دانشگاه کردستان تدریس پژوهی 2476-5686 2476-5600 دانشگاه کردستان 61636 مقاله پژوهشی تجربه زیسته معلمان دوره ابتدایی از فرصت‌ها و چالش‌های تدریس در شبکه آموزشی دانش‌آموزان (شاد): یک مطالعه پدیدارشناسی عباسی فهیمه 1 حجازی الهه 2 حکیم زاده رضوان 2 دانشجوی دکتری روانشناسی تربیتی-دانشکده روانشناسی-دانشگاه تهران، تهران، ایران دانشیار دانشگاه تهران، تهران، ایران 22 09 2020 8 3 24 1 20 05 2020 11 09 2020 2020 https://trj.uok.ac.ir/article_61636.html

هدف این پژوهش، تحلیل ادراک معلمان ابتدایی در خصوص فرصت‌ها و چالش‌های تدریس در شبکه آموزشی دانش‌آموزان (شاد) بود. این مطالعه با استفاده از رویکرد کیفی و طرح پدیدارشناسانه صورت گرفت. به منظور گردآوری داده‌ها از مصاحبه کیفی نیمه ساختاریافته استفاده شد. با استفاده از نمونه‌گیری هدفمند، پس از انجام 21 مصاحبه اشباع داده‌ها حاصل شد. تحلیل عمیق دیدگاه‌های معلمان، موجب شناسایی و دسته‌بندی ده فرصت شامل: جبران عقب افتادگی تحصیلی در ایام قرنطینه، افزایش مسئولیت‌پذیری و درگیری بیشتر اولیا با فرآیند یاددهی-یادگیری دانش‌آموزان، افزایش سرعت انتقال اطلاعات و ارائه اطلاعات جدید، ایجاد انگیزه در معلمان برای ارتقاء سواد رسانه‌ای، شناخته شدن معلمان توانمند و خلاق و فراهم شدن زمینه‌ای برای به اشتراک گذاشتن فایل‌ها و تجارب معلمان، افزایش مسئولیت‌پذیری معلمان برای مطالعه بیشتر، جذاب و برانگیزاننده بودن استفاده از آن برای دانش‌آموزان، علاقه‌مند کردن دانش‌آموزان به دانش روز و پژوهش کردن، انعطاف‌پذیری در ساعت شروع کلاس و حذف ترددهای پرهزینه، پرورش خلاقیت در دانش‌آموزان برای ارائه تکالیف به شیوه‌ای نو و نه چالش شامل: عدم دسترسی همه دانش‌آموزان به فضای مجازی به ویژه در مناطق محروم و ایجاد نابرابری در فرصت آموزش، سنگین بودن هزینه‌های اینترنت برای خیلی از خانواده‌ها، کند بودن سرعت اینترنت، دشوار بودن سنجش یادگیری واقعی دانش‌آموزان و سلب شدن قدرت نظارت از معلم، اعتیاد برخی دانش‌آموزان به اینترنت و گوشی، استفاده بی‌جا و بی‌رویه از مطالب دیگران، عدم وقت‌گذاری برخی معلمان به امر تدریس و ارزیابی، استفاده از نرم‌افزار به عنوان ابزار تبلیغات، کاهش انگیزه برخی دانش‌آموزان نسبت به تحصیل در شیوه جدید تدریس گردید.

 ادراک معلمان شبکه آموزشی دانش‌آموزان شاد مدارس ابتدایی رویکرد کیفی Apergi, A., Anagnostopoulou, A., & Athanasiou, A. (2015). E-Learning for Elementary Students: The Web 2.0 Tool Google Drive as Teaching and Learning Practice. World Journal of Education, 5(3), 1-7.‏ Asadian, S., Gholizadeh Ahmadabad, h., & Maahoudi, Gh. (2018). Feasibility and Pathology of Tablet Entry into the Teaching and Learning Process. Journal of Research in Teaching, 6(2), 49-68.[In Persian] Banonis, B.C .(1989). The lived experience of recovering from addiction: a phenomenological study. Nursing Science Quarterly 2, 37– 42. Ceylan, V. K., & Kesici, A. E. (2017). Effect of blended learning to academic achievement. Journal of Human Sciences, 14(1), 308-320.‏ Chen, N. S., Kinshuk, Wei, C. W., & Yang, S. J. (2008). Designing a self-contained group area network for ubiquitous learning. Journal of Educational Technology & Society, 11(2), 16-26.‏ Clark-Ibanez, M., & Scott, L. (2008). Learning to teach online. Teaching Sociology, 36(1), 34-41.‏ Colaizzi, P. F. (1969). The descriptive methods and the types of subject-matter of a phenomenologically based psychology exemplified by the phenomenon of learning (Doctoral dissertation, ProQuest Information & Learning).‏ Colaizzi, P.F. (1978) Psychological research as a phenomenologist views it. In: Valle, R.S. and King, M., Eds., Existential-Phenomenological Alternatives for Psychology, Oxford University Press, New York, 48-71. Cranston, N., Mulford, B., Keating, J., & Reid, A. (2010). Primary school principals and the purposes of education in Australia. Journal of Educational Administration. Denzin, N. K., & Giardina, M. D. (Eds.). (2010). Qualitative inquiry and human rights. Left Coast Press.‏ Diekelmann N, Allen D., & Tanner C (1989). The NLN Criteria for Appraisal of Baccalaureate Programs: A Critical Hermeneutic Analysis. NLN Press, New York. Eisenberg, J., & Escobar, A. (2020). COVID-19: 10 steps for transferring your course online. Retrieved from https://www.weforum.org/agenda/2020/03. Fars News Agency. Two dead in Qom because of coronavirus. Retrieved February 19, 2020, from https://www.farsnews.ir/news/13981130001098.  [In Persian] Garrison, R., & Vaughan, N. (2007). Blended learning and course redesign in higher education: Assessing the role of teaching presence from the learner perspective. University of Calgary.‏ Güzer, B., & Caner, H. (2014). The past, present and future of blended learning: an in depth analysis of literature. Procedia-social and behavioral sciences, 116, 4596-4603.‏ Ha, C., Lee, S. Elementary teachers’ beliefs and perspectives related to smart learning in South Korea. Smart Learn. Environ. 6(1), 3 (2019). https://doi.org/10.1186/s40561-019-0082-5 Iranian Ministry of Education. Latest number of registered users on the Students Education Network (SHAD). Retrieved April 21, 2020, from https://www.medu.ir/fa/news/item/1160075. [In Persian] IRNA. Coronavirus in 202 countries, casualties increasing. Retrieved March 30, 2020, from https://www.irna.ir/news/83732558. [In Persian] IRNA. Opportunities and challenges of SHAD. Retrieved April 18, 2020, from https://www.irna.ir/news/83755016. [In Persian] Liu, N., Zhang, F., Wei, C., Jia, Y., Shang, Z., & Sun, L. (2020). Prevalence and predictors of PTSS during COVID-19 outbreak in China hardest-hit areas: Gender differences matter. Psychiatry Research, 287 (March), Article 112921. https://doi.org/10.1016/j.psychres.2020.112921. Najafi, H., (2020). Comparison of the effects of blended and traditional teaching methods in learning. Research in Medical Education, 11(2), 54-63. [In Persian] OECD (2011). "Education and skills", in OECD, Better Policies for Development: Recommendations for Policy Coherence, OECD Publishing.doi:978964115958/10.1787-20-en. Palloff, R. M., & Pratt, K. (2005). Learning online: A collaborative approach. In Distance Learning, 2002: Proceedings of the Annual Conference on Distance Teaching and Learning (18th, Madison, Wisconsin (p. 279).‏ Parhizi, R., Zamani, B., & Asemi, A. (2014). Challenges of Virtual Learning. Journal of Educational Technology, 7, 40-43. [In Persian] Polkinghorne, D. (1983). Methodology for the human sciences: Systems of inquiry Albany. NY: State University, 1.‏ Rajabi, H.A., Zandi, B., Ekradi, E., & Shakeri, M. (2017). Studying the Effect of Teaching and Teaching Combined on Students' Learning; A Case Study of Technical and Vocational Courses. Journal of Research in Teaching, 5(2), 69-81.[In Persian] Rouz News. How did different methods of virtual learning end up with "SHAD"? Retrieved April 13, 2020, from https://rouz.news/393131. [In Persian] Snelling, J., & Fingal, D. (2020). 10 strategies for online learning during a coronavirus outbreak. Retrieved from https://www.iste.org/explore Syarifah, M., & Handayani, H. Elementary School Teachers’ Conception of E-learning and Blended Learning. JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE), 2(1), 29-37. ‏ Tasnim News Agency. Teachers and students' criticisms to SHAD. A restriction renders SHAD useless. Retrieved April 23, 2020, from https://www.tasnimnews.com/fa/news/1399/02/04/2248215. [In Persian] Times, the New York (2020-01-30)."Coronavirus Live Updates: W.H.O. Declares a Global Health Emergency". ISSN 0362-4331. Retrieved 2020-01-30. Traphagan, T., Kucsera, J. V., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational technology research and development, 58(1), 19-37.‏ UNESCO (4 March 2020)."290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response". UNESCO. Retrieved 6 March 2020. Apergi, A., Anagnostopoulou, A., & Athanasiou, A. (2015). E-Learning for Elementary Students: The Web 2.0 Tool Google Drive as Teaching and Learning Practice. World Journal of Education, 5(3), 1-7.‏ Asadian, S., Gholizadeh Ahmadabad, h., & Maahoudi, Gh. (2018). Feasibility and Pathology of Tablet Entry into the Teaching and Learning Process. Journal of Research in Teaching, 6(2), 49-68.[In Persian] Banonis, B.C .(1989). The lived experience of recovering from addiction: a phenomenological study. Nursing Science Quarterly 2, 37– 42. Ceylan, V. K., & Kesici, A. E. (2017). Effect of blended learning to academic achievement. Journal of Human Sciences, 14(1), 308-320.‏ Chen, N. S., Kinshuk, Wei, C. W., & Yang, S. J. (2008). Designing a self-contained group area network for ubiquitous learning. Journal of Educational Technology & Society, 11(2), 16-26.‏ Clark-Ibanez, M., & Scott, L. (2008). Learning to teach online. Teaching Sociology, 36(1), 34-41.‏ Colaizzi, P. F. (1969). The descriptive methods and the types of subject-matter of a phenomenologically based psychology exemplified by the phenomenon of learning (Doctoral dissertation, ProQuest Information & Learning).‏ Colaizzi, P.F. (1978) Psychological research as a phenomenologist views it. In: Valle, R.S. and King, M., Eds., Existential-Phenomenological Alternatives for Psychology, Oxford University Press, New York, 48-71. Cranston, N., Mulford, B., Keating, J., & Reid, A. (2010). Primary school principals and the purposes of education in Australia. Journal of Educational Administration. Denzin, N. K., & Giardina, M. D. (Eds.). (2010). Qualitative inquiry and human rights. Left Coast Press.‏ Diekelmann N, Allen D., & Tanner C (1989). The NLN Criteria for Appraisal of Baccalaureate Programs: A Critical Hermeneutic Analysis. NLN Press, New York. Eisenberg, J., & Escobar, A. (2020). COVID-19: 10 steps for transferring your course online. Retrieved from https://www.weforum.org/agenda/2020/03. Fars News Agency. Two dead in Qom because of coronavirus. Retrieved February 19, 2020, from https://www.farsnews.ir/news/13981130001098.  [In Persian] Garrison, R., & Vaughan, N. (2007). Blended learning and course redesign in higher education: Assessing the role of teaching presence from the learner perspective. University of Calgary.‏ Güzer, B., & Caner, H. (2014). The past, present and future of blended learning: an in depth analysis of literature. Procedia-social and behavioral sciences, 116, 4596-4603.‏ Ha, C., Lee, S. Elementary teachers’ beliefs and perspectives related to smart learning in South Korea. Smart Learn. Environ. 6(1), 3 (2019). https://doi.org/10.1186/s40561-019-0082-5 Iranian Ministry of Education. Latest number of registered users on the Students Education Network (SHAD). Retrieved April 21, 2020, from https://www.medu.ir/fa/news/item/1160075. [In Persian] IRNA. Coronavirus in 202 countries, casualties increasing. Retrieved March 30, 2020, from https://www.irna.ir/news/83732558. [In Persian] IRNA. Opportunities and challenges of SHAD. Retrieved April 18, 2020, from https://www.irna.ir/news/83755016. [In Persian] Liu, N., Zhang, F., Wei, C., Jia, Y., Shang, Z., & Sun, L. (2020). Prevalence and predictors of PTSS during COVID-19 outbreak in China hardest-hit areas: Gender differences matter. Psychiatry Research, 287 (March), Article 112921. https://doi.org/10.1016/j.psychres.2020.112921. Najafi, H., (2020). Comparison of the effects of blended and traditional teaching methods in learning. Research in Medical Education, 11(2), 54-63. [In Persian] OECD (2011). "Education and skills", in OECD, Better Policies for Development: Recommendations for Policy Coherence, OECD Publishing.doi:978964115958/10.1787-20-en. Palloff, R. M., & Pratt, K. (2005). Learning online: A collaborative approach. In Distance Learning, 2002: Proceedings of the Annual Conference on Distance Teaching and Learning (18th, Madison, Wisconsin (p. 279).‏ Parhizi, R., Zamani, B., & Asemi, A. (2014). Challenges of Virtual Learning. Journal of Educational Technology, 7, 40-43. [In Persian] Polkinghorne, D. (1983). Methodology for the human sciences: Systems of inquiry Albany. NY: State University, 1.‏ Rajabi, H.A., Zandi, B., Ekradi, E., & Shakeri, M. (2017). Studying the Effect of Teaching and Teaching Combined on Students' Learning; A Case Study of Technical and Vocational Courses. Journal of Research in Teaching, 5(2), 69-81.[In Persian] Rouz News. How did different methods of virtual learning end up with "SHAD"? Retrieved April 13, 2020, from https://rouz.news/393131. [In Persian] Snelling, J., & Fingal, D. (2020). 10 strategies for online learning during a coronavirus outbreak. Retrieved from https://www.iste.org/explore Syarifah, M., & Handayani, H. Elementary School Teachers’ Conception of E-learning and Blended Learning. JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE), 2(1), 29-37. ‏ Tasnim News Agency. Teachers and students' criticisms to SHAD. A restriction renders SHAD useless. Retrieved April 23, 2020, from https://www.tasnimnews.com/fa/news/1399/02/04/2248215. [In Persian] Times, the New York (2020-01-30)."Coronavirus Live Updates: W.H.O. Declares a Global Health Emergency". ISSN 0362-4331. Retrieved 2020-01-30. Traphagan, T., Kucsera, J. V., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational technology research and development, 58(1), 19-37.‏ UNESCO (4 March 2020)."290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response". UNESCO. Retrieved 6 March 2020.
دانشگاه کردستان تدریس پژوهی 2476-5686 2476-5600 دانشگاه کردستان 61681 مقاله پژوهشی شناسایی ابعاد یادگیری پوی پا در دانشگاه احمدی اصل فرهاد 1 شاهی سکینه 2 مهرعلیزاده یداله 3 فراستخواه مقصود 4 دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران. استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران. استاد گروه برنامه ریزی آموزش عالی، مؤسسه پژوهش و برنامه ریزی آموزش عالی، تهران، ایران. 22 09 2020 8 3 44 25 28 04 2020 29 08 2020 2020 https://trj.uok.ac.ir/article_61681.html

