سنتزپژوهی عوامل کلیدی سیاست‌گذاری تربیتی با رویکرد خانواده: ارائه یک الگوی نظام‌مند

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 1، دوره 13، شماره 3 - شماره پیاپی 55، مرداد و شهریور 1401، صفحه 18-1   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2022.28049.5615

نویسندگان

محدثه فدایی¹؛ رضا صالحی امیری^{* 2}؛ محمود مهر محمدی³؛ محمد مهدی ذوالفقار زاده کرمانی⁴

¹دانشجوی دکتری مدیریت و برنامه ریزی فرهنگی، گروه مدیریت فرهنگی ،واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.

²دانشیار،گروه مدیریت فرهنگی، دانشکده مدیریت و اقتصاد، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.

³استاد، گروه تعلیم و تربیت ، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران.

⁴استادیار، گروه مدیریت دولتی،دانشکده مدیریت، دانشگاه تهران، تهران، ایران.

تاریخ دریافت: 24 خرداد 1400،  تاریخ بازنگری: 07 آذر 1400،  تاریخ پذیرش: 02 شهریور 1400 

چکیده

مقدمه و هدف: پژوهش حاضر با هدف شناسایی عوامل کلیدی سیاست‌گذاری تربیتی در آموزش‌وپرورش با تأکید بر نهاد خانواده انجام شده است.
روش شناسی پژوهش: پژوهش از نوع کیفی و به روش سنترپژوهی انجام شد. جامعه پژوهش، 90 مقاله و سند منتشر شده طی سال‌های 2000 تا 2020 در مورد سیاست‌گذاری تربیتی بود که از طریق جستجوی کلیدواژه های سیاست‌گذاری تربیتی و آموزشی، خانواده و تربیت، سیاست‌گذاری تربیتی و خانواده، تعامل خانواده و مدرسه در بانک‌های اطلاعاتی داخلی و خارجی معتبر نظیر پایگاه مرکز اطلاعات علمی جهاد دانشگاهی، نورمگز، اریک، ساینس دایرکت به دست آمدند؛ پس از غربالگری منابع به صورت هدفمند 35 منبع به عنوان نمونه انتخاب شد. داده‌های پژوهش از تحلیل کیفی اسناد مورد مطالعه گرداوری شدند و با رویکرد کدگذاری اقدام به تحلیل آن ها شد. اعتبار داده ها به روش کثرت‌گرایی در پژوهشگر یا آزمون قابلیت اطمینان بین کدگذاران بدست آمد.
یافته­ ها: یافته‌های پژوهش منجر به شناسایی 83 کد باز و 19 کد محوری شد که عبارتند از: عوامل علّی (بازآفرینی و بازمهندسی انجمن اولیا، بازتعریف نقش خانواده)، عوامل زمینه‌ای (ظرفیت‌سازی خانواده‌ها، تمرکززدایی، ساختار رسمی)، عوامل مداخله‌گر (عوامل سیاسی و فرهنگی و ضعف‌های نظام مدیریت کلان)، راهبردها (توجه به دیدگاه‌های متنوع، سازوکارهای ارتباطی، اقتداربخشی به خانواده) و پیامدها (بازگشت تربیت به متولی اصلی و افزایش اثربخشی سیاست‌های تربیتی).
بحث و نتیجه­ گیری: با نگاهی کل‌نگر می‌توان گفت که بررسی و ملاحظه کلیه عوامل کلیدی و اثرگذار در سیاست‌گذاری تربیتی با تأکید بر خانواده، جهت جذب مشارکت حداکثری خانواده در فرایند تعلیم‌وتربیت ضروری است؛ لذا، مسوولان و تصمیم‌گیرندگان نظام آموزشی کشور باید سعی کنند برای عوامل شناسایی شده برنامه مدون و قابل اجرایی تدوین و با کمک کلیه ذی‌نفعان آموزش‌وپرورش خصوصاً خانواده، در راستای تحقق حداکثری آن گام بردارند.

کلیدواژه‌ها

آموزش و پرورش؛ خانواده؛ سنتزپژوهی؛ سیاست گذاری تربیتی

عنوان مقاله [English]

Synthesis of key factors in educational policy with a family approach to provide a systematic model

نویسندگان [English]

mohadese fadaeI¹؛ reza salehiamiri²؛ mahmoud Mehrmohammadi³؛ mohamad mehdi zolfagharzadeh⁴

¹PhD Student in Cultural Management and Planning, Department of Cultural Management, Science and Research Branch, Islamic Azad University, Tehran, Iran.

²Assistant Professor, Department of Cultural Management, Faculty of Management and Economics, Science and Research Branch, Islamic Azad University, Tehran, Iran.

³Professor, Department of Education, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran.

⁴Assistant Professor, Department of Public Administration, Faculty of Management, University of Tehran, Tehran, Iran.

چکیده [English]

Introduction: The present study aimed to identify the key factors of educational policy in education with emphasis on the family institution. The research was qualitative and conducted by center research method.
research methodology: The research population was 90 articles and documents published during the years 2000 to 2020 on educational policy Which were obtained by searching for the keywords's educational policy, family and upbringing, educational and family policy, family and school interaction in reputable domestic and foreign databases such as Noormags, SID, Noormags, Science direct, Eric; After purposely screening the resources, 35 sources were selected as a sample. The research data were collected from qualitative analysis of the studied documents and analyzed with a coding approach. Data validity was obtained by pluralism in the researcher or reliability test between coders.
Findings: The results identified 83 open source and 19 core codes, which are: causal factors (re-creation and re-engineering of the Parents and Teachers Association, redefining the role of the family in education and monitoring and commenting on the family in educational affairs), underlying factors (capacity building and support of families, decentralization Education and formal structure and codified participation rules) And Interfering factors (political and cultural factors and weaknesses of the macro management system), Strategies (considering diverse perspectives, communication mechanisms, family empowerment) and consequences (returning education to the main custodian and increasing the effectiveness of education policies).
Conclusion: With a clear view, it can be said that the study and consideration of all key and influential factors in educational policy with emphasis on the family, is necessary to attract maximum participation of the family in the process of education; Therefore, the officials and decision-makers of the country's education system should try to formulate a codified and enforceable plan for the identified factors and, with the help of all stakeholders in education, especially the family, take steps towards its maximum realization.

کلیدواژه‌ها [English]

Education, family, synthesis research, educational policy

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