تبیین مؤلفه‌های ارزیابی اجرای اثربخش نوآوری در آموزش(یک مطالعۀ کیفی)

Abstract

Purpose: The purpose of implementing innovation in education is to provide solutions to the problems and challenges of the education system and to develop new methods to address these problems. Therefore, innovation in education is a means to effectively achieve other educational goals such as improving learning outcomes, increasing students' well-being, improving cost effectiveness and efficiency, reducing the gap in equitable access to education, improving the quality of teaching and learning, facilitating teachers' professional development and satisfaction. It is their job. To determine the effectiveness, it is necessary to have a format including dimensions and components at the disposal of researchers. Based on this, the aim of the current research was to identify and extract the components of evaluating the effectiveness of implementing innovation in education.

Statement of the problem: The level of efficiency of innovation, the way of accepting or choosing innovation plans, not paying attention to the existing and potential conditions for the correct implementation of innovation, incorrect implementation of innovation and failure to evaluate various consequences, as the most important reasons for the failure of innovations, especially in are considered the field of education. Surveys and studies show that in Iran's education and upbringing, most of the innovative plans and programs did not reach the desired result or were implemented incompletely or failed. Innovations and new plans are always created, but due to improper implementation, they have low effectiveness in the field of implementation. Although the importance of innovative and innovative plans in various fields, including in the field of education, is not hidden from anyone, but the fact should be kept in mind that the effectiveness of innovative plans depends on their proper and proper implementation. Based on this, the issue of the present research is what are the dimensions and components of the evaluation of the effectiveness of the implementation of innovative educational plans. Evaluating the effectiveness of educational innovations is an inevitable necessity to judge the success or failure of the innovation in achieving the primary goals and the consequences of implementing the innovation. Evaluating the effectiveness of innovation allows decision makers to know whether their innovation plans and other policy reforms have led to the desired changes. It also allows them to gain a better understanding of current practices and to think about the mechanisms through which the desired changes can actually happen. (Prenger et al, 2022) in a research entitled "How can educational innovations be sustainable?" They found that four factors influence the implementation leading to the sustainability of educational innovation. These factors include: the characteristics of the school organization, innovation, the person (teacher) and the contextual characteristics of the school. structural interpretation", innovation capabilities (personal and cultural characteristics), underlying factors (human resources and environmental factors) and facilitating factors (structural, strategic, organizational and managerial) as effective factors in agile They introduced the implementation of educational innovation. Therefore, the main problem of the current research is how to evaluate the effectiveness of the implementation of educational innovation? What are the dimensions and components of evaluating the effectiveness of implementing innovation in education?

Research method: The current research has used a qualitative approach with the strategy of qualitative content analysis. The reason for choosing the qualitative approach and qualitative content analysis strategy was that we were looking for the meaning and concepts and explanations available for the implementation of educational innovation in the context of the prevailing conditions of the country, which has a qualitative nature. The participants of the research included: four groups of members of the Cultural Revolution Council, editors of the fundamental transformation document, those responsible for the implementation of the document, and knowledgeable experts. The sampling method was purposeful using the strategy of critical cases, which reached 12 people based on the rule of data saturation. Data were collected using semi-structured interviews and each interview lasted between half an hour and one and a half hours. Thematic analysis and Ethrid-Sterling method were used to analyze the research data. Based on the analysis, a network of themes including basic themes, organizing themes and comprehensive themes was formed. The basic themes included the key points and the smallest codes in the text. The organizing themes were obtained by combining and summarizing the basic themes that are similar and refer to the same theme. Finally, the overarching themes including the supreme themes governing the text as a whole were formed. For reliability, stability method (reliability between independent coders) was used, and negative case analysis and triangulation (consensus of researchers) were used for validity.

Findings & conclousion: Based on the findings of the research, there are four comprehensive themes including: characteristics of innovation, characteristics of users of innovation, characteristics of the organization implementing innovation, and characteristics of environmental elements affecting innovation in the form of 27 organizing themes and 160 themes. The basis for evaluating the effective implementation of innovation in education was identified and extracted. which shows that the evaluation of the effectiveness of educational innovation includes the dimensions and components extracted from the present research as follows: one of the factors affecting the effective implementation of innovation in education is the characteristics of innovation. An innovation must have characteristics such as originality, modernity, durability, importance, social benefits, feasibility, capacity to create change, simplicity and comprehensiveness. Also, according to the participants in the research, for the effective implementation of the educational innovation, the users of the innovation should have the characteristics such as thinker, effective human relations, motivation and sufficient competence. According to the participants in the research, the implementing organization should have characteristics such as sufficient organizational resources, support, networking support, positive attitude, transparency, management skills, history of effectiveness, organizational maturity, flexibility, decision-making. Being and independence of the organization. Finally, the participants in the research believe that an innovation should have characteristics such as physical, cultural, political, economic environment, creating learning opportunities in the environment, clear evidence, support and facilitation in the environment and networks to can be effective in implementation. Based on the findings of the research, were presented the necessary suggestions for researchers and policymakers in the field of innovation of education.