هدف: هدف از اجرای این پژوهش شناسایی ابعاد یادگیری پوی­پا در دانشگاه بود. روش: روش پژوهش، آمیخته از نوع اکتشافی است. در بخش کیفی پژوهش از رویکرد تحلیلی بافت­نگاری و در بخش کمی از روش توصیفی- همبستگی  استفاده شده است. در بخش کیفی پژوهش، مشارکت کنندگان پژوهش به روش هدفمند انتخاب و با 16 نفر از متخصصان حوزه آموزش عالی مصاحبه انجام شد. مشارکت کنندگان پژوهش در بخش کمی، شامل 120 نفر برای مرحله اول و 378 نفر از اساتید دانشگاه­های دولتی برای مرحله دوم بودند که به روش طبقه­ای و تصادفی ساده انتخاب شدند. ابزار گرداوری داده­ها در بخش کیفی مصاحبه­های نیمه ساختمند بود. قابلیت اعتماد مصاحبه­ها از طریق باورپذیری، انتقال پذیری، اعتماد پذیری و تأییدپذیری بدست آمد. در بخش کمی ابزار گرداوری اطلاعات پرسشنامه محقق ساخته­ای بود که روایی صوری، محتوایی و سازه آن سنجیده شد و ضریب آلفای کرونباخ جهت سنجش پایایی برای پرسشنامه 93/0 بدست آمد. در این پژوهش تجزیه و تحلیل داده­ها به کمک دو نرم­افزار SPSS و LISREL صورت پذیرفت. یافته‌ها: نتایج پژوهش نشان می­دهد مؤلفه­های یادگیری پوی­پا در دانشگاه در چهار محور، یادگیری برای یادگرفتن، یادگیرى برای انجام دادن، یادگیرى برای با هم زیستن و یادگیرى برای زیستن دسته بندی می­شوند. یادگیری پوی­پا به عنوان یکی از سیاست‌های آموزشی در اکثر کشورها مورد توجه سیاست گذاران و برنامه‌ریزان آموزشی قرار دارد.

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دانشگاه کردستان تدریس پژوهی 2476-5686 2476-5600 دانشگاه کردستان 61668 مقاله پژوهشی شناسایی مسائل روابط معلم-دانش‌آموز از دیدگاه معلمان دوره ابتدایی: یک مطالعه پدیدارشناسی آزاده سید عطاالله 1 محمدی رزگار 2 کارشناسی ارشد آموزش ابتدایی،واحد سقز ،دانشگاه آزاد اسلامی،سقز،ایران گروه علوم تربیتی، واحد سقز ،دانشگاه آزاد اسلامی،سقز،ایران 22 09 2020 8 3 74 45 13 02 2020 14 09 2020 2020 https://trj.uok.ac.ir/article_61668.html

هدف: پژوهش حاضر با هدف شناسایی مسائل مربوط به روابط معلم-دانش­آموز از دیدگاه معلمان دوره ابتدایی شهر سقز انجام گرفت.روش: این پژوهش به روش کیفی پدیدارشناسی انجام گرفت. جامعه مورد مطالعه شامل کلیه معلمان ابتدایی شهر سقز بود. نمونه مورد مطالعه­ی پژوهش شامل 12 نفر از معلمان ابتدایی شهر سقز بود. به منظور گردآوری داده­های پژوهش از مصاحبه­ نیم­ساختاریافته استفاده شد. مصاحبه­ها تا اشباع نظری ادامه یافت. به منظور تجزیه و تحلیل داده­ها از تحلیل محتوای کیفی استفاده شد و به منظور کدگذاری از شیوه گدگذاری باز،‌ محوری و انتخابی استفاده شد.یافته‌ها: از دیدگاه معلمان مدیریت کلاس درس (تبعیض بین دانش­آموزان،‌ نحوه اداره کلاس درس،‌ سبک­های تدریس معلم، توجه معلم به دانش­آموز،‌ وجود فاصله بین معلم و دانش­آموزان)،‌ فضای فیزیکی و آموزشی (مناسب نبودن منابع آموزشی،‌ فضای فیزیکی نامناسب کلاس درس)، مسائل فردی دانش­آموزان (انگیزه پایین دانش­آموزان، اعتماد به نفس پایین دانش­آموزان)، نظام کلی آموزشی (مسائل مربوط به نظام آموزشی)، ‌مسائل مربوط به والدین (روابط مدرسه و خانواده،‌ عدم آگاهی والدین از فرایند صحیح آموزش،‌ پیش­داوری­های والدین از معلم و مدرسه) و مسائل مربوط به معلم و کادر مدرسه (کمبود دانش و تجربه معلم، مسائل فردی معلم،‌ عدم هماهنگی معلم و کادر مدرسه) به عنوان مؤلفه­های مسائل روابط معلم-دانش­آموز شناسایی شدند.

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دانشگاه کردستان تدریس پژوهی 2476-5686 2476-5600 دانشگاه کردستان 61656 مقاله پژوهشی اثر ظرفیت‌سازی سازمانی بر یادگیری پایدار با میانجی آموزش چندرسانه‌ای و نوآوری آموزشی در دانشکده‌های تربیت‌بدنی منتخب کشور زکی خانی وحید 1 سلیمانی مجید 2 احمدی سیروس 3 دانشجوی دکتری مدیریت ورزشی دانشگاه آزاد اسلامی، واحد همدان استادیار گروتربیت بدنی، واحد ملایر، دانشگاه آزاد اسلامی، ملایر، ایران استادیار گروه تربیت بدنی ، واحدهمدان، دانشگاه آزاد اسلامی،، همدان،ایران 22 09 2020 8 3 96 75 27 05 2020 14 09 2020 2020 https://trj.uok.ac.ir/article_61656.html

هدف از این پژوهش بررسی اثر ظرفیت‌سازی سازمانی بر یادگیری پایدار با میانجی آموزش چندرسانه‌ای و نوآوری آموزشی در دانشکده‌های تربیت‌بدنی منتخب کشور بود. این تحقیق؛ از نظر نوع توصیفی- همبستگی، از نظر هدف کاربردی، از نظر روش جمع‌آوری داده‌ها میدانی می‌باشد. جامعه آماری را تمامی اساتید، مدرسان و مدیران دانشکده‌های تربیت‌بدنی دانشگاه‌های دولتی کشور تشکیل می‌دادند (حدود 500 نفر). برای نمونه‌گیری همه دانشکده‌ها به مثابه یک سیستم جامع علمی آموزشی تربیت‌بدنی در نظر گرفته شد. نمونه‌ آماری به تعداد قابل کفایت برای آزمون مدل در نرم‌افزار اسمارت پی‌ال‌اس (10 تا 20 برابر سوالات مربوط به متغیر دارای بیشترین تعداد سوال) انتخاب شد (136 نفر). نمونه آماری به روش نمونه‌گیری به صورت تصادفی - خوشه ای از بین دانشکده‌های کشور انجام گردید. ابزار پژوهش، پرسشنامه‌ای (نیمه محقق‌ساخته) شامل 50 سوال (برای 4 متغیر اصلی و 11 بُعد آن‌ها) در مقیاس 5 گزینه لیکرت بود. اعتبارسنجی پژوهش با استفاده از روش روایی محتوایی (10 صاحب‌نظر)، پایایی (آلفای کرونباخ) و روایی سازه (برازش مدل) ارزیابی و تأیید گردید. نتایج مدلسازی نشان داد که هم اثر مستقیم و هم اثر غیر مستقیم (دو میانجی نوآوری آموزشی و آموزش چندرسانه‌ای) متغیر ظرفیت سازمانی بر یادگیری پایدار معنی‌دار بود اما اثر غیرمستقیم آن از اثر مستقیم بیشتر بود. براین اساس می‌توان گفت که متغیرهای ظرفیت سازمانی هر چند اثر قابل توجهی بر یادگیری پایدار دارد اما مداخله در متغیرهای میانجی اثر آن‌ها را در سیستم آموزشی بسیار بیشتر اعمال خواهد کرد.

