پديد آورندگان :
ﺷﻬﺴﻮاري، ﺗﻬﻤﯿﻨﻪ داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ واﺣﺪ ﺑﺠﻨﻮرد - ﮔﺮوه ﻣﺪﯾﺮﯾﺖ آﻣﻮزﺷﯽ، ﺑﺠﻨﻮرد، اﯾﺮان , ﺳﻠﯿﻤﺎﻧﭙﻮر ﻋﻤﺮان، ﻣﺤﺒﻮﺑﻪ داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ واﺣﺪ ﺑﺠﻨﻮرد - ﮔﺮوه ﻣﺪﯾﺮﯾﺖ آﻣﻮزﺷﯽ، ﺑﺠﻨﻮرد، اﯾﺮان , ﺣﺎﻓﻈﯿﺎن، ﻣﺮﯾﻢ داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ واﺣﺪ ﺑﺠﻨﻮرد - ﮔﺮوه ﻣﺪﯾﺮﯾﺖ آﻣﻮزﺷﯽ، ﺑﺠﻨﻮرد، اﯾﺮان
كليدواژه :
ﻣﺪارس ﯾﺎددﻫﻨﺪه , ﻣﺪارس ﯾﺎدﮔﯿﺮﻧﺪه , آﻣﻮزش و ﭘﺮورش , ﻣﺪل ﻣﺪارس ﯾﺎدﮔﯿﺮﻧﺪه و ﯾﺎددﻫﻨﺪه , اﻋﺘﺒﺎرﯾﺎﺑﯽ ﻣﺪل
چكيده فارسي :
در ﻫﺰاره ﺳﻮم ﺗﻨﻬﺎ ﺳﺎزﻣﺎﻧﻬﺎﯾﯽ دوام ﻣﯽ آورﻧﺪ ﮐﻪ ﺑﺘﻮاﻧﻨﺪ ﯾﺎددﻫﯽ و ﯾﺎدﮔﯿﺮي را در ﮐﻠﯿﻪ ﻓﻌﺎﻟﯿﺖ ﻫﺎي ﺧﻮد ﻣﺘﻤﺮﮐﺰ ﮐﺮده و ﺑﻪ ﺳﺎزﻣﺎن ﯾﺎد دﻫﻨﺪه و ﯾﺎدﮔﯿﺮﻧﺪه ﺗﺒﺪﯾﻞ ﺷﻮﻧﺪ.ﻫﺪف از اﻧﺠﺎم اﯾﻦ ﭘﮋوﻫﺶ، اﻋﺘﺒﺎرﯾﺎﺑﯽ ﻣﺪل ﻣﺪارس ﯾﺎدﮔﯿﺮﻧﺪه و ﯾﺎددﻫﻨﺪه در آﻣﻮزش و ﭘﺮورش ﺑﻮد.
روش ﺷﻨﺎﺳﯽ: روش ﭘﮋوﻫﺶ از ﻧﻮ ع آﻣﯿﺨﺘﻪ ﺑﻮد. در ﺑﺨﺶ ﮐﯿﻔﯽ، 12 ﻧﻔﺮ از اﻋﻀﺎء ﻫﯿﺄت ﻋﻠﻤﯽ و ﺧﺒﺮﮔﺎن آﺷﻨﺎ ﺑﻪ ﺗﻌﻠﯿﻢ و ﺗﺮﺑﯿﺖ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ و در ﺑﺨﺶ ﮐﻤّﯽ از ﻣﺠﻤﻮع 460 ﻧﻔﺮ از ﻣﺪﯾﺮان و ﮐﺎرﺷﻨﺎﺳﺎن آﻣﻮزش و ﭘﺮورش اﺳﺘﺎن ﺧﺮاﺳﺎن ﺷﻤﺎﻟﯽ، ﺑﺮاﺳﺎس ﻓﺮﻣﻮل ﮐﻮﮐﺮان 210 ﻧﻔﺮ ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ ﺗﺤﻘﯿﻖ ﺑﺎ روش ﺗﺼﺎدﻓﯽ ﺳﺎده اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﻃﻼﻋﺎت در ﺑﺨﺶ ﮐﯿﻔﯽ ﺑﻪ روش داده ﺑﻨﯿﺎد و ﺑﺎ اﺳﺘﻔﺎده از ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ و در ﺑﺨﺶ ﮐﻤّﯽ ﺑﻪ روش ﻣﯿﺪاﻧﯽ و ﺑﺎ اﺑﺰار ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﺟﻤﻊ آوري ﮔﺮدﯾﺪ. ﮐﻪ رواﯾﯽ آن ﺑﺎ ﻧﻈﺮ ﻣﺘﺨﺼﺼﺎن و ﭘﺎﯾﺎﯾﯽ آن ﺑﻪ وﺳﯿﻠﻪ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ 0/98 ﺗﻌﯿﯿﻦ ﺷﺪ. ﺑﺮاي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎي ﮐﯿﻔﯽ از ﻓﺮآﯾﻨﺪ ﮐﺪﮔﺬاري راﻫﺒﺮد ﻧﻈﺮﯾﻪ داده ﺑﻨﯿﺎد و ﺑﺮاي دادهﻫﺎي ﮐﻤﯽ از روشﻫﺎي آﻣﺎر ﺗﻮﺻﯿﻔﯽ و اﺳﺘﻨﺒﺎﻃﯽ و ﺗﺤﻠﯿﻞ ﻋﺎﻣﻞ اﮐﺘﺸﺎﻓﯽ و ﺗﺄﯾﯿﺪي ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮم اﻓﺰار SPSS21 و 20 AMOS اﺳﺘﻔﺎده ﺷﺪ.
