فراکشی ابعاد، ترسیم مدل و اَبَر واژگان مدرسه پژوهنده، با تکنیک پژوهش کیفی داده بنیاد بر اساس دیدگاه متخصصان علم تربیت

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 8، دوره 14، شماره 1 - شماره پیاپی 59، فروردین و اردیبهشت 1402، صفحه 140-130   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2023.28189.5649

نویسندگان

امید ربانی¹؛ امیر حسین محمد داودی^{* 2}؛ محمد علی حسینی³

¹دانشجوی دکتری مدیریت آموزشی، دانشکده مدیریت و اقتصاد، واحد علوم و تحقیقات،دانشگاه آزاد اسلامی ، تهران، ایران

²دانشیار رشته مدیریت آموزشی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد ساوه، و استاد مدعو واحد علوم و تحقیقات ، دانشگاه آزاد اسلامی ،تهران ، ایران

³دانشیار رشته مدیریت توانبخشی، دانشگاه علوم بهزیستی و توانبخشی، تهران، ایران

تاریخ دریافت: 14 مرداد 1400،  تاریخ بازنگری: 10 آذر 1401،  تاریخ پذیرش: 20 فروردین 1402 

چکیده

مقدمه و هدف: هدف این پژوهش فراکشی ابعاد، ترسیم الگو و اَبَر واژگان مدرسه پژوهنده بود.
روش شناسی پژوهش: پژوهش جزو پژوهش های کیفی بود که با استفاده از نظریه داده بنیاد با رویکرد سازاگرا به سرانجام رسید. مشارکت کنندگان در پژوهش متخصصان، صاحبنظران و پژوهشگران رشتة علوم تربیتی بودند. با استفاده از دو تکنیک نمونه گیری هدفمند و گلوله برفی تا رسیدن به مرز اشباع نظری، مصاحبة نیمه ساختاریافته به عمل آمد.
یافته ­ها: با بهره گیری از شیوة نظریة برخاسته از داده ها، با نرم افزار MAXQDA تحلیل انجام و سه مؤلفة نیروی انسانی، جو عمومی مدرسه، و قوانین مقررات به عنوان مضامین اصلی سازة مدارس پژوهنده استخراج گردید. مجموعاً 36 شاخص اصلی، فرعی، و فرعی تر شامل مدیریت پژوهش محور (سیستم تشویقی هدفمند، گفتمان پژوهش محور، تجهیزات پژوهشی، تصمیم سازی علمی، معاونت پژوهشی)، شاخص های پژوهشی، ارزشیابی پژوهش محور، کار گروهی، تفکر انتقادی، کیفیت محوری، رعایت اصول علمی (مسأله محوری، عدم قطعیت، ابهام سازی، تجربه گرایی، اندیشه ورزی، فرایند محوری، تولید علم)، دانش آموز (تأمین نیاز، ارضای کنجکاوی، خلاقیت دانش آموز، اندیشه ورزی دانش آموز، دقت نظر دانش آموز)، معلم (معلم پژوهنده، خلاقیت معلم، اندیشه ورزی معلم، دقت نظر معلم، محتوای کاربردی، روش تدریس تخصصی، طرد حافظه محوری)، اولیاء (اندیشه ورزی والدین، دقت نظر والدین) سازة مدارس پژوهنده را تشکیل دادند. همچنین 3 شاخص تجهیزات پژوهشی، گفتمان پژوهش محور، و معلم پژوهنده از فراوانی تکرار بیشتر و وزن بالاتر برخوردار بوده و در ابرواژگان مدرسة پژوهنده رتبة بالاتری داشتند.
بحث و نتیجه­ گیری: پیشنهاد شد جهت تقویت جایگاه پژوهش در مدرسه و رشد کمی و کیفی آن، 5 مؤلفة معلم، دانش آموز، والدین، قوانین و مقررات، و جو عمومی مدرسه مد نظر دستگاه تعلیم و تربیت قرار بگیرد.

کلیدواژه‌ها

مدرسه؛ پژوهش؛ مدرسة پژوهنده

عنوان مقاله [English]

Providing dimensions, model and meta-vocabulary of the researcher schools, with the qualitative research technique of grounded theory based on the views of educational experts

نویسندگان [English]

omid rabbany¹؛ amir hossein Mohammad davoudi²؛ Mohamad ali Hosseini³

¹Ph.D candidate. Educational management. Science & research branch. Islamic Azad University. TEHRAN. IRAN

²Associate Professor. Educational management. SAVEH branch. Islamic Azad University. Saveh. Iran. Visiting Professor at the Science & research branch. Islamic Azad University. Tehran.

