اثربخشي آموزش معلمان در مديريت مؤثر كلاس درس بر پيامدهاي شناختي: ادراك از محيط يادگيري و زمان انجام تكليف

The Effectiveness of Teachers’ Traininig in Effective Classroom Management on Cognitive Outcomes :perceptions of classroom environment and time on task

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﻌﯿﯿﻦ اﺛﺮﺑﺨﺸﯽ ﺑﺮﻧﺎﻣﻪ ﻣﺪاﺧﻠﻪ آﻣﻮزش ﻣﻌﻠﻤﺎن در ﻣﺪﯾﺮﯾﺖ ﻣﺆﺛﺮ ﮐﻼس درس ﺑﺮ ﭘﯿﺎﻣﺪﻫﺎي ﺷﻨﺎﺧﺘﯽ)ادراك از ﻣﺤﯿﻂ ﯾﺎدﮔﯿﺮي و زﻣﺎن اﻧﺠﺎم ﺗﮑﻠﯿﻒ( داﻧﺶ آﻣﻮزان ﻣﺪارس اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺳﻤﻨﺎن ﺑﻮد. روش ﺷﻨﺎﺳﯽ ﭘﮋوﻫﺶ: ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﻫﻤﻪ ﻣﻌﻠﻤﺎن داراي ﺳﺎﺑﻘﻪ زﯾﺮ 10 ﺳﺎل و داﻧﺶ آﻣﻮزان ﮐﻼسﻫﺎي درس آنﻫﺎ در دوره دوم )ﭘﺎﯾﻪﻫﺎي ﭼﻬﺎرم ﺗﺎ ﺷﺸﻢ( ﻣﺪارس اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺳﻤﻨﺎن در ﺳﺎل ﺗﺤﺼﯿﻠﯽ)98- 97( ﺑﻮد. ﺷﺮﮐﺖﮐﻨﻨﺪﮔﺎن در ﺑﺮﻧﺎﻣﻪ ﻣﺪاﺧﻠﻪ40 ﻧﻔﺮ از ﻣﻌﻠﻤﺎن و داﻧﺶ آﻣﻮزان ﮐﻼسﻫﺎي درس آنﻫﺎ ﺑﻪ ﺗﻌﺪاد 1200 ﻧﻔﺮ ﺑﻮدﻧﺪ ﮐﻪ ﺑﻪ ﺷﯿﻮه ﺗﺼﺎدﻓﯽ ﺳﺎده اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﺑﻪ دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل)20 ﻧﻔﺮ ﺑﺮاي ﻫﺮ ﮔﺮوه( ﺗﻘﺴﯿﻢ ﺷﺪﻧﺪ. ﺑﺮﻧﺎﻣﻪ ﻣﺪاﺧﻠﻪ آﻣﻮزﺷﯽ ﻣﺪﯾﺮﯾﺖ ﻣﺆﺛﺮ ﮐﻼس ﺑﺮاي ﻣﻌﻠﻤﺎن ﮔﺮوه آزﻣﺎﯾﺶ ﻃﯽ 15 ﺟﻠﺴﻪ دوﺳﺎﻋﺘﻪ اﺟﺮا ﺷﺪ .ﮐﻠﯿﻪ داﻧﺶ آﻣﻮزان در ﮐﻼسﻫﺎي درس ﭘﺮﺳﺸﻨﺎﻣﻪ ادراك از ﻓﻌﺎﻟﯿﺖﻫﺎي ﮐﻼس درس ﺟﻨﺘﺮي ﮔﺎﺑﻞ و رﯾﺰا)2001( را ﺗﮑﻤﯿﻞ ﮐﺮدﻧﺪ. زﻣﺎن اﻧﺠﺎم ﺗﮑﻠﯿﻒ داﻧﺶ آﻣﻮزان در ﮐﻼسﻫﺎي درس ﻫﺮدو ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل ﺗﻮﺳﻂ ﻣﺸﺎﻫﺪه ﮔﺮان ﺗﻌﻠﯿﻢدﯾﺪه اﻧﺪازهﮔﯿﺮي ﺷﺪ. از آزﻣﻮن ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ اﻧﺪازهﻫﺎي ﺗﮑﺮاري ﭼﻨﺪ ﻣﺘﻐﯿﺮي ﺑﺮاي ﺗﺤﻠﯿﻞ دادهﻫﺎ اﺳﺘﻔﺎده ﺷﺪ. دادهﻫﺎ ﺑﻪ ﺻﻮرت دوﻣﺎﻫﻪ ﭘﯿﮕﯿﺮي ﺷﺪ.ﯾﺎﻓﺘﻪﻫﺎ: ﺑﺮرﺳﯽ دو ﮔﺮوه از ﻧﻈﺮ ﻣﯿﺎﻧﮕﯿﻦ ادراك از ﻣﺤﯿﻂ ﯾﺎدﮔﯿﺮي و زﻣﺎن اﻧﺠﺎم ﺗﮑﻠﯿﻒ در ﻣﺮﺣﻠﻪ ﭘﺲ آزﻣﻮن و ﭘﯿﮕﯿﺮي، ﺣﺎﮐﯽ از اﻓﺰاﯾﺶ در ادراك از ﻣﺤﯿﻂ ﯾﺎدﮔﯿﺮي در اﺑﻌﺎد ﻋﻼﻗﻪ ، اﻧﺘﺨﺎب و ﭼﺎﻟﺶ اﻧﮕﯿﺰي ﺑﻮد. ﻫﻤﭽﻨﯿﻦ زﻣﺎن اﻧﺠﺎم ﺗﮑﻠﯿﻒ در ﮔﺮوه آزﻣﺎﯾﺶ در ﭘﺲ آزﻣﻮن و ﭘﯿﮕﯿﺮي ﺑﻪ ﺷﮑﻞ ﻣﻌﻨﺎداري ﺑﯿﺸﺘﺮ از ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد)001/.

The purpose of this study was to investigate the effectiveness of teachers’ traininig in effective classroom management on cognitive outcomes (perceptions of classroom environment and time on task. research methodology: Research plan, experimental pretest-posttest control group with follow-up testing was used. The population of this research included all teachers with work experience under 10 years from seaman elemetry secondary schools(fourth to sixth grades) and their class students . The participants of intervention program were 40 teachers chosen and participated in random replacement method in experimental and control groups(each group, n=20). All students in both groups completed the questionnaire of Genty and Gable’s Perception of Classroom Activities. Time on task was measured by traind observers in all 40 classes. Then, the intervention was performed for the teachers in experimental group during 15 two hours sessions. Multivariate repeated measures analysis of covariance was used to analyze the data. Data were also followed for two months. Findings: The investigation of two groups in terms of mean in perceptions of classroom environment through the tools used in the post-test and follow-up showed an increase in Interest, Challenge and Choice in the group after the intervention (p<.001).Also the average of time on task in experimental group was significently higher in both post and follow up test (p<.001). Moreover, the results proved to be stable in a time lapse of two months Conclusion Understanding the effective learning environment needs knowledge and recognition of a set of techniques that can be learned and applied