ﯾﺎﻓﺘﻪ ﻫﺎ: ﯾﺎﻓﺘﻪﻫﺎي ﭘﮋوﻫﺶ ﻣﻨﺠﺮ ﺑﻪ ﺷﻨﺎﺳﺎﯾﯽ و ﺗﺄﯾﯿﺪ 9 ﻣﻘﻮﻟﻪ اﺻﻠﯽ ﻣﻨﺎﺑﻊ اﻧﺴﺎﻧﯽ، ﺗﻮاﻧﻤﻨﺪﺳﺎزي، ﻣﺤﯿﻂ ﯾﺎدﮔﯿﺮي، ﺳﺎﺧﺘﺎر، ﻓﺮﻫﻨﮕﯽ، ﺳﯿﺎﺳﺖﮔﺬاري، ﻓﻨﺎوري اﻃﻼﻋﺎت، ﭘﺸﺘﯿﺒﺎﻧﯽ، اﺟﺘﻤﺎع ﯾﺎدﮔﯿﺮﻧﺪه و 25 ﻣﺆﻟﻔﻪ ﻓﺮﻋﯽ در ﻣﺪارس ﯾﺎدﮔﯿﺮﻧﺪه و ﻧﯿﺰ 9 ﻣﻘﻮﻟﻪ اﺻﻠﯽ رﻫﺒﺮي، زﯾﺮﺳﺎﺧﺖ، ﺑﺮﻧﺎﻣﻪ¬رﯾﺰي درﺳﯽ، ﻣﺪﯾﺮﯾﺖ داﻧﺶ، ﻧﮕﺮش و ارزشﻫﺎ، ﺑﻬﺪاﺷﺘﯽ رواﻧﯽ، ﻣﺸﺎرﮐﺖ، ﻧﻮآوري و اﻫﺪاف و ﻣﺄﻣﻮرﯾﺖ و 36 ﻣﺆﻟﻔﻪ ﻓﺮﻋﯽ ﺗﺄﺛﯿﺮﮔﺬار در ﻣﺪارس ﯾﺎددﻫﻨﺪه ﮔﺮدﯾﺪ و ﻫﻢﭼﻨﯿﻦ ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ اﻟﮕﻮي اﺳﺘﺨﺮاج ﺷﺪه، از اﻋﺘﺒﺎر دروﻧﯽ ﺑﺎﻻﯾﯽ ﺑﺮﺧﻮردار ﻣﯽﺑﺎﺷﺪ.
ﻧﺘﯿﺠﻪ ﮔﯿﺮي: اراﺋﻪ ﻣﺪل ﮐﺎرﺑﺮدي ﻣﻨﺎﺳﺐ ﺑﺮاي ﻣﺪارس ﺿﺮوري اﺳﺖ ﺗﺎ ﺿﻤﻦ ﺗﻮﺟﻪ ﺑﻪ ﺗﻤﺎﻣﯽ ﻋﻮاﻣﻞ ﻣﺆﺛﺮ در ﯾﺎد دﻫﻨﺪﮔﯽ و ﯾﺎدﮔﯿﺮﻧﺪﮔﯽ ، ﺑﺘﻮاﻧﻨﺪ ﺑﻪ ﻣﺪرﺳﻪ ﯾﺎدﮔﯿﺮﻧﺪه ،ﯾﺎددﻫﻨﺪه ﺗﺒﺪﯾﻞ ﺷﻮﻧﺪ.
چكيده لاتين :
Introduction and Aim: In the third millennium, only those organizations abide that can centralize teaching and learning in all their activities, so that they can convert to a teaching and learning organization. The purpose this research was to Validation the model of learning and teaching schools in education. Methods: The used method was mixed method. Regarding the qualitative section, faculty members and experts who were familiar with training and education were selected through purposeful sampling method and regarding the quantitative section, based on Cochran formula, from among 460 individuals of managers and experts in the education of North Khorasan Province, 210 individuals were selected as the samples of the study using simple random sampling method. Data of the qualitative section were collected through grounded theory using semi-structured interview and regarding the quantitative section, the data were collected using field method and researcher-made questionnaire was used as the instrument of the study. the validity and reliability of which was determined by professional assessment and by Cronbach’s alpha (0.98), respectively To analyze the qualitative data, the codification process of the grounded theory strategy was used and for analyzing the quantitative data, descriptive and inferential statistical methods as well as exploratory and confirmatory factor analyses were utilized though SPSS, version 21, software and AMOS, version 20, software.
Results: The findings of the study led to the identification of 9 main categories including human resources, empowerment, learning environment, structure, culture, policy, information technology, support and learner society as well as 25 secondary categories in the learning schools and 9 main categories of leadership, sub-structure, lesson programming, knowledge management, attitudes and values, mental health, cooperation, innovation, aims and mission and 36 secondary influential components in the teaching schools; The results also showed that the extracted model has a high internal validity. Conclusion: presenting an appropriate applied model, which can be influential in learning and teaching schools, so that they can convert to a learning and teaching schools.