³Associate Professor. Rehabilitation management. University of social welfare & Rehabilitation science. Tehran. Iran

چکیده [English]

Introduction: The aim of this article was to discovery of dimensions, model and Meta data synthesis of the researcher schools, with the qualitative research technique of grounded theory, by constructivist approach, based on the views of educational experts.
research methodology: This research was in the category of qualitative research which was completed using the grounded theory method. Participants in the study were specialists, experts and researchers in the field of educational sciences. A semi-structured interview was conducted using both targeted sampling and snowball techniques, until it reached the point of theoretical saturation.
Findings: With MAXQDA software, analysis was performed and three components of human resources, general school atmosphere, and rules and regulations were extracted as the main themes of the researcher schools. In total, 36 main, secondary, and sub-secondary indicators of the structure of research schools were formed, Including: Research-oriented management (purposeful incentive system, research-oriented discourse, research equipment, scientific decision-making, research assistant), Research indicators, research-based evaluation, teamwork, critical thinking, quality oriented, observance of scientific principles (central issue, uncertainty, ambiguity, empiricism, thinking, central process, science production), Student (satisfying needs, satisfying curiosity, student creativity, student thinking, student mindfulness), teacher (researcher oriented teacher, teacher creativity, teacher thinking, teacher mindfulness, practical content, specialized teaching method, core memory rejection ), Parents (parents 'thinking, parents' attention).
Conclusion: finaly, the three indicators of research equipment, research-oriented discourse, and teacher-researcher had a higher frequency of repetition and higher weight and had a higher rank in the vocabulary of the research school.
 

کلیدواژه‌ها [English]

School, Research, Researcher schools

مراجع

Abdolahi, a., javadi, m., & jafari, m. (2017). Research-oriented teaching guide. Babol: acecr. [in Persian]

Acton, r. (2019). Mapping the Evaluation of Problem-Oriented Pedagogies in Higher Education: A Systematic Literature Review. Education Sciences, 9(4), 269. doi:https://doi.org/10.3390/educsci9040269

Alberta government. Alberta Learning. Learning and Teaching Resources Branch. (2004). focus on inquiry: a teacher’s guide to implementing inquiry-based learning. Retrieved from https://open.alberta.ca/publications/0778526666

Alidadi, a., ghourchian, n., & jafari, p. (2020). Providing a model for self-management development in sixth grade primary school students in Shiraz. Bimonthly Journal of New Approach in Educational Management, 11(46), 71-84. Retrieved from http://jedu.miau.ac.ir [in Persian]

Altbach, P., & TUmakoshi, e. (2004). Asian Universities: Historical Perspectives and contemporary challenges. Baltimore: John Hopkins University Press.

Amini far, e., saleh sadegh pour, b., & tourkamani, f. v. (2010). The role of technology in learning mathematics. Quarterly Journal of Education Technology, 295-272. Doi:10.22061/TEJ.2011.234 [in Persian]

Blakely, E. J., & Leigh Green, N. (2013). Planning Local Economic Development (5 Ed.). London: sage.

Bryan, N. M., & Jhoanna, C. B. (2020). The ideal-actual gap in the roles of research in teaching. International Journal of Evaluation and Research in Education (IJERE), 9(2), 318-325. doi:10.11591/ijere.v9i2.20583

Caroline, C. J., & Derek, J. L. (2017). Inquiry Based Learning from the Learner’s Point of View: A Teacher Candidate’s Success Story. Journal of Humanistic Mathematics, (7) 2, 161-186 DOI: 10.5642/jhummath.201702.08

Dawn, T. L. (2015, Jun). Effects of using inquiry-based learning on science achievement for fifth-grade students. Asia-Pacific Forum on Science Learning and Teaching, 16(1), 1.

Eltanahy, M., & Forawi, S. (2019). Science Teachers’ and Students’ Perceptions of the Implementation of Inquiry-Based Learning Instruction in a Middle School in Dubai. Journal of Education, 199(1), 13-23. https://doi.org/10.1177/0022057419835791

European Commission. (2019, 02 19). The Bologna Process and the European Higher Education Area. Retrieved 02 19, 2019, from European Commission: https://ec.europa.eu/ education/policies/higher-education/bologna-process-and-european-higher-education-area_en

Ghaderi, m. (2015). Identifying Strategies for Promoting Research in Students Using the SWOT Model (Case: Boys' High School in Mashhad). Mashhad. Retrieved from http://libepl2.um.ac.ir/index.php?module=Dis&func=display&disid=1708 [in Persian]

Ghazi ardakani, r., malaki, h., sadeghi, a., & dourtaj, f. (2017). Designing a research-oriented curriculum model in elementary school social studies to foster thinking and creativity in students. Journal of Innovation and Creativity in Humanities, 7(3), 63-106. Retrieved from http://journal.bpj.ir/article_539220.html [in Persian]

Higher Education Council of the Islamic Republic of Iran. (1999, agust 20). School executive regulations. Tehran, Tehran, Iran.

