ORIGINAL_ARTICLE
مطالعه تطبیقی برنامه درسی هنرهای تجسمی دوره ابتدایی در استرالیا ، کانادا ، ایران و ایرلند
هدف این مطالعه بررسی مقایسه ای برنامه های درسی آموزش هنرهای تجسمی در استرالیا ، کانادا ، ایران و ایرلند بود. روش تحقیق مقایسه ای کیفی و واحد مشاهده و تحلیل در سطح کلان است. جامعه مورد مطالعه شامل همه کشورهای جهان و استراتژی های انتخاب کشورها استراتژی "نظام های مشابه ، برون داد آموزشی مشابه" (استرالیا ، کانادا ، ایرلند) و "نظام های متفاوت ، برون داد آموزشی متفاوت" (ایران) بود. یافته ها بر اساس رویکرد جورج بردی ارائه شد. یافته ها نشان داد که در ایران آموزش هنرهای تجسمی از سایر دروس مدرسه اهمیت کمتری دارد. همچنین ، محدودیت زمانی برای تدریس و کمبود فضای مخصوص برای برنامه درسی هنرهای تجسمی وجود دارد. با توجه به مولفه هدف ، یافته ها نشان می دهد که کشورهای منتخب به طور مشترک به مباحث زیبایی شناسی ، آشنایی با تاریخ و فرهنگ ، درک خلاقیت و طبیعت پرداخته اند. با توجه به مولفه محتوا ، همه کشورها به اهمیت خلاقیت و زیبایی شناسی اشاره کرده اند. همچنین استرالیا و کانادا در مقایسه با ایران و ایرلند در شناخت و استفاده از هنرهای بومی در آموزش هنرهای تجسمی موفق تر بوده اند. در مولفه استراتژی های تدریس ، همه کشورهای منتخب به نقش تسهیل گری معلم در آموزش هنر اشاره می کنند. نظام آموزشی کانادا در به کار گیری هنرمندان در جوار معلمان بر استرالیا ، ایران و ایرلند برتری دارد. از نظر مواد آموزشی و منابع ، هر چهار کشور بر اساس برنامه درسی ملی و راهنمای معلم منابع و محتوی آموزش را تعیین کرده اند. در مورد فعالیتهای آموزشی و یادگیری ، کانادا و استرالیا تمرکز ویژه ای بر آموزش هنرهای تجسمی مبتنی بر هنر مردم بومی دارند و در اجرای برنامه هنری نسبت به ایران و ایرلند انعطاف بیشتری از خود نشان داده اند. از نظر فضای آموزشی ، ایران در مقایسه با سه کشور دیگر در سطح پایین تری قرار دارد ، در حالی که ایرلند پیشرو است. از جنبه زمانی ، ایران زمان کمتری را در مقایسه با سایر کشورها به برنامه درسی هنر اختصاص داده است. با استفاده از مولفه ارزشیابی ، یافته ها نشان می دهد که استفاده از روشهای تشریحی- توصیفی و نمونه کار در همه کشورهای منتخب معمول است ، اگرچه در ایران هیچ برنامه رسمی برای ارزشیابی وجود ندارد. با توجه به یافته ها و به منظور توسعه جایگاه برنامه درسی هنرهای تجسمی در نظام آموزش و پرورش ایران ، توصیه می شود که آموزش هنر و مولفه های آن مورد توجه جدی سیاست گزاران آموزشی قرار گیرد.
https://journal.cesir.ir/article_131815_0701c3c7967d9e6b4eb2ae5772db1d65.pdf
2021-06-01
1097
1116
10.22034/IJCE.2021.243374.1200
برنامه درسی
آموزش ابتدایی
هنرهای تجسمی
ایمان
جواهری پور
imanjavaheripour66@gmail.com
1
دانشجوی دکتری ، گروه برنامه ریزی درسی ، دانشکده روانشناسی و علوم تربیتی ، دانشگاه خوارزمی ، تهران ، ایران
AUTHOR
عفت
عباسی
e.abbasi@khu.ac.ir
2
استادیار ، گروه برنامه ریزی درسی ، دانشکده روانشناسی و علوم تربیتی ، دانشگاه خوارزمی ، تهران ، ایران
LEAD_AUTHOR
مرجان
کیان
kian@khu.ac.ir
3
استادیار ، گروه برنامه ریزی درسی ، دانشکده روانشناسی و علوم تربیتی ، دانشگاه خوارزمی ، تهران ، ایران
AUTHOR
محسن
حسن پور
hasanpour@sru.ac.ir
4
استادیار گروه ارتباطات بصری ، دانشکده مهندسی معماری و شهرسازی ، دانشگاه شهید رجایی ، تهران ، ایران
AUTHOR
ACARA, (2013). Australian Curriculum: The Arts Foundation to Year 10. Sydney: Australian Curriculum, Assessment and Reporting Authority, available at: https://docs.acara.edu.au/resources/Australian_Curriculum_The_Arts_2_July_2013.pdf
1
Aprill, A. (2001) Toward a Finer Description of the Connection between Arts Education and Student Achievement, Arts Education Policy Review, 102, 5, 25-26. DOI: 10.1080/10632910109600013
2
Children of World Research Institute (2015). Ideas for promoting children's art, Tehran: Children's Workshop Publications. [in Persian]
3
Department of Education and Science and the Arts Council, (2018). Artists-Schools Guidelines: Towards Best Practice in Ireland, Steering Committee and Core Group of Artists-Schools, 18-25, available at: https://artsineducation.ie/wp-content/uploads/ArtistsSchools06_English.pdf
4
Fallah Tafti, S. Jafari Harandi, R. & Tabatabaei, M. (2020). A Comparative Study of Primary Education Art Curriculum Goals in Brazil, Greece, Iran and South Korea, Iranian Journal of Comparative Education, 3(1), 580-594, DOI: 10.22034/IJCE.2020.215796.1091
5
Firoozi, M., Seifi, M., Hosseini Mehr, A.S., & Fagihi, A. (2017). Causes of gap between opinion and practice of art education in first secondary school based on Klein's academic opinion. Tehran: Curriculum Qualitative Research Quarterly, 2(8). [in Persian]
