از اثربخشی تا تعالی: گسست نظریه، تحقیق و عمل در برنامه تعالی مدیریت مدرسه

پژوهش نامه مبانی تعلیم و تربیت

مقاله 1، دوره 7، شماره 2، اسفند 1396، صفحه 124-148   

نوع مقاله: مروری

شناسه دیجیتال (DOI): 10.22067/fedu.v7i2.67475

نویسندگان

شهین بنی اسد^{* 1}؛ رضوان حسین قلی زاده²؛ مقصود امین خندقی²

¹دانشکده علوم تربیتی و روانشناسی

²فردوسی مشهد

چکیده

هدف اصلی این پژوهش، تبیین شکاف نظریه، تحقیق و عمل در برنامه تعالی مدیریت مدرسه با تکیه بر سیر تاریخی جنبش اثربخشی مدرسه از دهه 1960 تاکنون می‌باشد. برای دستیابی به این هدف از روش پژوهش اسنادی بهره گرفته شد. مرور رویدادهای تاریخی معطوف به جنبش اثربخشی مدرسه حاکی از توسعه کمی و کیفی فعالیت‌های صورت گرفته به شکل نظام‌مند برای کاهش شکاف بین نظریه، تحقیق و عمل می‌باشد. اثربخشی، تعالی و بهبود، نقاط عطف این مطالعات در طول تاریخ اصلاحات آموزشی قلمداد می‌شوند. دستاورد مهم این مطالعات، خلق پیکره دانش اثربخشی مدرسه است که با روندی تکاملی، تصویری روشن از سیمای مدرسه اثربخش در همگرایی با تعالی و بهبود ارائه نمود. هم سویی و همراهی متخصصان، محققان آموزشی و مجریان و نیز تأکید بر اجرای برنامه‌های مبتنی بر شواهد پژوهش زمینه محور از مهم‌ترین دلالت‌های مطالعات مدارس اثربخش به شمار می‌روند. این درحالی است انطباق این دستاوردها با تجربه اصلاحات آموزشی در ایران به ویژه برنامه تعالی مدیریت مدرسه حاکی از ناهم‌سویی مشاهدات صورت گرفته با ویژگی‌ها و ملاحظات جنبش اثربخشی و نبود ارتباط و تعامل پویا و موثر محققان، متخصصان و سیاست‌گذاران آموزشی است.

کلیدواژه‌ها

جنبش مدارس اثربخش؛ جنبش تعالی؛ مدیریت کیفیت فراگیر؛ جنبش بهبود؛ مدیریت مدرسه محور

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