 مدیریت آموزشی فناوری آموزشی مدیریت نوآوری رسانه آموزشی علوم ورزش Abad-Segura, E., González-Zamar, M. D., Infante-Moro, J. C., & Ruipérez García, G. (2020). Sustainable Management of Digital Transformation in Higher Education: Global Research Trends. Sustainability, 12(5), 2107. Akbari asl hasoni, K. kashef, M., & hoseini, F. (2013). The Effective Factors of Iran Sport Management Masters' Enjoyment of Technology and Comparison with Turkey Universities. Journal of Sport Management. 5(16): 171-191. [In Persian]. Akhondi, A. (2011). The effective multimedia instruction in remedy spelling disability education needs. Journal of Social and behavioral sciences. 2(2): 4341-4345. Andesh, M., grandson I.A., Arasteh, H., & Zeinabadi, H. R. (2018). Identifying and validating the indicators of educational development of public universities. Research in Teaching, 6 (3), 147-174. [In Persian]. Asgari, M. (2014). Investigating the Challenges of Change in Physical Education Faculties. M.Sc, Shahroud University. [In Persian]. Babadi Akasheh, Z., Nasr, A.R., Nili, M.R., Tabatabai, S.M.S. (2019). Explain the goals and activities of teaching and learning in the law internship curriculum. Research in Teaching, 7 (1), 189-210. [In Persian]. Bani Asadi, E. (2016). Evaluation of Entrepreneurship Indicators in Physical Education Faculties of Shahid Bahonar University of Kerman. [In Persian]. Bień, W., & Čillík, I. (2019). Multimedia Education in Motor Learning and Teaching: The Development of Skiing Technique. Studia Periegetica, Social and Economic Aspects of Tourism and Recreation, 145-157. Blok, R., Oostam, M. E. Otter, M., & Overmaat, M. (2002). Computer Assisted Instruction in support of Beginnig Reading Instruction, A Review of education research. 72(1): 101-130. Castañeda, M. P. Villaseñor, E. B., & Parodi, J. R. C. (2018). Método de innovación educativa para promover desarrollo de invenciones en instituciones de educación superior Method of educational innovation to promote the development of inventions, higher education institutions. Cetinkaya, T., Kirtepe, A., & Ugurlu, F. M. (2018). Examination of the Attitudes of School of Physical Education and Sports Students towards Teaching Profession in Terms of Various Variables. Asian Journal of Education and Training, 4(2): 80-84. Çınar, F., & Eren, E. (2015). Organizational learning capacity impact on sustainable innovation: The case of public hospitals. Procedia-Social and Behavioral Sciences. (181): 251-260. Darabi, H. (2013). Factors Influencing Knowledge Management Implementation in Physical Education Faculties of Iran. New Approaches to Sport Management. 1(2): 53- 67. [In Persian]. Datta, S., Saad, M., & Sarpong, D. (2019). National systems of innovation, innovation niches, and diversity in university systems. Technological Forecasting and Social Change, 143(C), 27-36. Davari, A., & Rezazadeh, A. (2016). Structural Equation Modeling with PLS Software. Academic Jihad. First Edition. Tehran. [In Persian] Deal, S. B. Stefanidis, D. Brunt, L. M., & Alseidi, A. (2017). Development of a multimedia tutorial to educate how to assess the critical view of safety in laparoscopic cholecystectomy using expert review and crowd-sourcing. The American Journal of Surgery. 213(5): 988-990. Diani, A. (2015). Presenting Strategic Thinking Competitive Advantage Model in Selected State Public Schools, Ferdowsi University of Mashhad. [In Persian]. Dunlop, C. A., & Radaelli, C. M. (2018). Policy learning and organizational capacity. In the Palgrave handbook of public administration and management in Europe. Palgrave Macmillan. London. 6(3): 595-620. Farajollahi, P. (2017). Designing a Capacity Development Process Pattern in Iranian Public Universities. PhD Thesis. Allameh Tabataba'i University. Faculty of Psychology and Educational Sciences. [In Persian]. Fazel Bakhsheshi, M. Aghaei, N., & Akbari Yazdi, H. (2017). Analyzing the Quality Function Deployment in Faculty of Physical Education and Sports Science of Kharazmi University Based on SERVQUAL model. Sport Management and Development. 6(2): 47-69. [In Persian]. Forouzandeh, L., Danaei Fard, H., Rahnavard Ahan, F., & Mohammadi Fateh, A. (2014). Investigating the Organizational Capacity of Imam Ali Officers University Based on McKinsey's Model, Military Management Quarterly. 1 (1): 2-1. [In Persian]. Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic adjustment of children with learning disabilities. The Arts in psychotherapy. (37): 97-105. Hematinezahd, M., Shabani, S., & Faraji, R. (2019). Investigating Educational Services Quality in Faculties of Sport Sciences via Quality Function Deployment (QFD) (Case Study of Faculty of Sport Sciences at University of Guilan). Research onٍ Educational Sport, 7(16), 257-284. Hoa, T. T. (2019). Actual Situation for Capacity of Vocational Consultancy of Students in University of Education. American Journal of Educational Research, 7(6), 418-427. Hosseini, L. (2015). Presenting the Knowledge Management-Based Competitive Advantage Model by Mediating Organizational Innovation in Selected Physical Education Public Schools of Iran. M.Sc in Ferdowsi University of Mashhad. [In Persian]. Khan, T. M. (2010). The effects of multimedia learning on children with different special students specific learning in Iran at year 2009. Journal of Social and behavioral sciences. 2(2): 4341–4345. Khosravizadeh, E., haghdadi, A., & kamankesh, A. (2015). Barriers and strategies for relationship between sport industry and higher education institutions in Markazi Province. Research on Educational Sport. 3(8): 15-36 [In Persian]. Mandalizadeh, Z., & Honari, H. (2011). Investigating Entrepreneurship Challenges in Physical Education Faculties from the Experts' Point of View and Presenting Corrective Solutions. First International Conference on Management, Futures, Entrepreneurship and Industry in Higher Education, Sanandaj, Kurdistan University. [In Persian]. Mashiyane, D. M., Bangani, S., & Van Deventer, K. (2020). The awareness and application of multimedia tools for information literacy instruction at an African university. The Electronic Library. Mizani, M. khabiri, M. honari, H., & sajjadi, N. (2013). The Problems of Writing Physical Education Theses for Master Graduate Students of Selected Universities. Journal of Sport Management. 5(16): 149-169. [In Persian]. Moore, M., & Clavert, S. (2000). Brief report: vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of autism & developmental disorders. 30(4): 359-363. Naghavi, M. Honari, H., & kargar, GH. (2013). Barriers to the Application of Information Technology in the Process of Teaching and Researching Physical Education and Sport Sciences from the Viewpoints of Faculty Members Based on the Cutter Process Model. Journal of Sport Management and Motor Behavior. 9 (18): 97-112. [In Persian]. Nicholls, A. (2018). Managing educational innovations. Routledge. Pan, G., & Tan, G. H. (2018). Case study'SMU-X': Creating an educational innovation for a higher education campus. ink.library.smu.edu. Piri, M., & Shahi, R. (2016). Effects of multi-media teaching on academic engagement of sixth grade learners of nomadic multi-grade classes in science course. Technology of Education. 11(1): 11-19. [In Persian]. Pornaderi, P. Nasr, A. Nili, M., & Bagheri, Z. (2014). Evaluation of the Implementing Different Methods of Measurement and Sustainable Learning Based Measurements. Technology of Education. 8(2): 124-115. [In Persian]. Rahimnajafzadeh, M. Kheybare, M., & Mozafre, S. (2008). Assessing the Status of P.E. Departments in the Islamic Azad University Branches from the Viewpoint of Faculty Members and Department Heads. 2 (5): 127-149. [In Persian]. Reid, J. R., & Baker, R. S. (2018). Designing and testing an educational innovation. Pediatric radiology. 48(10): 1406-1409. Ryymin, E., Corado, C., Friman, M., Medrano, M. M., & Viskari, M. (2018). Leading research and development for educational innovations. Revista Ibero-Americana de Estudos em Educação. 13(1): 324-336. Şahin, E., Çekin, R., & Yazıcılar Özçelik, İ. (2018). Predictors of academic achievement among physical education and sports undergraduate students. Sports, 6(1): 8-18. Sriadhi, S. Gultom, S. Restu, R., & Simarmata, J. (2018). The Effect of Tutorial Multimedia on the Transformator Learning Outcomes Based on the Students’ Visual Ability. In IOP Conference Series: Materials Science and Engineering. 384(1): 012059. Swierzy, P. Wicker, P., & Breuer, C. (2018). The impact of organizational capacity on voluntary engagement in sports clubs: A multi-level analysis. Sport Management Review. 21(3): 307-320. Vakaliuk, T., Antoniuk, D., Morozov, A., Medvedieva, M., & Medvediev, M. (2020). Green IT as a tool for design cloud-oriented sustainable learning environment of a higher education institution. In E3S Web of Conferences EDP Sciences, 166: p. 10013. Waller, R. E., Lemoine, P. A., Mense, E. G., & Richardson, M. D. (2020). Building Capacity for Quality Assurance in Global Higher Education. Journal of Education and Development, 4(1), 37. Wang, Q. (2020, March). The Strategy of Cultivating Graduate Students’ Innovation in Interdisciplinary Perspective. In 4th International Conference on Culture, Education and Economic Development of Modern Society Atlantis Press: 1218-1221. Abad-Segura, E., González-Zamar, M. D., Infante-Moro, J. C., & Ruipérez García, G. (2020). Sustainable Management of Digital Transformation in Higher Education: Global Research Trends. Sustainability, 12(5), 2107. Akbari asl hasoni, K. kashef, M., & hoseini, F. (2013). The Effective Factors of Iran Sport Management Masters' Enjoyment of Technology and Comparison with Turkey Universities. Journal of Sport Management. 5(16): 171-191. [In Persian]. Akhondi, A. (2011). The effective multimedia instruction in remedy spelling disability education needs. Journal of Social and behavioral sciences. 2(2): 4341-4345. Andesh, M., grandson I.A., Arasteh, H., & Zeinabadi, H. R. (2018). Identifying and validating the indicators of educational development of public universities. Research in Teaching, 6 (3), 147-174. [In Persian]. Asgari, M. (2014). Investigating the Challenges of Change in Physical Education Faculties. M.Sc, Shahroud University. [In Persian]. Babadi Akasheh, Z., Nasr, A.R., Nili, M.R., Tabatabai, S.M.S. (2019). Explain the goals and activities of teaching and learning in the law internship curriculum. Research in Teaching, 7 (1), 189-210. [In Persian]. Bani Asadi, E. (2016). Evaluation of Entrepreneurship Indicators in Physical Education Faculties of Shahid Bahonar University of Kerman. [In Persian]. Bień, W., & Čillík, I. (2019). Multimedia Education in Motor Learning and Teaching: The Development of Skiing Technique. Studia Periegetica, Social and Economic Aspects of Tourism and Recreation, 145-157. Blok, R., Oostam, M. E. Otter, M., & Overmaat, M. (2002). Computer Assisted Instruction in support of Beginnig Reading Instruction, A Review of education research. 72(1): 101-130. Castañeda, M. P. Villaseñor, E. B., & Parodi, J. R. C. (2018). Método de innovación educativa para promover desarrollo de invenciones en instituciones de educación superior Method of educational innovation to promote the development of inventions, higher education institutions. Cetinkaya, T., Kirtepe, A., & Ugurlu, F. M. (2018). Examination of the Attitudes of School of Physical Education and Sports Students towards Teaching Profession in Terms of Various Variables. Asian Journal of Education and Training, 4(2): 80-84. Çınar, F., & Eren, E. (2015). Organizational learning capacity impact on sustainable innovation: The case of public hospitals. Procedia-Social and Behavioral Sciences. (181): 251-260. Darabi, H. (2013). Factors Influencing Knowledge Management Implementation in Physical Education Faculties of Iran. New Approaches to Sport Management. 1(2): 53- 67. [In Persian]. Datta, S., Saad, M., & Sarpong, D. (2019). National systems of innovation, innovation niches, and diversity in university systems. Technological Forecasting and Social Change, 143(C), 27-36. Davari, A., & Rezazadeh, A. (2016). Structural Equation Modeling with PLS Software. Academic Jihad. First Edition. Tehran. [In Persian] Deal, S. B. Stefanidis, D. Brunt, L. M., & Alseidi, A. (2017). Development of a multimedia tutorial to educate how to assess the critical view of safety in laparoscopic cholecystectomy using expert review and crowd-sourcing. The American Journal of Surgery. 213(5): 988-990. Diani, A. (2015). Presenting Strategic Thinking Competitive Advantage Model in Selected State Public Schools, Ferdowsi University of Mashhad. [In Persian]. Dunlop, C. A., & Radaelli, C. M. (2018). Policy learning and organizational capacity. In the Palgrave handbook of public administration and management in Europe. Palgrave Macmillan. London. 6(3): 595-620. Farajollahi, P. (2017). Designing a Capacity Development Process Pattern in Iranian Public Universities. PhD Thesis. Allameh Tabataba'i University. Faculty of Psychology and Educational Sciences. [In Persian]. Fazel Bakhsheshi, M. Aghaei, N., & Akbari Yazdi, H. (2017). Analyzing the Quality Function Deployment in Faculty of Physical Education and Sports Science of Kharazmi University Based on SERVQUAL model. Sport Management and Development. 6(2): 47-69. [In Persian]. Forouzandeh, L., Danaei Fard, H., Rahnavard Ahan, F., & Mohammadi Fateh, A. (2014). Investigating the Organizational Capacity of Imam Ali Officers University Based on McKinsey's Model, Military Management Quarterly. 1 (1): 2-1. [In Persian]. Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic adjustment of children with learning disabilities. The Arts in psychotherapy. (37): 97-105. Hematinezahd, M., Shabani, S., & Faraji, R. (2019). Investigating Educational Services Quality in Faculties of Sport Sciences via Quality Function Deployment (QFD) (Case Study of Faculty of Sport Sciences at University of Guilan). Research onٍ Educational Sport, 7(16), 257-284. Hoa, T. T. (2019). Actual Situation for Capacity of Vocational Consultancy of Students in University of Education. American Journal of Educational Research, 7(6), 418-427. Hosseini, L. (2015). Presenting the Knowledge Management-Based Competitive Advantage Model by Mediating Organizational Innovation in Selected Physical Education Public Schools of Iran. M.Sc in Ferdowsi University of Mashhad. [In Persian]. Khan, T. M. (2010). The effects of multimedia learning on children with different special students specific learning in Iran at year 2009. Journal of Social and behavioral sciences. 2(2): 4341–4345. Khosravizadeh, E., haghdadi, A., & kamankesh, A. (2015). Barriers and strategies for relationship between sport industry and higher education institutions in Markazi Province. Research on Educational Sport. 3(8): 15-36 [In Persian]. Mandalizadeh, Z., & Honari, H. (2011). Investigating Entrepreneurship Challenges in Physical Education Faculties from the Experts' Point of View and Presenting Corrective Solutions. First International Conference on Management, Futures, Entrepreneurship and Industry in Higher Education, Sanandaj, Kurdistan University. [In Persian]. Mashiyane, D. M., Bangani, S., & Van Deventer, K. (2020). The awareness and application of multimedia tools for information literacy instruction at an African university. The Electronic Library. Mizani, M. khabiri, M. honari, H., & sajjadi, N. (2013). The Problems of Writing Physical Education Theses for Master Graduate Students of Selected Universities. Journal of Sport Management. 5(16): 149-169. [In Persian]. Moore, M., & Clavert, S. (2000). Brief report: vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of autism & developmental disorders. 30(4): 359-363. Naghavi, M. Honari, H., & kargar, GH. (2013). Barriers to the Application of Information Technology in the Process of Teaching and Researching Physical Education and Sport Sciences from the Viewpoints of Faculty Members Based on the Cutter Process Model. Journal of Sport Management and Motor Behavior. 9 (18): 97-112. [In Persian]. Nicholls, A. (2018). Managing educational innovations. Routledge. Pan, G., & Tan, G. H. (2018). Case study'SMU-X': Creating an educational innovation for a higher education campus. ink.library.smu.edu. Piri, M., & Shahi, R. (2016). Effects of multi-media teaching on academic engagement of sixth grade learners of nomadic multi-grade classes in science course. Technology of Education. 11(1): 11-19. [In Persian]. Pornaderi, P. Nasr, A. Nili, M., & Bagheri, Z. (2014). Evaluation of the Implementing Different Methods of Measurement and Sustainable Learning Based Measurements. Technology of Education. 8(2): 124-115. [In Persian]. Rahimnajafzadeh, M. Kheybare, M., & Mozafre, S. (2008). Assessing the Status of P.E. Departments in the Islamic Azad University Branches from the Viewpoint of Faculty Members and Department Heads. 2 (5): 127-149. [In Persian]. Reid, J. R., & Baker, R. S. (2018). Designing and testing an educational innovation. Pediatric radiology. 48(10): 1406-1409. Ryymin, E., Corado, C., Friman, M., Medrano, M. M., & Viskari, M. (2018). Leading research and development for educational innovations. Revista Ibero-Americana de Estudos em Educação. 13(1): 324-336. Şahin, E., Çekin, R., & Yazıcılar Özçelik, İ. (2018). Predictors of academic achievement among physical education and sports undergraduate students. Sports, 6(1): 8-18. Sriadhi, S. Gultom, S. Restu, R., & Simarmata, J. (2018). The Effect of Tutorial Multimedia on the Transformator Learning Outcomes Based on the Students’ Visual Ability. In IOP Conference Series: Materials Science and Engineering. 384(1): 012059. Swierzy, P. Wicker, P., & Breuer, C. (2018). The impact of organizational capacity on voluntary engagement in sports clubs: A multi-level analysis. Sport Management Review. 21(3): 307-320. Vakaliuk, T., Antoniuk, D., Morozov, A., Medvedieva, M., & Medvediev, M. (2020). Green IT as a tool for design cloud-oriented sustainable learning environment of a higher education institution. In E3S Web of Conferences EDP Sciences, 166: p. 10013. Waller, R. E., Lemoine, P. A., Mense, E. G., & Richardson, M. D. (2020). Building Capacity for Quality Assurance in Global Higher Education. Journal of Education and Development, 4(1), 37. Wang, Q. (2020, March). The Strategy of Cultivating Graduate Students’ Innovation in Interdisciplinary Perspective. In 4th International Conference on Culture, Education and Economic Development of Modern Society Atlantis Press: 1218-1221.
دانشگاه کردستان تدریس پژوهی 2476-5686 2476-5600 دانشگاه کردستان 61680 مقاله پژوهشی طراحی الگوی برنامه درسیِ پژوهش کاربردی برای دانش آموزان دوره ابتدایی حضرتی عباس 1 هاشمی سید احمد 2 قلتاش عباس 3 ماشینچی علی اصغر 4 دانشجوی دکتری گروه برنامه ریزی درسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد لامرد، لامرد، ایران دانشیار رشته برنامه ریزی درسی، دانشگاه آزاد اسلامی، واحد لامرد، لامرد، ایران دانشیار رشته برنامه ریزی درسی، دانشگاه آزاد اسلامی، واحد مرودشت، مرودشت، ایران استادیار رشته برنامه ریزی آموزشی، دانشگاه آزاد اسلامی، واحد لامرد، لامرد، ایران 22 09 2020 8 3 122 97 09 05 2020 19 09 2020 2020 https://trj.uok.ac.ir/article_61680.html