Housein pour, sh., & zeinabadi, h. (2018). Research-oriented school: Development and testing of a causal model by combined exploratory method. Family and research, 27-47. Doi: 20.1001.1.26766728.1398.16.1.2.7 [in Persian]

Ijadi, z., seifnaraghi, m., & naderi, e. (2018). Research-based curriculum design in experimental sciences sixth grade, elementary course. Quarterly Journal of Research in Curriculum Planning, 29(1). Doi: 10.30486/JSRE.2018.539724 [in Persian]

LaBeouf, J. P. (2016). Research-Based Student Learning at the Post-Secondary Level. Embry Riddle Aeronautical University.

Maleki, h. (2003). Curriculum planning (practice guide) (Sixth Ed.). Tehran: School Publications. [in Persian]

Mellander, E., & Svardh, J. (2018, June). Inquiry-based learning put to the test Medium-term effects of a science and technology for children programme. Review of Education, 6(2), 103-141. doi:10.1002/rev3.3109

Namdari pejman, m., ghanbari, s., & mahmoudi, h. (2012). Identifying barriers to the implementation of the research teacher program (from the perspective of research teachers and experts: a case study in Hamadan province). Teaching and learning research, 20(3), 195-216. [in Persian]

Nurtalina. (2013). the effect of using inquiry based learning strategy in the writing ability of the eighth grade students of SMP NEGERI 1 PRAMBANAN KLATEN in the academic year of 2012/2013. English education department faculty of languages and arts state university of Yogyakarta.

PARIS COMMUNIQUÉ. (2019, 02 19). Education Higher Education Area. Paris Communiqué. Retrieved from https://ehea.info: http://www.ehea.info/Upload/document/ministerial_declarations/EHEAParis2018_Communique_final_952771.pdf

Sadeghi, a., & hashem moghaddam, s. (2015). Investigating the teaching model of exploration and its effect on the tendency to critical thinking, attitudes toward experimental sciences and academic achievement. Third National Conference on Psychology and Behavioral Sciences. Tehran. Retrieved from https://civilica.com/doc/430533 [in Persian]

Salimi, g., nazari, e., safavi, a., mohammadi, m., & shafiee, m. (2020). Study of research virtual teams in the higher education: qualitative case study. Bi-monthly New Approach in Educational Management, 11(46), 105-126.

Samadi, p., & ghamsari, z. m. (2011). Research-oriented approach in the first year books of high school and its comparison with the educational goals of the books in question. Iranian Curriculum Studies Quarterly, 6(20), 80-115. [in Persian]

Seifi, m. (2018). Designing a model and determining the indicators of a research-oriented school. Faculty of Psychology and Educational Sciences. Tehran: Allameh Tabatabai University. [in Persian]

Shabani, m. (2017). A comparative study of the effect of research-based transformation program on improving the educational quality of schools in Ghaemshahr. Amol: Amol Non-Governmental Non-Profit Higher Education Institute. [in Persian]

Shahtalebi, b., chavoushi, e., & ebrahimzadeh, r. (2020). Multilayer Research oriented: Presenting a paradigm model of a research-oriented school. Bi-monthly New Approach in Educational Management, 11(4), 133-166. Retrieved from http://jedu.miau.ac.ir/article_4444.html#ar_info_pnl_cite [in Persian]

Sleeter, N., Schrum, K., Swan, A., & Broubalow, J. (2019). Reflective of my best work”: Promoting inquiry-based learning in a hybrid graduate history course. Arts and Humanities in Higher Education. ISSN: ISSN-1474-0222

Susiani, T. S., Salimi, M., & Hidayat, R. (2018). Research Based Learning (RBL): How to Improve Critical Thinking Skills? Global Conference on Teaching, Assessment, and Learning in Education (GC-TALE 2017). 42, p. 6. SHS Web of Conferences. EDP Sciences. doi:https://doi.org/10.1051/shsconf/20184200042

Tolazdehi, s. h. (2017). Designing, testing and proposing a research-oriented school model; Mixed research at the level of high schools in Tehran. Tehran: Kharazmi University International Campus. Retrieved from http://libportal.khu.ac.ir/web/guest/main?p_p_auth=5qO9lwUV&p_p_id=3&p_p_lifecycle=0&p_p_state=maximized&p_p_mode=view&_3_struts_action=%2Fext%2Fsearch%2FviewCompleteOneRecord&_3_diglib=127.0.0.1%3A8080&_3_diglibCode=1&_3_serverNumber=0&_3_databaseId=0&_3 [in Persian]

Voet, M., & De Wever, B. (2018). Teachers’ adoption of inquiry-based learning activities: The importance of beliefs about education, the self, and the context. Journal of Teacher Education. https://doi.org/10.1177/0022487117751399