پديد آورندگان :
Mahboubeh ،Sadrzadeh Islamic Azad University - North Tehran Branch - Tehran, Iran , Narges Hassan ،Moradi Department of Educational Management - North Tehran Azad University - Tehran, Iran , Zahra ،Sabbaghian Department of Educational Management - Shahid Beheshti University - Azad University - North Tehran Branch - Tehran, Iran
كليدواژه :
school , neighborhood educational center , participation , interaction
چكيده لاتين :
The present study seeks to determine the components and features of school as a
neighborhood educational center. When paying attention to and responding to the needs and
desires of students, parents and the community is the main mission of a school and in line
with this goal, in addition to using the actual facilities, seeks to discover potential facilities
inside and outside the school, an important thing is happening, and that is the penetration of
the school in its local context. When the needs and wants of the audience are taken into
account in a school and there is hope for local facilities, and utilization of spiritual, human
and natural resources, the school grows and develops. Accordingly, the present study was
conducted using a qualitative approach and grounded theory method on a population
consisting of 24 experts in education, as well as university professors, Farhangian University,
Education Research Institute and school principals. The research sample was selected using
purposive and snowball sampling and data collection was done through semi-structured
interviews. Three stages of open, axial and selective coding are used in data analysis and the
model of Neighborhood Educational Center School is divided into six categories: causal
conditions, axial phenomenon (Neighborhood Educational Center School), mediating
conditions, intervening conditions, Neighborhood Educational Center school strategies and
consequences. and was presented. As a result, 28 core categories and 50 subcategories were
obtained. The core category of the proposed model is the neighborhood educational center
school, which includes 3 core categories (the concept of the neighborhood educational center
school, the main features and elements of the neighborhood educational center school and 26
sub-categories. Also, control and evaluation by participating members (review of the
designed model and problem solving) and the criteria of trustability, transferability,
generality, and reliability were used.