هدف: هدف از پژوهش حاضر طراحی الگوی برنامه درسیِ پژوهش کاربردی برای دانش‌آموزان دوره ابتدایی است.روش: این پژوهش دارای رویکرد کیفی بوده و از روش گراندد تئوری به‌‌‌‌‌عنوان روش تحقیق استفاده شده است. حوزة مورد پژوهش شامل کلیه صاحب‌نظران و اساتید حوزه برنامه درسی، آموزش ابتدایی و مدیریت آموزشی بود که با روش نمونه‌گیری هدفمند، اساتیدی که شرایط مورد نظر را داشتند مورد مصاحبه نیمه-ساختاریافته و اکتشافی قرار گرفتند که با رسیدن به اشباع نظریِ یافته‌ها، تعداد نمونه‌های پژوهش به 15 نفر رسید. برای تجزیه و تحلیل داده‌های حاصل از مصاحبه، از روش‌های سه مرحله‌ایِ کدگذاریِ (باز، محوری و انتخابی) استراوس و کوربین(1992) استفاده شد و نهایتا" الگوی برنامه درسیِ پژوهش کاربردی برای دانش-آموزان دوره ابتدایی طراحی گردید. یافته‌ها: نتایج حاصل از بررسی الگوی ارائه شده نشان داد که از میان مقوله‌های موجود در برنامه‌های درسی، محتوای پژوهش کاربردی، روش تدریس و روش ارزشیابی بعنوان عللی تلقی می‌شوند که نقشی فعال در الگوی برنامة درسی پژوهش کاربردی داشته و تا این عوامل مهیا نشوند برنامة درسی پژوهش کاربردی محقق نمی‌شود. همچنین بایستی تشویق‌های پژوهش محور دانش آموزان و برقراری ارتباط دانش آموزان با منابع علمی بعنوان راهبرد؛ و حمایت مدیران مدارس، طراحی ساختار مدارس براساس فعالیت‌های پژوهشی و مربیان آموزش دیده در حوزه تخصصیِ پژوهش کاربردی بعنوان تسهیل‌گر؛ و انگیزش، نگرش و ارزش‌های پذیرندگان و همچنین توسعه مهارت‌های پژوهشی بعنوان بستر در نظرگرفته شوند. قابلیت اعتماد یافته‌ها به روش‌های مشارکت طولانی و مشاهده مداوم در میدان تحقیق، بررسی همکاران و تایید مشارکت کنندگان تایید شد.

 برنامه درسی پژوهش کاربردی دانش آموزان دوره ابتدایی Aadelipoor, Z., Mahram, B., & Karashki, H. (2016). The Place of Pivotal Research in the Teaching Process of Primary Teachers. National Conference on New Research in Psychology,Counseling and Educational Sciences, Ahvaz, Islamic Azad University of Shadegan Branch. [In Persian] Abbasi Esfjir, A. A., & Jafari Rostami, S. M. (2016). Research-oriented School Model, Sari, University Jihad of Mazandaran Branch. [In Persian] Abdollahi, B. (2011). Research-oriented Learning to Foster the Spirit of Research and Follow-up in Students. 2nd National Congress of the Humanities, Tehran, Institute of Humanities and Cultural Studies. [In Persian] Ayatollahi, F., Amini, N., & Salari Chineh, P. (2015). The Necessity for Research-oriented Education at Farhangian University. 2nd  International Conference on Psychology, Educational Sciences and Lifestyle, Mash’had, Torbat Heydarieh University. [In Persian] Azimi Yancheshmeh, A., Amirpoor, A. A., & Mamizadeh, R. A.(2011). Causes of Lack of Research Spirit and the Strategies for Enhancing It in Students. 2nd National Conference on Research and Technology Management, Tehran, Science, Technology and Industry Policy Research Institute. [In Persian] Backanak, A. (2013). Teachers Views about Science and Technology Lesson Effects on the Development of Students’ Entrepreneurship Skills. Educational Sciences: Theory & Practice, 13 (1), “http://www.edam.com.tr/estp” Creswell, J. W. (1994). Research Design: Qualitative and Quantitative Approaches, Thousand Oaks, CA: Sage. D. Ritzhaupt, A., & Florence, M. (2014). Development and validation of the educational technologist multimedia competency survey. Education tech research dev , 62:13–33. Delavar, A. (2011). Research Methods in Psychology and Educational Sciences, Tehran, Vrayesh. [In Persian] Dibaei, M., Jafari Sani, H., & Rashidi, Z. (2010). The Extent of the Conflict Between the Persian Curriculum of the Third and Fourth Grades of Primary School (With Literacy Skills Based on Perls International Study). Quarterly Journal of Educational Innovation, 9(36), 29-49. [In Persian] Fathi Vajargah, K. (2006). Research needs assessment, Tehran, Aeezh. [In Persian] Ghourchian, N. GH., Maleki, H., & Khadivi, A. A. (2004). Curriculum Design and Engineering in the Third Millennium, Tehran, Farashenakhti Andisheh. [In Persian] Hafez Nia, M. R. (2003). An Introduction to the Research Method in Humanities, 8th ed, Tehran, Samt. [In Persian] Hashemi, S. A., & Khodabakhsi Sadegh Abadi, F. (2017). Hidden Curriculum and its Role in Schools. New Advances in Behavioral Science, 8, 28-42. [In Persian] Hashemi, S. A. (2015). Curriculum (Principles and Usage), 2nd ed, Lamard, Islamic Azad University of Lamard Branch. [In Persian] Hashemi, S. A. (2019). Philosophy of Education in the Islamic Republic of Iran, Tehran, Math Home. [Persian] Hashemi, S. A.,& Hazrati, A.(2015). Research Methods in the Humanities, Tehran, Taymaz. [In Persian] Jafari, Z., Samadi, P., & Ghaedi, Y. (2015). Investigating the Effect of Teaching Philosophy to Children on Fostering the Research Spirit of Preschool Children. Scientific Research Quarterly Journal of Curriculum Research, 2nd Period, 17, 41-49. [In Persian] Javdani, M., Foulad Chang, M., & Marzoughi, R. A. (2019). The Impact of Implementing the Quality Model of Teaching-Learning Processes Management on Meeting the Needs and Academic Performance of Primary School Students. Scientific Research Magazine of Curriculum Researches, 9(18), 27-43. [In Persian] Klein, M.(1991). The emotional life and edg-development of the infant with special reference to the depressive position, in P. King and R. Steiner (eds) The Freud-Klein Controversies 1941-1945. London: Tavistock/Routledge. (First presented in 1944).757. Makhzan, B. (2014). Pathology of Research Culture in Schools Based on the Three-pronged Model, 2nd International Conference on Management of Challenges and Strategies, Shiraz, Hemayesh Negar Scientific Conference Center. [In Persian] Maleki, H.(2016). Curriculum (Guide to Practice), 2nd ed, Tehran, Borhan School Cultural Institute. [In Persian] Maleki, H., Ghazi Ardekani, R., Sadeghi A. R., & Dortaj, F. (2016). Research-oriented Approach in Education: Nature, Necessities, Components and Educational Strategies. Quarterly Journal of Qualitative Research in Curriculum, 2(5), 35-66. [In Persian] Marzoughi, R. A., Torkzadeh, J., Jabari, S., & Norouzi, N. A. (2019). Designing the Curriculum Framework of the Preschool Teacher Training in the Education System of the Islamic Republic of Iran. Scientific Magazine of Curriculum Researches, 9(17), 1-29. [In Persian] Mazbouhi, S. (2017). The Emerging Principles and Concepts of the Primary School Curriculum, Tehran, Avaye Noor. [In Persian] Mehr Mohammadi, M. (2014). Curriculum: Comments, Approaches and Perspectives, Tehran, Behnashr. [In Persian] Mirza Beigi, M. A. (2005). Curriculum and Lesson Planning in Formal Education and Manpower Training, Tehran, Yastaroon. [In Persian] Mohammadi, Y., Keykha, A. R., & Alipour Moghadam, Kh. (2016). Balanced Curriculum Design with an Instinctive and Spiritual Curriculum Approach. Quarterly Journal of Research in Islamic Education, 24(32), 109-135. [In Persian] Moradi, M., Ansarian, Z., Nikian, M., & Imani, J. (2015). The Research-oriented Approach and the Growth and Excellence of the Educational System. 2nd National Conference on New Ideas in Management and Economics, Tehran, Kian Pazhoohan Scientific Institute. [In Persian] Saadatmand, Z., & Tigh Bakhsh, S. (2017). Peace Education Curriculum in Primary Schools, Isfahan, University Jihad. [In Persian] Saki, R. (2005). Action Research: A Strategy for Improving Education and Teaching, Tehran, Ministry of Education. [In Persian] Salsabili, N. (2014). Feasibility Study of the Application of the School-based Curriculum Approach in Three Distinct Ways: Acceptance, Adaptation and Review. Iranian Curriculum Studies Quarterly Journal, 9(33), 92-128. [In Persian] Schuyten, G. (2001). Discussion research skills: A closely Connected triplet of research area, research methodology and statstics. Training Researchers in the Use of Statistics, 6, 227-230. Segev, A. (2016). Does classic school curriculum contribute to morality? Integrating school curriculum with moral and intellectual education. Educational Philosophy and Theory, 1-10. Shokrollahi Yancheshmeh, Sh., Mohamadkhani, M., & Salmani, Z. (2016). Investigating the Needs Assessment of Primary School Teachers in Relation to Research Education. 2nd Physical Education National Conference, Isfahan, Farhangian University. [In Persian] Stokking, K., Schaaf, M. V., Jaspers, J., & Erkens, G. (2004). Teachers’ assessment of students’ research skills. British Educational Research Journal, 1, 30, 116- 93. Strauss, A. L.,& Corbin, J.(1992). Basics of qualitative research: Grounded theory: Procedures and Technique. (2nd Edition); Sage, Newbury Park, London. Yidana, M. B., & Aboagye, G. K. (2018). Management of Curriculum Change: A Mechanism for Ensuring Continuous Academic Improvement in Ghanaian Universities. International Journal for Innovation Education and Research, 6(2), 41-60. Yousefzadeh, M. (2011). Production of research-based curricula as an indicator of qualitative development of the educational system. The first national conference on education in Iran 1404, Tehran, Science, Technology and Industry Policy Research Institute. [In Persian] Zais, R. S. (1976). Curriculum principles and foundations. New York: Thomas. Y. Crowell Company. Aadelipoor, Z., Mahram, B., & Karashki, H. (2016). The Place of Pivotal Research in the Teaching Process of Primary Teachers. National Conference on New Research in Psychology,Counseling and Educational Sciences, Ahvaz, Islamic Azad University of Shadegan Branch. [In Persian] Abbasi Esfjir, A. A., & Jafari Rostami, S. M. (2016). Research-oriented School Model, Sari, University Jihad of Mazandaran Branch. [In Persian] Abdollahi, B. (2011). Research-oriented Learning to Foster the Spirit of Research and Follow-up in Students. 2nd National Congress of the Humanities, Tehran, Institute of Humanities and Cultural Studies. [In Persian] Ayatollahi, F., Amini, N., & Salari Chineh, P. (2015). The Necessity for Research-oriented Education at Farhangian University. 2nd  International Conference on Psychology, Educational Sciences and Lifestyle, Mash’had, Torbat Heydarieh University. [In Persian] Azimi Yancheshmeh, A., Amirpoor, A. A., & Mamizadeh, R. A.(2011). Causes of Lack of Research Spirit and the Strategies for Enhancing It in Students. 2nd National Conference on Research and Technology Management, Tehran, Science, Technology and Industry Policy Research Institute. [In Persian] Backanak, A. (2013). Teachers Views about Science and Technology Lesson Effects on the Development of Students’ Entrepreneurship Skills. Educational Sciences: Theory & Practice, 13 (1), “http://www.edam.com.tr/estp” Creswell, J. W. (1994). Research Design: Qualitative and Quantitative Approaches, Thousand Oaks, CA: Sage. D. Ritzhaupt, A., & Florence, M. (2014). Development and validation of the educational technologist multimedia competency survey. Education tech research dev , 62:13–33. Delavar, A. (2011). Research Methods in Psychology and Educational Sciences, Tehran, Vrayesh. [In Persian] Dibaei, M., Jafari Sani, H., & Rashidi, Z. (2010). The Extent of the Conflict Between the Persian Curriculum of the Third and Fourth Grades of Primary School (With Literacy Skills Based on Perls International Study). Quarterly Journal of Educational Innovation, 9(36), 29-49. [In Persian] Fathi Vajargah, K. (2006). Research needs assessment, Tehran, Aeezh. [In Persian] Ghourchian, N. GH., Maleki, H., & Khadivi, A. A. (2004). Curriculum Design and Engineering in the Third Millennium, Tehran, Farashenakhti Andisheh. [In Persian] Hafez Nia, M. R. (2003). An Introduction to the Research Method in Humanities, 8th ed, Tehran, Samt. [In Persian] Hashemi, S. A., & Khodabakhsi Sadegh Abadi, F. (2017). Hidden Curriculum and its Role in Schools. New Advances in Behavioral Science, 8, 28-42. [In Persian] Hashemi, S. A. (2015). Curriculum (Principles and Usage), 2nd ed, Lamard, Islamic Azad University of Lamard Branch. [In Persian] Hashemi, S. A. (2019). Philosophy of Education in the Islamic Republic of Iran, Tehran, Math Home. [Persian] Hashemi, S. A.,& Hazrati, A.(2015). Research Methods in the Humanities, Tehran, Taymaz. [In Persian] Jafari, Z., Samadi, P., & Ghaedi, Y. (2015). Investigating the Effect of Teaching Philosophy to Children on Fostering the Research Spirit of Preschool Children. Scientific Research Quarterly Journal of Curriculum Research, 2nd Period, 17, 41-49. [In Persian] Javdani, M., Foulad Chang, M., & Marzoughi, R. A. (2019). The Impact of Implementing the Quality Model of Teaching-Learning Processes Management on Meeting the Needs and Academic Performance of Primary School Students. Scientific Research Magazine of Curriculum Researches, 9(18), 27-43. [In Persian] Klein, M.(1991). The emotional life and edg-development of the infant with special reference to the depressive position, in P. King and R. Steiner (eds) The Freud-Klein Controversies 1941-1945. London: Tavistock/Routledge. (First presented in 1944).757. Makhzan, B. (2014). Pathology of Research Culture in Schools Based on the Three-pronged Model, 2nd International Conference on Management of Challenges and Strategies, Shiraz, Hemayesh Negar Scientific Conference Center. [In Persian] Maleki, H.(2016). Curriculum (Guide to Practice), 2nd ed, Tehran, Borhan School Cultural Institute. [In Persian] Maleki, H., Ghazi Ardekani, R., Sadeghi A. R., & Dortaj, F. (2016). Research-oriented Approach in Education: Nature, Necessities, Components and Educational Strategies. Quarterly Journal of Qualitative Research in Curriculum, 2(5), 35-66. [In Persian] Marzoughi, R. A., Torkzadeh, J., Jabari, S., & Norouzi, N. A. (2019). Designing the Curriculum Framework of the Preschool Teacher Training in the Education System of the Islamic Republic of Iran. Scientific Magazine of Curriculum Researches, 9(17), 1-29. [In Persian] Mazbouhi, S. (2017). The Emerging Principles and Concepts of the Primary School Curriculum, Tehran, Avaye Noor. [In Persian] Mehr Mohammadi, M. (2014). Curriculum: Comments, Approaches and Perspectives, Tehran, Behnashr. [In Persian] Mirza Beigi, M. A. (2005). Curriculum and Lesson Planning in Formal Education and Manpower Training, Tehran, Yastaroon. [In Persian] Mohammadi, Y., Keykha, A. R., & Alipour Moghadam, Kh. (2016). Balanced Curriculum Design with an Instinctive and Spiritual Curriculum Approach. Quarterly Journal of Research in Islamic Education, 24(32), 109-135. [In Persian] Moradi, M., Ansarian, Z., Nikian, M., & Imani, J. (2015). The Research-oriented Approach and the Growth and Excellence of the Educational System. 2nd National Conference on New Ideas in Management and Economics, Tehran, Kian Pazhoohan Scientific Institute. [In Persian] Saadatmand, Z., & Tigh Bakhsh, S. (2017). Peace Education Curriculum in Primary Schools, Isfahan, University Jihad. [In Persian] Saki, R. (2005). Action Research: A Strategy for Improving Education and Teaching, Tehran, Ministry of Education. [In Persian] Salsabili, N. (2014). Feasibility Study of the Application of the School-based Curriculum Approach in Three Distinct Ways: Acceptance, Adaptation and Review. Iranian Curriculum Studies Quarterly Journal, 9(33), 92-128. [In Persian] Schuyten, G. (2001). Discussion research skills: A closely Connected triplet of research area, research methodology and statstics. Training Researchers in the Use of Statistics, 6, 227-230. Segev, A. (2016). Does classic school curriculum contribute to morality? Integrating school curriculum with moral and intellectual education. Educational Philosophy and Theory, 1-10. Shokrollahi Yancheshmeh, Sh., Mohamadkhani, M., & Salmani, Z. (2016). Investigating the Needs Assessment of Primary School Teachers in Relation to Research Education. 2nd Physical Education National Conference, Isfahan, Farhangian University. [In Persian] Stokking, K., Schaaf, M. V., Jaspers, J., & Erkens, G. (2004). Teachers’ assessment of students’ research skills. British Educational Research Journal, 1, 30, 116- 93. Strauss, A. L.,& Corbin, J.(1992). Basics of qualitative research: Grounded theory: Procedures and Technique. (2nd Edition); Sage, Newbury Park, London. Yidana, M. B., & Aboagye, G. K. (2018). Management of Curriculum Change: A Mechanism for Ensuring Continuous Academic Improvement in Ghanaian Universities. International Journal for Innovation Education and Research, 6(2), 41-60. Yousefzadeh, M. (2011). Production of research-based curricula as an indicator of qualitative development of the educational system. The first national conference on education in Iran 1404, Tehran, Science, Technology and Industry Policy Research Institute. [In Persian] Zais, R. S. (1976). Curriculum principles and foundations. New York: Thomas. Y. Crowell Company.
دانشگاه کردستان تدریس پژوهی 2476-5686 2476-5600 دانشگاه کردستان 61547 مقاله پژوهشی تبیین خلق محتوای الکترونیکی توسط معلمان در شبکه‌های اجتماعی مجازی مالمیر رضا 1 سراجی فرهاد 2 عباسی کسانی حامد 3 علوم تربیتی رشته برنامه ریزی‌درسی دانشگاه بوعلی سینا همدان، همدان، ایران دانشیار علوم تربیتی رشته برنامه ریزی درسی دانشگاه بوعلی سینا همدان، همدان، ایران دانشجوی دکتری دانشگاه شهید بهشتی تهران، تهران، ایران 22 09 2020 8 3 146 123 25 05 2020 22 08 2020 2020 https://trj.uok.ac.ir/article_61547.html

