher-made questionnaire based on the results of the qualitative section. The validity of the questionnaire was confirmed by the experts and its reliability was confirmed by calculating Cronbach's alpha (0.955). finally, the one-sample t-test was used. The results showed that the implementation status of the looping system in the context, process, and product factors are favorable and in the input factor is unfavorable. | ||
| کلیدواژه‌ها [English] | ||
| Elementary schools, Evaluation, Looping system, School managers, Teachers | ||
| مراجع | ||
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