هدف پژوهش حاضر، تبیین خلق محتوای الکترونیکی توسط معلمان در شبکه های اجتماعی بود. این پژوهش از نوع پژوهش های کیفی بود که در آن از روش پدیدارشناسی استفاده شده است. در این پژوهش ابتدا با 30 نفر از معلمان فعال در شبکه های اجتماعی مصاحبه نیمه ساختاریافته صورت گرفت که همگی به طور مشترک مدیریت کانال ها و ابر گروه های مختلف در شبکه های اجتماعی را بر عهده داشتند و با استفاده از روش نمونه گیری هدفمند ملاک محور انتخاب شدند. سپس با تشکیل دو جلسه گروه کانونی، معلمانی که گروه های فعال در زمینه خلق محتوا داشتند، پس از بحث و بررسی به تعداد 10 نفر انتخاب شدند و مصاحبه با این افراد شروع شد. تحلیل داده ها با استفاده از شیوه تحلیل مضمون و در قالب مضامین فراگیر، سازمان دهنده و مضامین پایه نمایش داده شد. یافته های پژوهش نشان می دهد که معلمان در شبکه های اجتماعی مجازی چهار نوع محتوا خلق می کنند: محتواهای مکتوب، بصری، تعاملی و دیجیتالی. همچنین انگیزه معلمان برای خلق محتوا در شبکه های مجازی شامل مواردی همچون مهارت آموزی، برقراری ارتباط و رفع نیاز کاربران، و خودابرازی هدف دار است. از طرفی دیگر نتایج پژوهش نشان داد که برای خلق محتوای الکترونیکی در شبکه های اجتماعی مجازی، معلمان به مهارت های فکری، هنری، و رایانه ای نیاز دارند.

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دانشگاه کردستان تدریس پژوهی 2476-5686 2476-5600 دانشگاه کردستان 61679 مقاله پژوهشی بررسی نقش نظام آموزش حسابداری در توانمندسازی دانشجویان با میانجی گری تکنولوژی اطلاعاتی در اقلیم کردستان عراق نظری پور محمد 1 احمد حسین سهیله 2 استادیار گروه حسابداری دانشگاه کردستان، سنندج، ایران گروه حسابداری، دانشگاه فنی، اربیل، عراق 22 09 2020 8 3 170 147 16 04 2020 29 08 2020 2020 https://trj.uok.ac.ir/article_61679.html

هدف پژوهش حاضر بررسی نقش نظام آموزش حسابداری در توانمندسازی دانشجویان با میانجی‌گری فناوری اطلاعات در اقلیم کردستان عراق است. روش پژوهش مطالعه حاضر توصیفی از نوع همبستگی است. جامعه آماری پژوهش حاضر شامل اعضای هیأت علمی و مدرسان شاغل به تدریس در گروه حسابداری دانشگاههای منطقه اقلیم کردستان عراق بود که تعداد آنان در حدود 250 نفر برآورد گردید. بنابراین در این پژوهش از روش نمونه‌گیری در دسترس استفاده شده است. داده‌های مورد نیاز پژوهش از طریق پرسشنامه محقق ساخته گردآوری شده است. برای بررسی روایی ابزار اندازه‌گیری پژوهش از روایی صوری، محتوایی و سازه و همچنین برای بررسی پایایی از ضریب آلفای کرونباخ و پایایی ترکیبی استفاده شده است. برای تحلیل داده‌ها از مدل‌یابی معادلات ساختاری در قالب نرم‌افزار اسمارت پی‌ال‌اس نسخه 3 استفاده شده است. در این پژوهش توانمندسازی شامل پنج مهارت: فنی و کارکردی، فکری، شخصی، ارتباطی، مدیریت کسب و کار می‌شود. براساس نتایج پژوهش حاضر نظام آموزش حسابداری بر هر پنج بعد توانمندسازی اثر مثبت و معناداری داشته که میزان اثرگذاری آن بر هر کدام از بعدهای توانمندسازی به ترتیب اهمیت عبارتند از: مهارتهای فکری (614/0)، مهارتهای فنی (584/0)، مهارتهای شخصی (505/0)، مهارتهای ارتباطی (456/0) و مهارتهای شخصی (449/0) است. همچنین نظام آموزش حسابداری از طریق متغیر فناوری اطلاعات بر تمام بعدهای توانمندسازی به استثنای مهارت فکری اثر مثبت و معناداری دارد.

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دانشگاه کردستان تدریس پژوهی 2476-5686 2476-5600 دانشگاه کردستان 61729 مقاله پژوهشی واکاوی عوامل موثر بر ترک‌تحصیل دختران روستایی با رویکرد مبتنی بر نظریه داده بنیاد: مورد استان کردستان شاهمحمدی انور 1 بهمنی مهری 2 استادیار گروه علوم تربیتی،دانشکده علوم انسانی، دانشگاه پیام نور، تهران، ایران مدرس مدعو گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران 22 09 2020 8 3 194 171 21 01 2020 27 08 2020 2020 https://trj.uok.ac.ir/article_61729.html

یکی از مسائل مشهود در برخی از نواحی روستایی کشور، عدم تحصیل یا ترک تحصیل دختران روستایی است. موضوعی که چالش آور و بغرنج است. چرا که فرد از تحصیل و کسب پیشرفت های متعاقب زندگی محروم می ماند. پژوهش حاضر با هدف مطالعه عوامل موثر بر ترک تحصیل دختران در مدارس مناطق روستایی (کلاترزان و موچش) استان کردستان به انجام رسید. از روش کیفی مبتنی بر نظریه داده بنیاد استفاده شد. افراد مشارکت‌کننده 19 دانش آموز دختر که به‌صورت هدفمند و ملاک محور انتخاب بر مبنای شاخص اشباع نظری مطالعه شدند. ابزار گردآوری داده‌ها مصاحبه نیمه‌سازمان‌یافته بود. بعد از پیاده‌سازی متن مصاحبه‌های کیفی و استخراج دیدگاه مصاحبه‌شوندگان، محتوای متون مصاحبه ها براساس شیوه کد گذاری (باز، محوری و انتخابی) تحلیل شد. برای اعتبار و روایی داده ها از دو روش بازبینی مشارکت کنندگان و مرور خبرگان غیر شرکت کننده در پژوهش استفاده شد.یافته‌های پژوهش از 7 مقوله اثرگذار بر ترک‌تحصیل دختران روستایی حکایت دارد که شامل عوامل اقتصادی و معیشتی، عوامل محیط آموزشی، تعاملات معلم و شاگردان، ساختار معیوب خانواده، زمینه های فرهنگی و ارزشی، آسیب های تحصیلی و نگرش منفی به کارکرد سواد است، که در قالب عوامل علی، مداخله ای و زمینه ای راهبرد ها و پیامد ها بصورت مدل نهایی ارائه شده است. درنتیجه ضعف این عوامل که موجب ترک تحصیل دختران شده، بهبود عوامل استنتاجی از یافته های این پژوهش که در قالب مدلی ارائه شده است، پیشنهاد می شود.

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دانشگاه کردستان تدریس پژوهی 2476-5686 2476-5600 دانشگاه کردستان 61704 مقاله پژوهشی چالش های آموزش علم به زبان انگلیسی در مقطع ابتدایی شهر حلبچه حسینی سید مهدی 1 فایق حمه توفیق دلشاد 2 علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان،پژوهشگر پژوهشکده کردستان شناسی علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان 22 09 2020 8 3 216 195 29 01 2020 12 09 2020 2020 https://trj.uok.ac.ir/article_61704.html

زمینه و هدف: آموزش و پرورش کردستان عراق از 2015 برنامه آموزش علم به زبان انگلیسی را اجرا نموده است. تاکنون این برنامه در 11 مدرسه ابتدایی حلبچه اجرا شده است. با توجه به آثار این تغییر بنیادین بر کیفیت آموزش، بررسی چالش‌های چنین برنامه‌هایی اهمیت دارد. اما تاکنون چالش‌های پیاده کردن این برنامه بررسی نشده است. این پژوهش با هدف شناسایی چالش‌های اجرای این برنامه انجام شد.روش شناسی: این پژوهش با رویکرد کیفی و به روش پدیدارشناسی توصیفی انجام شد. از معلمان، دانش‌آموزان و والدین آنها مصاحبه به عمل آمد. ملاک انتخاب جامعه داشتن تجربه مرتبط با بحث پژوهش بود. برای تعیین حجم نمونه از اشباع نظری استفاده شد. تجزیه و تحلیل داده نیز به روش سه مرحله‌ای کدگذاری (باز، محوری و منتخب) انجام شد.یافته‌ها: نظر مصاحبه شوندگان این است که اجرای این برنامه از آغاز تاکنون دارای چالشهایی است که حل نشده باقی مانده است و هیچکدام از معلمان، دانش‌آموزان و والدین آنها اجرای این برنامه را موفقیت آمیز و همراه با تجربه مثبت ارزیابی نکردند. تحلیل محتوای مصاحبه‌ها بیانگر ضعف در مراحل برنامه‌ریزی و پیاده‌سازی آموزش علم به زبان انگلیسی در مقطع ابتدایی شهر حلبچه است.نتیجه‌گیری: وزارت آموزش و پرورش کردستان عراق برنامه‌ریزی منطقی و بلند‌مدت برای آموزش علم به زبان انگلیسی تدوین ننموده است. عوامل اصلی و مجری آموزش در تدریس دروس ریاضی و علوم ابتدایی از ابعاد مختلف ناتوان و بدون انگیزه هستند. محتوای دروس نامناسب است و ابزارها و بودجه کافی برای تهیه تجهیزات آموزشی تهیه نشده است.

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Elementary School Teachers’ Life Experience with the Challenges of Teaching in Farsi in Bilingual Areas. QJOE, 34 (1),95-114. Ghasemi, B., & Masoud H. (2011). Foreign language learning during childhood. Procedia - Social and Behavioral Sciences 28, 872 – 876. Gohari, L. (2010). A study of the educational issues of bilingual students from the perspective of Kurdish language students of Ilam University. M. A. Thesis, Kashan University. (Persian). Gökmenoğlu, T., & Gelmez- Burakgazi, S. (2013). Designing English-Medium Classroom Management Course for Non-Natives, Turkish Online Journal of Qualitative Inquiry, 4(3), 17-33. Grosjean, F. (2010). Bilingual. Harvard University Press. Iraqi, S. M., & Hatami, S. A. (2012). A Study of Literacy Problems of Bilingual Students in Primary School. Proceedings of the National Conference on Bilingualism (Challenges and Solutions), pp. 546-583. (Persian). Ismail, W. R., Mustafa, Z., Muda, N., Abidin, N. Z., Isa, Z., Zakaria, A. M., ... & Azlan, M. I. (2011). Students’ inclination towards English language as medium of instruction in the teaching of science and mathematics. Procedia-Social and Behavioral Sciences, 18, 353-360. Kadbey, H., Dickson, M., & McMinn, M. (2015). Primary Teachers’ Perceived Challenges in Teaching Science in Abu Dhabi Public Schools. Procedia - Social and Behavioral Sciences, 186, 749 – 757. Kimberly S., & Drury, R. (2012). The ‘problem’ of bilingual children in educational settings: policy and research in England, Language and Education, 27(1), 70-81. DOI:10.1080/09500782.2012.685177 Kılıçkaya, F. (2006). Instructors’ attitudes towards English-medium instruction in Turkey. Humanising Language Teaching, 8(6), 1-16. Mathew, G. (2019). Language learning: the mother tongue model. International Journal of English Learning & Teaching Skills, 1 (4), 281-284. Mehrjoo, A., & Hadian, M. (1994). comparison of educational in bilingual students, Research center of education main office in Eastern Azarbayjan province Mohammadi, H., Nilipour, R., Yadegari, F., & Karimloo, M. (2009). Effect of Language Proficiency on the Severity of Dysfluency in Bilingual Students Who Stutter. Advances in Cognitive Science, 11(3). (Persian) Mohammadi, S. (2015). Multicultural Curriculum: Pathology of Persian Language Education from the Perspective of Kurdish High School Teachers and Students in Songor and Keliai County in the 94-93 Academic Year, M. A. Thesis, Kashan University ( Persian). Namuchwa, C. E. (2007). Challenges of Using English as a Medium of Instruction in the upper part of primary schools in Rural Uganda. Master Thesis, University of Oslo, Norway Obaid, M. G. (2018). A study of the Impact of English Courses on Primary Schools Teachers Concerning the Educational Curriculum Converts from Kurdish to English in KRG, Case Study, Duhok City, Journal of Duhok University, 34, 45. Othman, J., & Saat, R. M. (2009). Challenges of Using English as a Medium of Instruction: Pre-service Science Teachers' Perspective. Asia-Pacific Education Researcher (De La Salle University Manila), 18(2). Paulston, C. B. (Ed.). (1988) International handbook of bilingualism and bilingual education. Greenwood Publishing Group. Prinsloo, D. (2007). The right to mother tongue education: a multidisciplinary, normative perspective. Southern African Linguistics and Applied Language Studies, 25(1), 27-43.  Rasouli, S., & Hamidi, M. A. (2011). Consequences of pre-school education for primary school students in bilingual provinces: more language preparation and development. Quarterly Journal of Education, Vol. 108, p. 45-31. (Persian) Sert, N. (2008). The language of instruction dilemma in the Turkish context. System, 36, 156–171. Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: Sage Publications, Inc. Adalat, Z. (2012). The Relationship between Gardner Verbal Intelligence and Learning English Reading and Writing Skills, Master Thesis, Kharazmi University. (Persian). Ahmad Abuarqoub, I. (2019). Language barriers to effective communication. Utopía y Praxis Latinoamericana, 24, Esp.6. Arefi, M. (2004) Study of linguistic-cognitive skills of bilingual children with different economic-cultural backgrounds. Quarterly journal of educational innovation, 2(6), 57-69. Asareh, F. (2006). A study of language learning problems of first grade children in bilingual areas and providing a curriculum model for them. Tehran: Educational Research and Planning Organization. (Persian). Brown, D. H. (2009). Principles of language learning and teaching. Translated by Zia Hosseini. - Tehran: University Publishing Center Publications. (Persian). Ehteshami, T., & Mousavi, S. G. (2009). Language development and mental development affecting social interaction. Educational Research Journal, 119, 5-9. (Persian). El-Fara, R. A., & Rashid, T. A. (2013). Suggested Strategies for Teaching Science Kurdish Universities Using English as a Medium of Instruction. International Journal of Applied and Natural Sciences (IJANS), 2(1), 39-52. Evans, S., & Morrison, B. (2011). Meeting the challenges of English-medium higher education: The first-year experience in Hong Kong. English for Specific Purposes, 30 (3), 198-208. Fanaei, M. (2005). A Study of Students' Bilingualism. Dilmaj Monthly, 13, 20-29. (Persian). Gao, X. (2008). Shifting motivational discourses among mainland Chinese students in an English medium tertiary institution in Hong Kong: A longitudinal inquiry. Studies in Higher Education, 33(5), 599-614. Ghaderi, M., Bolandhemmatan, K.,  Havasbeigi, F., & Babakani, S. (2018). Elementary School Teachers’ Life Experience with the Challenges of Teaching in Farsi in Bilingual Areas. QJOE, 34 (1),95-114. Ghasemi, B., & Masoud H. (2011). Foreign language learning during childhood. Procedia - Social and Behavioral Sciences 28, 872 – 876. Gohari, L. (2010). A study of the educational issues of bilingual students from the perspective of Kurdish language students of Ilam University. M. A. Thesis, Kashan University. (Persian). Gökmenoğlu, T., & Gelmez- Burakgazi, S. (2013). Designing English-Medium Classroom Management Course for Non-Natives, Turkish Online Journal of Qualitative Inquiry, 4(3), 17-33. Grosjean, F. (2010). Bilingual. Harvard University Press. Iraqi, S. M., & Hatami, S. A. (2012). A Study of Literacy Problems of Bilingual Students in Primary School. Proceedings of the National Conference on Bilingualism (Challenges and Solutions), pp. 546-583. (Persian). Ismail, W. R., Mustafa, Z., Muda, N., Abidin, N. Z., Isa, Z., Zakaria, A. M., ... & Azlan, M. I. (2011). Students’ inclination towards English language as medium of instruction in the teaching of science and mathematics. Procedia-Social and Behavioral Sciences, 18, 353-360. Kadbey, H., Dickson, M., & McMinn, M. (2015). Primary Teachers’ Perceived Challenges in Teaching Science in Abu Dhabi Public Schools. Procedia - Social and Behavioral Sciences, 186, 749 – 757. Kimberly S., & Drury, R. (2012). The ‘problem’ of bilingual children in educational settings: policy and research in England, Language and Education, 27(1), 70-81. DOI:10.1080/09500782.2012.685177 Kılıçkaya, F. (2006). Instructors’ attitudes towards English-medium instruction in Turkey. Humanising Language Teaching, 8(6), 1-16. Mathew, G. (2019). Language learning: the mother tongue model. International Journal of English Learning & Teaching Skills, 1 (4), 281-284. Mehrjoo, A., & Hadian, M. (1994). comparison of educational in bilingual students, Research center of education main office in Eastern Azarbayjan province Mohammadi, H., Nilipour, R., Yadegari, F., & Karimloo, M. (2009). Effect of Language Proficiency on the Severity of Dysfluency in Bilingual Students Who Stutter. Advances in Cognitive Science, 11(3). (Persian) Mohammadi, S. (2015). Multicultural Curriculum: Pathology of Persian Language Education from the Perspective of Kurdish High School Teachers and Students in Songor and Keliai County in the 94-93 Academic Year, M. A. Thesis, Kashan University ( Persian). Namuchwa, C. E. (2007). Challenges of Using English as a Medium of Instruction in the upper part of primary schools in Rural Uganda. Master Thesis, University of Oslo, Norway Obaid, M. G. (2018). A study of the Impact of English Courses on Primary Schools Teachers Concerning the Educational Curriculum Converts from Kurdish to English in KRG, Case Study, Duhok City, Journal of Duhok University, 34, 45. Othman, J., & Saat, R. M. (2009). Challenges of Using English as a Medium of Instruction: Pre-service Science Teachers' Perspective. Asia-Pacific Education Researcher (De La Salle University Manila), 18(2). Paulston, C. B. (Ed.). (1988) International handbook of bilingualism and bilingual education. Greenwood Publishing Group. Prinsloo, D. (2007). The right to mother tongue education: a multidisciplinary, normative perspective. Southern African Linguistics and Applied Language Studies, 25(1), 27-43.  Rasouli, S., & Hamidi, M. A. (2011). Consequences of pre-school education for primary school students in bilingual provinces: more language preparation and development. Quarterly Journal of Education, Vol. 108, p. 45-31. (Persian) Sert, N. (2008). The language of instruction dilemma in the Turkish context. System, 36, 156–171. Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: Sage Publications, Inc.
دانشگاه کردستان تدریس پژوهی 2476-5686 2476-5600 دانشگاه کردستان 61778 مقاله پژوهشی نقش فرهنگ سازمانی و رهبری تحول‌آفرین در گرایش به رفتار شهروندی سازمانی طباطبایی مزدآبادی سید محسن 1 قمری آزاده 2 دکتری مدیریت آموزشی، دانشگا هعلامه طباطبایی، تهران ، ایران دکتری مدیریت آموزشی، دانشگاه خوارزمی، تهران، ایران 22 09 2020 8 3 235 217 09 05 2020 19 09 2020 2020 https://trj.uok.ac.ir/article_61778.html

هدف: هدف پژوهش حاضر، تبیین نقش فرهنگ سازمانی و رهبری تحول­آفرین در گرایش به رفتار شهروندی سازمانی مدیران ستادی آموزش و پرورش شهر تهران است.روش: این پژوهش، مطالعه‎ای توصیفی- همبستگی می‌باشد جامعه آماری پژوهش حاضر، شامل کلیه مدیران ستادی آموزش و پرورش شهر تهران در سال 1398 به تعداد 230 نفر است که از جامعه آماری مذکور، نمونه‌ای به حجم 143 نفر با به‌کارگیری فرمول نمونه‌گیری کوکران به صورت تصادفی ساده، انتخاب شد. جهت گردآوری داده‎ها از پرسشنامه فرهنگ سازمانی دنیسون (2000)، پرسشنامه رهبری تحول‌آفرین بس و آولیو (2000) و پرسشنامه رفتار شهروندی سازمانی پودساکوف (2000) استفاده شد‌. پایایی پرسشنامه فرهنگ سازمانی با ضریب آلفای کرونباخ 89/0، پرسشنامه چندعاملی رهبری 83/0 و پرسشنامه رفتار شهروندی سازمانی 84/0 تأیید شد. توصیف و تحلیل داده‎ها با استفاده از روش‌های آماری ضریب همبستگی پیرسون و تحلیل رگرسیون گام‌به‌گام، انجام گردید.یافته‌ها: نتایج پژوهش نشان می‎دهد که بین فرهنگ سازمانی و ابعاد آن (درگیر شدن در کار، سازگاری، انطباق‌پذیری و رسالت) با گرایش به رفتار شهروندی سازمانی مدیران ستادی آموزش و پرورش شهر تهران، همبستگی مثبت و معناداری وجود دارد و از بین ابعاد فرهنگ سازمانی، بعد رسالت، ‌‌پیش‌بینی‌کننده اصلی رفتار شهروندی سازمانی مدیران ستادی آموزش و پرورش شهر تهران است.

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The relationship between transformational leadership behaviors, organizational justice, leader-member exchange, perceived organizational support, trust in management and organizational citizenship behaviors. European Journal of Scientific Research, 23(2), 227-242. Barling, J., Slater, F., & Kelloway, E. K. (2000). Transformational leadership and emotional intelligence: An exploratory study. Leadership & Organization Development Journal. Bass, B. M., & Avolio, B. J. (2000). MLQ, Multifactor Leadership Questionnaire sampler set: Technical report, leader form, rater form, and scoring key for MLQ form 5x-short. Mind Garden. Brief, A. P., & Motowidlo, S. J. (1986). Prosocial organizational behaviors. Academy of management Review, 11(4), 710-725. Burke, S., & Collins, K. M. (2001). Gender differences in leadership styles and management skills. Women in management review. Castro,  C.  B.,  Armario,  E.  M.  &  Ruiz,  D.  M.  (2004).  The  influence  of  employee organizational  citizenship  behavior  on  customer  loyalty,  International Journal  of  Service  Industry  Management,  15(1), pp. 27-53. Chen,  X.  P.,  Fahr,  J.  L.  (2001).  Transformational  and  transactional  leader behaviors  in  Chinese  organizations:  differential  effects  in  the  people's republic  of  china  and  Taiwan.  Advances  in  Global  Leadership,  2(3),  101-126. Coleman,  V.  I.,  &  Borman,  W.  C.  (2000).  Investigating  the  underlying  structure of  the  citizenship  performance  domain.  Human  resource  management review,  10(1),  25-44. Crawford,  C.  B.  (2005).  Effects  of  transformational  leadership  and  organizational position on knowledge management.  Journal  of  knowledge management. Denison,  D.  (2000).  Organizational  culture:  Can  it  be  a  key  lever  for  driving organizational  change?,  in  S.  Cartwright  and  C.  Cooper.  (Eds.)  The Handbook  of  Organizational  Culture. London:  John  Wiley  &  Sons. Farh,  J.  L.,  Zhong,  C.  B.,  &  Organ,  D.  W.  (2004).  Organizational  citizenship behavior  in  the  People's  Republic  of  China.  Organization  Science,  15(2), 241-253. George,  J.  M.,  &  Brief,  A.  P.  (1992).  Feeling  good-doing  good:  a  conceptual analysis the mood at work-organizational spontaneity relationship.  Psychological  bulletin,  112(2), 310. Graham,  J.  W.  (1991).  An  essay  on  organizational  citizenship  behavior,  Employee Rights and Responsibilities  Journal, 4(4),  249-78. Harel,  R.,  Schwartz,  D.,  &  Kaufmann,  D.  (2020).  Organizational  culture  processes for  promoting  innovation  in  small  businesses.  EuroMed  Journal  of  Business. Higgs,  M.  )2003(.  How  can  we  make  sense  of  leadership  in  the  21st  century? Journal   of  Leadership and  Organization Development,  24(5), 273-284. Humphreys,  H.  (2005).  Contextual  implications  for  transformational  and  servant leadership;  Management  Decision.  43(10), 1410-1431. Hwang,  K.,  &  Choi,  M.  (2017).  Effects  of  innovation-supportive  culture  and organizational  citizenship  behavior  on  e-government  information  system security  stemming  from  mimetic  isomorphism.  Government  Information Quarterly,  34(2), 183-198. Khan, M.  A.,  Ismail,  F.  B., Hussain,  A.,  &  Alghazali, B.  (2020).  The  interplay  of leadership  styles,  innovative  work  behavior,  organizational  culture,  and organizational  citizenship  behavior.  SAGE  Open,  10(1),  2158244019898264. Kirkbride,  P.  (2006).  Developing  transformational  leaders:  the  full  range leadership model  in action.  Industrial  and commercial  training. Modassir,  A.,  Singh,  T.  (2008).  Relationship  of  emotional  intelligence  with transformational  leadership  and  organizational  citizenship  behavior. International  journal  of  leadership studies,  4(1), 3-21. Netemeyer,  R.  G.,  Boles,  J.  S.,  McKee,  D.  O.,  &  McMurrian,  R.  (1997).  An investigation  into  the  antecedents  of  organizational  citizenship  behaviors  in a personal  selling  context.  Journal  of  marketing,  61(3),  85-98. Organ,  D.  W.  (1988).  Organizational  citizenship  behavior:  the  good  soldier syndrome, Lexington,  MA;  Lexington Books. Podsakoff,  P.  M.,  MacKenzie,  S.  B.,  Paine,  J.  B.,  &  Bachrach,  D.  G.  (2000). Organizational  citizenship  behaviors:  A  critical  review  of  the  theoretical  and empirical  literature  and  suggestions  for  future  research.  Journal  of management,  26(3), 513-563. Spector,  P.  E.,  &  Fox,  S.  (2002).  An  emotion-centered  model  of  voluntary  work behavior:  Some  parallels  between  counterproductive  work  behavior  and organizational  citizenship  behavior.  Human  resource  management review,  12(2),  269-292. Tracey,  J.  B.,  &  Hinkin,  T.  R.  (1996).  How  transformational  leaders  lead  in  the hospitality industry. International Journal of Hospitality Management,  15(2), 165-176. Twigg,  N.  W.,  Fuller,  J.  B.,  &  Hester,  K.  (2008).  Transformational  leadership  in labor  organizations:  the  effects  on  union  citizenship  behaviors.  Journal  of Labor Research,  29(1),  27-41. Van  Dyne,  L.,  Graham,  J.  W.,  &  Dienesch,  R.  M.  (1994).  Organizational citizenship behavior: Construct redefinition, measurement, and validation.  Academy of  management  Journal,  37(4), 765-802. Vigoda-Gadot,  E.,  Beeri,  I.,  Birman-Shemesh,  T.,  &  Somech,  A.  (2007).  Grouplevel  organizational  citizenship  behavior  in  the  education  system:  A  scale reconstruction  and  validation.  Educational  Administration  Quarterly,  43(4), 462-493. Wong,  Y.  T.,  Ngo,  H.  Y.,  &  Wong,  C.  S.  (2006).  Perceived  organizational  justice, trust,  and  OCB:  A  study of  Chinese  workers  in  joint  ventures  and  state-owned enterprises.  Journal  of  World Business,  41(4), 344-355. Adebayo, D. O. (2005). Ethical attitudes and prosaically behavior in the Nigeria police: Moderator effects of perceived organizational support and public recognition. Policing, 28(4), 684-705. Al-Husseini, A. M. (2006). The impact of transformational leadership and empowerment on project management. Dissertation Abstracts International, 68(03).. Alicia, S. M. (2008). Matching ethical work climate to in-role and extra role behaviors in a collective work setting. Journal of Business Ethics. 79: 43-55. Al-Sada, M., Al-Esmael, B., & Faisal, M. N. (2017). Influence of organizational culture and leadership style on employee satisfaction, commitment and motivation in the educational sector in Qatar. EuroMed Journal of Business. gari, A., Silong, A. D., Ahmad, A., & Samah, B. A. (2008). The relationship between transformational leadership behaviors, organizational justice, leader-member exchange, perceived organizational support, trust in management and organizational citizenship behaviors. European Journal of Scientific Research, 23(2), 227-242. Barling, J., Slater, F., & Kelloway, E. K. (2000). Transformational leadership and emotional intelligence: An exploratory study. Leadership & Organization Development Journal. Bass, B. M., & Avolio, B. J. (2000). MLQ, Multifactor Leadership Questionnaire sampler set: Technical report, leader form, rater form, and scoring key for MLQ form 5x-short. Mind Garden. Brief, A. P., & Motowidlo, S. J. (1986). Prosocial organizational behaviors. Academy of management Review, 11(4), 710-725. Burke, S., & Collins, K. M. (2001). Gender differences in leadership styles and management skills. Women in management review. Castro,  C.  B.,  Armario,  E.  M.  &  Ruiz,  D.  M.  (2004).  The  influence  of  employee organizational  citizenship  behavior  on  customer  loyalty,  International Journal  of  Service  Industry  Management,  15(1), pp. 27-53. Chen,  X.  P.,  Fahr,  J.  L.  (2001).  Transformational  and  transactional  leader behaviors  in  Chinese  organizations:  differential  effects  in  the  people's republic  of  china  and  Taiwan.  Advances  in  Global  Leadership,  2(3),  101-126. Coleman,  V.  I.,  &  Borman,  W.  C.  (2000).  Investigating  the  underlying  structure of  the  citizenship  performance  domain.  Human  resource  management review,  10(1),  25-44. Crawford,  C.  B.  (2005).  Effects  of  transformational  leadership  and  organizational position on knowledge management.  Journal  of  knowledge management. Denison,  D.  (2000).  Organizational  culture:  Can  it  be  a  key  lever  for  driving organizational  change?,  in  S.  Cartwright  and  C.  Cooper.  (Eds.)  The Handbook  of  Organizational  Culture. London:  John  Wiley  &  Sons. Farh,  J.  L.,  Zhong,  C.  B.,  &  Organ,  D.  W.  (2004).  Organizational  citizenship behavior  in  the  People's  Republic  of  China.  Organization  Science,  15(2), 241-253. George,  J.  M.,  &  Brief,  A.  P.  (1992).  Feeling  good-doing  good:  a  conceptual analysis the mood at work-organizational spontaneity relationship.  Psychological  bulletin,  112(2), 310. Graham,  J.  W.  (1991).  An  essay  on  organizational  citizenship  behavior,  Employee Rights and Responsibilities  Journal, 4(4),  249-78. Harel,  R.,  Schwartz,  D.,  &  Kaufmann,  D.  (2020).  Organizational  culture  processes for  promoting  innovation  in  small  businesses.  EuroMed  Journal  of  Business. Higgs,  M.  )2003(.  How  can  we  make  sense  of  leadership  in  the  21st  century? Journal   of  Leadership and  Organization Development,  24(5), 273-284. Humphreys,  H.  (2005).  Contextual  implications  for  transformational  and  servant leadership;  Management  Decision.  43(10), 1410-1431. Hwang,  K.,  &  Choi,  M.  (2017).  Effects  of  innovation-supportive  culture  and organizational  citizenship  behavior  on  e-government  information  system security  stemming  from  mimetic  isomorphism.  Government  Information Quarterly,  34(2), 183-198. Khan, M.  A.,  Ismail,  F.  B., Hussain,  A.,  &  Alghazali, B.  (2020).  The  interplay  of leadership  styles,  innovative  work  behavior,  organizational  culture,  and organizational  citizenship  behavior.  SAGE  Open,  10(1),  2158244019898264. Kirkbride,  P.  (2006).  Developing  transformational  leaders:  the  full  range leadership model  in action.  Industrial  and commercial  training. Modassir,  A.,  Singh,  T.  (2008).  Relationship  of  emotional  intelligence  with transformational  leadership  and  organizational  citizenship  behavior. International  journal  of  leadership studies,  4(1), 3-21. Netemeyer,  R.  G.,  Boles,  J.  S.,  McKee,  D.  O.,  &  McMurrian,  R.  (1997).  An investigation  into  the  antecedents  of  organizational  citizenship  behaviors  in a personal  selling  context.  Journal  of  marketing,  61(3),  85-98. Organ,  D.  W.  (1988).  Organizational  citizenship  behavior:  the  good  soldier syndrome, Lexington,  MA;  Lexington Books. Podsakoff,  P.  M.,  MacKenzie,  S.  B.,  Paine,  J.  B.,  &  Bachrach,  D.  G.  (2000). Organizational  citizenship  behaviors:  A  critical  review  of  the  theoretical  and empirical  literature  and  suggestions  for  future  research.  Journal  of management,  26(3), 513-563. Spector,  P.  E.,  &  Fox,  S.  (2002).  An  emotion-centered  model  of  voluntary  work behavior:  Some  parallels  between  counterproductive  work  behavior  and organizational  citizenship  behavior.  Human  resource  management review,  12(2),  269-292. Tracey,  J.  B.,  &  Hinkin,  T.  R.  (1996).  How  transformational  leaders  lead  in  the hospitality industry. International Journal of Hospitality Management,  15(2), 165-176. Twigg,  N.  W.,  Fuller,  J.  B.,  &  Hester,  K.  (2008).  Transformational  leadership  in labor  organizations:  the  effects  on  union  citizenship  behaviors.  Journal  of Labor Research,  29(1),  27-41. Van  Dyne,  L.,  Graham,  J.  W.,  &  Dienesch,  R.  M.  (1994).  Organizational citizenship behavior: Construct redefinition, measurement, and validation.  Academy of  management  Journal,  37(4), 765-802. Vigoda-Gadot,  E.,  Beeri,  I.,  Birman-Shemesh,  T.,  &  Somech,  A.  (2007).  Grouplevel  organizational  citizenship  behavior  in  the  education  system:  A  scale reconstruction  and  validation.  Educational  Administration  Quarterly,  43(4), 462-493. Wong,  Y.  T.,  Ngo,  H.  Y.,  &  Wong,  C.  S.  (2006).  Perceived  organizational  justice, trust,  and  OCB:  A  study of  Chinese  workers  in  joint  ventures  and  state-owned enterprises.  Journal  of  World Business,  41(4), 344-355.
دانشگاه کردستان تدریس پژوهی 2476-5686 2476-5600 دانشگاه کردستان 61779 مقاله پژوهشی نقش فرهنگ خوش‌بینی علمی در بهبود یادگیری فراگیران سید اردوبادی سید علیرضا 1 کارشناسی ارشد مهندسی صنایع- مدیریت سیستم و بهره‎وری، دانشگاه آزاد اسلامی، واحد تهران جنوب، تهران، ایران 22 09 2020 8 3 252 236 07 05 2020 04 09 2020 2020 https://trj.uok.ac.ir/article_61779.html

هدف این پژوهش آن است که سازه خوش‌بینی علمی و مؤلفه‌های آن در سازمان‌های آموزشی، در راستای نیل به یادگیری بیشتر فراگیران که منجر به عملکرد بهتر آنها می‌شود، واکاوی گردد. خوش‌بینی علمی در کلیه محیط‌های آموزشی؛ اعم از مدرسه، دانشگاه، سازمان‌، جامعه و ...، قابل استفاده است و باوری مثبت در کادر آموزشی کلیه فضاهای آموزشی می‌باشد، مبنی بر اینکه آنها قادرند با تأکید بر یادگیری، با اعتماد به مشارکت فراگیران، با ایمان به ظرفیت و کارایی خود و فراگیران و با تلاش و پشتکار، سبب یادگیری بهتر فراگیران و ارتقای سطح دانش، مهارت‌ها و توانایی‌های آنها شوند. از این‌رو هدف پژوهش حاضر، تبیین نقش فرهنگ خوش‌بینی علمی در بهبود یادگیری فراگیران است. روش پژوهش، از نوع پیمایشی است و جامعه آماری، فراگیران دوره‌های آموزشی مدیریتی مناطق 22گانه شهرداری تهران در سال 1398 هستند که به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای، 400 نفر به عنوان نمونه پژوهش انتخاب شدند. برای گردآوری داده‌ها، از پرسشنامه محقق‌ساخته 24 سؤالی، استفاده شد. این پرسشنامه از طریق مصاحبه با خبرگان و نظرخواهی از آنها احصا شد. روایی ابزار، از طریق روایی صوری و پایایی آن، از طریق آلفای کرونباخ، محاسبه و کفایت ابزار، محرز گردید. به منظور تجزیه‌و‌تحلیل آماری داده‌ها، از آزمون‌های t تک‌گروهی و تحلیل واریانس یک‌طرفه استفاده شده است. نتایج پژوهش نشان دادند که نقش فرهنگ خوش‌بینی علمی در بهبود یادگیری فراگیران بیشتر از حد متوسط است که مؤلفه کارآمدی گروهی بیش‌ترین تأثیر را بهبود یادگیری فراگیران دارد.

 واکاوی خوش‌بینی علمی سازمان‌های آموزشی یادگیری Baldwin-Evans, K. (2006). Key steps to implementing a successful blended learning strategy. Industrial and Commercial Training, 38(3), 156-163. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning.  Educational psychologist, 28(2), 117-148. Bandura, A. (2004). Health promotion by social cognitive means. Health education & behavior, 31(2), 143-164. Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5, 307-337. Betoret, F. D. (2006). Stressors, self‐efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational psychology, 6(4), 519-539. Bevel, R. K. (2010). The effects of academic optimism on student academic achievement in Alabama (Doctoral dissertation, The University of Alabama TUSCALOOSA). Callaway, P. (2007). The relationship of organizational trust and job satisfaction: An analysis in the US federal work force. Universal-Publishers. D'Amico, A. K. (2008). An Examination of the Relationship Between Collective Efficacy and Advanced Placement Teachers' Perceptions of Parent Involvement and Self-efficacy in a High School Setting. ProQuest. Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of educational psychology, 93(3), 467. Goddard,  R.  D.,  Hoy,  W.  K.,  &  Hoy,  A.  W.  (2000).  Collective  teacher efficacy: meaning, measure, and  impact  on  student achievement.American Educational Research Journal,  37(2), 479-507. Hoy,  A. W., Hoy, W. K.,  &  Kurz, N. M.  (2008). Teacher's academic optimism:  The  development  and  test  of  a  new  construct.  Teaching  and teacher education,  24(4),  821-835. Hoy,  W.  K.,  Tarter,  C.  J.,  &  Hoy,  A.  W.  (2006).  Academic  optimism of  schools:  A  force  for  student  achievement.  American  educational research journal,  43(3),  425-446. Hoy,  W.,  &  Miskel,  C.  (2013).  Educational  administration:  Theory, research, and practice  [PowerPoint slides]. Kirby,  M.  M.,  &  DiPaola,  M.  F.  (2011).  Academic  optimism  and community  engagement  in  urban  schools.  Journal  of  Educational Administration,  49(5), 542-562. Mascall,  B.,  Leithwood,  K.,  Straus,  T.,  &  Sacks,  R.  (2008).  The relationship  between  distributed  leadership  and  teachers'  academic optimism.  Journal  of Educational Administration,  46(2), 214-228. McGuigan,  L.  (2005).  The  role  of  enabling  bureaucracy  and academic  optimism  in  academic  achievement  growth  (Doctoral dissertation, The  Ohio State  University). McGuigan,  L.,  &  Hoy,  W.  K.  (2006).  Principal  leadership:  Creating a  culture  of  academic  optimism  to  improve  achievement  for  all  students. Leadership and Policy  in Schools, 5,203-229. Pajares,  F.  (2001).  Toward  a  positive  psychology  of  academic motivation.  The  Journal  of Educational Research,  95(1), 27-35. Pajares,  F.,  Johnson,  M.  J.,  &  Usher,  E.  L.  (2007).  Sources  of  writing self-efficacy  beliefs  of  elementary,  middle,  and  high  school students.  Research in the  Teaching of  English, 104-120. Seligman,  M.  E.  (2006).  Learned  optimism:  How  to  change  your mind and  your life  (1st Vintage  Books ed.). Wu,  J.  H.,  &  Sheu,  T.  M.  (2015).  How  to  improve  academic optimism?  An  inquiry  from  the  perspective  of  school  resource  and investment.  Asia Pacific Education Review,  16(4),  663-674. Baldwin-Evans, K. (2006). Key steps to implementing a successful blended learning strategy. Industrial and Commercial Training, 38(3), 156-163. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning.  Educational psychologist, 28(2), 117-148. Bandura, A. (2004). Health promotion by social cognitive means. Health education & behavior, 31(2), 143-164. Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5, 307-337. Betoret, F. D. (2006). Stressors, self‐efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational psychology, 6(4), 519-539. Bevel, R. K. (2010). The effects of academic optimism on student academic achievement in Alabama (Doctoral dissertation, The University of Alabama TUSCALOOSA). Callaway, P. (2007). The relationship of organizational trust and job satisfaction: An analysis in the US federal work force. Universal-Publishers. D'Amico, A. K. (2008). An Examination of the Relationship Between Collective Efficacy and Advanced Placement Teachers' Perceptions of Parent Involvement and Self-efficacy in a High School Setting. ProQuest. Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of educational psychology, 93(3), 467. Goddard,  R.  D.,  Hoy,  W.  K.,  &  Hoy,  A.  W.  (2000).  Collective  teacher efficacy: meaning, measure, and  impact  on  student achievement.American Educational Research Journal,  37(2), 479-507. Hoy,  A. W., Hoy, W. K.,  &  Kurz, N. M.  (2008). Teacher's academic optimism:  The  development  and  test  of  a  new  construct.  Teaching  and teacher education,  24(4),  821-835. Hoy,  W.  K.,  Tarter,  C.  J.,  &  Hoy,  A.  W.  (2006).  Academic  optimism of  schools:  A  force  for  student  achievement.  American  educational research journal,  43(3),  425-446. Hoy,  W.,  &  Miskel,  C.  (2013).  Educational  administration:  Theory, research, and practice  [PowerPoint slides]. Kirby,  M.  M.,  &  DiPaola,  M.  F.  (2011).  Academic  optimism  and community  engagement  in  urban  schools.  Journal  of  Educational Administration,  49(5), 542-562. Mascall,  B.,  Leithwood,  K.,  Straus,  T.,  &  Sacks,  R.  (2008).  The relationship  between  distributed  leadership  and  teachers'  academic optimism.  Journal  of Educational Administration,  46(2), 214-228. McGuigan,  L.  (2005).  The  role  of  enabling  bureaucracy  and academic  optimism  in  academic  achievement  growth  (Doctoral dissertation, The  Ohio State  University). McGuigan,  L.,  &  Hoy,  W.  K.  (2006).  Principal  leadership:  Creating a  culture  of  academic  optimism  to  improve  achievement  for  all  students. Leadership and Policy  in Schools, 5,203-229. Pajares,  F.  (2001).  Toward  a  positive  psychology  of  academic motivation.  The  Journal  of Educational Research,  95(1), 27-35. Pajares,  F.,  Johnson,  M.  J.,  &  Usher,  E.  L.  (2007).  Sources  of  writing self-efficacy  beliefs  of  elementary,  middle,  and  high  school students.  Research in the  Teaching of  English, 104-120. Seligman,  M.  E.  (2006).  Learned  optimism:  How  to  change  your mind and  your life  (1st Vintage  Books ed.). Wu,  J.  H.,  &  Sheu,  T.  M.  (2015).  How  to  improve  academic optimism?  An  inquiry  from  the  perspective  of  school  resource  and investment.  Asia Pacific Education Review,  16(4),  663-674.
دانشگاه کردستان تدریس پژوهی 2476-5686 2476-5600 دانشگاه کردستان 61661 مقاله پژوهشی تاثیـر اجرای رویکرد کلاس معکوس بر پیشرفت تحصیلی، انگیزه یادگیـری، احساس تعلق، انگیزه پیشرفت و خودتنظیمی در مقایسه با رویکرد سنتی در بین دانش آموزان پایه ششم دوره ابتدایی ایزدی صمد 1 نجف نژاد فاطمه 2 عزیزی شمامی مصطفی 3 دانشیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر استادیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران کارشناسی ارشد برنامه‌ریزی درسی، دانشگاه مازندران 22 09 2020 8 3 282 253 22 01 2020 07 10 2020 2020 https://trj.uok.ac.ir/article_61661.html

هدف از این پژوهش بررسی تاثیر اجرای رویکرد کلاس معکوس بر یادگیری، احساس تعلق، انگیزش و خودتنظیمی در مقایسه با رویکرد سنتی می‌باشد. روش پژوهش از لحاظ هدف از نوع کاربردی و از نظر ماهیت در زمره تحقیقات شبه آزمایشی قرار دارد. جامعه پژوهش، دانش آموزان پایه ششم دوره ابتدایی شهر بابلسر به تعداد1450نفر در سال تحصیلی 97-96 می‌باشد. نمونه‌گیری از میان مدارسی که در طرح تدریس تخصصی شرکت کرده‌اند انجام شد، بطوری‌که در گروه کنترل 30 نفر و در گروه آزمایش نیز 30 نفر همتاسازی شدند. ابزارهای مورد استفاده در پژوهش سه پرسشنامه استاندارد انگیزه یادگیری(توان، چین و شی)،احساس تعلق به مدرسه (بری، بتی و وات)، انگیزش پیشرفت(واینر)، و پرسشنامه خود تنظیمی(بوفارد) و برای سنجش تاثیر رویکرد کلاس معکوس بر یادگیری دروس علوم و ریاضی از آزمون محقق ساخته به عنوان پیش‌آزمون و پس‌آزمون استفاده گردید. برای تجزیه و تحلیل اطلاعات نیز از روش‌های آمار توصیفی و استنباطی (تحلیل کواریانس و آزمون تی مقایسه میانگین‌ها) استفاده شده است. یافته‌ها نشان دادکه رویکرد کلاس معکوس بر متغییر پیشرفت تحصیلی علوم( با مقدار f=0.00) و ریاضی( با مقدار f=0.010) تاثیر معناداری داشته است. در رابطه با انگیزه یادگیری علی رغم تاثیر معنا دار در برخی مولفه‌های انگیزه یادگیری، اما به طور کلی(مقدار f=0.554 ) رویکرد کلاس معکوس در انگیزه یادگیری علوم و ریاضی موثر نبوده است، اما استفاده از رویکرد کلاس معکوس در مقایسه با رویکرد سنتی بر متغیرهای احساس تعلق، انگیزش و خودتنظیمی تاثیر مثبت داشته است.

 رویکرد کلاس معکوس انگیزه یادگیری احساس تعلق انگیزه پیشرفت خودتنظیمی Abolghasemi Najafabadi, M., Mirali Rostami, UK., and Sheikhi Fini, A, A. (2014). The impact of Jigsaw participatory teaching method on the sense of belonging to the school among high school students in Najafabad. Curriculum Research, 4 (1), 23 - 35. (Persian). Alvand,  B,  M.  (2016).  The  effect  of  reverse  education  on  performance  and  motivation for  academic  achievement  in  science  course.  Master's  thesis.  Ferdowsi  University  of Mashhad.  (Persian). Attaran,  M.  (2013).  The  children  are  behind  school.  School  growth  tomorrow,  2. (Persian). Basal,  A.  (2015).  The  implementation  of  a  flipped  classroom  in  foreign  language teaching.  Turkish  Online  Journal of Distance  Education,  16(4),  28-37. 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Fulton,  K.  (2012).  Upside  down  and  inside  out:  Flip  your  classroom  to  improve  student learning.  Learning  and  Leading  with  Technology,  39(8),  12-17.  Retrieved fromhttp://ezproxy.csusm.edu/login?url=http://search.proquest.com/docview/123818 8642?accountid=10363. Graham,  S.,  and  Harris,  K.  R.  (2005).  Writing  better.  Effective  strategies  for  teaching students  with  learning  difficulties.  Baltimore:  Paul.  H.  Brooks  Publishing  Com. Hosseininasab,  S.  D.,  and  Fallah,  N.  (2008).  The  effect  of  participatory  teaching  method and  traditional  teaching  method  on  academic  achievement  and  attitude  towards Islamic  education  course  in  pre-university  centers  of  Tabriz  in  the  academic  year  of 2009-2010,  Journal of  Educational Sciences,  1  (3),  18-41.  (Persian). 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