6
Golizadeh, A., Shapoorian, F., Bahrami, M., Moeini, S. H., Hamedi, M. H., Tavakoli, S.H., & Gosili, A. (2012). Introduction to Visual Arts: Painting, Department of Art, Services, Technical and Vocational Education (Lesson Number: 3717). Tehran: Iran Textbook Publishing Company. [in Persian]
7
Hickey, C. (2005). Issues and Challenges in Implementing the 1999 Curriculum for Visual Arts: Case Study in a Junior School. M.A. Thesis, Education Department, National University of Ireland, Maynooth, available at: http://mural.maynoothuniversity.ie/5085/1/Catherine_Hickey_20140623094241.pdf
8
Higher Education Council (2012). National Curriculum of the Islamic Republic of Iran, Tehran, Ministry of Education, [in Persian]
9
Hosseini Rad, A. (2017). Basics of Visual Arts, 10th Grade, Secondary School, Art Department, Tehran: Educational Research and Planning Organization, Ministry of Education, Printable Number 210639. [in Persian]
10
Iwai, K. (2003). The contribution of arts education to children’s lives, Paper presented at the UNESCO Regional Meeting on Arts Education in the European Countries Canada and the United States of America, Finland, 1-15, available at: https://www.yumpu.com/en/document/view/4186115/the-contribution-of-arts-education-to-childrens-lives-unesco
11
Kargozar, M., Kabuk, H., & Al-Daghi, A. (2018). A comparative study of the elementary art curriculum in Iran and Japan, Quarterly Journal of Educational Innovations, 18 (69), 113-138, [in Persian]
12
Khosravi Mashizi, M. Soltani, A. & Alinejad, M. (2019). A Comparative Study of Arts Education Curriculum of Primary Schools in Iran and Canada, Iranian Journal of Comparative Education, 2(3), 298-323, DOI:10.22034/ijce.2020.202208.1052
13
Kian, M., & Mehr Mohammadi, M. (2013). Identify the neglected aspects and dimensions of the elementary art curriculum. Quarterly Journal of Education and Learning Research, 20(3): 1-18. [in Persian]
14
Klein, M. (1986). Alternative Curriculum Conceptions and Designs, Theory into Practice, 25(1), 2-2, Retrieved May 28, 2021, from http://www.jstor.org/stable/1477174
15
Lemon, N. & Garvis, S. (2013). What is the role of the arts in a primary school: An investigation of perceptions of pre-service teachers? Australia. Australian Journal of Teacher Education, 38 (9), 1-10.
16
Mollainejad, A. & Zakavati, A. (2008). A Comparative Study of Teacher Training Curriculum System in England, Japan, France, Malaysia and Iran, Educational Innovation Quarterly, 26(7), 35-62, [in Persian]
17
Murphy, M.C. (2018). Exploring the “Construction” strand in the Irish Primary School Visual Arts Curriculum through the Forest School approach, Journal of Adventure Education and Outdoor Learning, 18(3), 257-274
18
Musapour, N. (1387). Curriculum planning in contemporary Iran, Quarterly Journal of Education, 24(4), [in Persian]
19
NCCA, (1999). Primary school curriculum, Department of Education, National Commission for Culture and the Arts, Government of Ireland, available at: https://www.curriculumonline.ie/getmedia/c4a88a62-7818-4bb2-bb18-4c4ad37bc255/PSEC_Introduction-to-Primary-Curriculum_Eng.pdf
20
Nova Scotia Department of Education, (2000). Visual arts primary 6 curriculum, Department of Education, Nova Scotia, Canada, available at: http://www.ednet.ns.ca/files/curriculum/VisualArtsP-6.pdf
21
Ontario Curriculum, (2009). The Ontario curriculum grades 1- 8, Ontario, Canada: Ministry of Education, available at: http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf
22
Prince Edward Island Art Curriculum, (2011). Visual Arts –Grade 3. Department of Education and Early Childhood Development, Holman Centre, Canada, available at: http://www.gov.pe.ca/photos/original/eecd_visartsgr3.pdf
23
Queensland's Visual Arts Curriculum, (2007). Visual art: Australia: The State of Queensland (Queensland Studies Authority), available at: https://www.qcaa.qld.edu.au/p-10/aciq/learning-areas/the-arts/visual-arts
24
Radpour, F., Shapoorian, F., Sharifzadeh, S. A., Marzban, E., Mahdavi, R., & Nawab Safavi, M. (2012a). Art lesson guide for first, second and third grade teachers. Tehran: General Directorate of Textbook Printing and Distribution [in Persian]
25
Radpour, F., Shapoorian, F., Sharifzadeh, S. A., Marzban, E., Mahdavi, R., & Nawab Safavi, M. (2012b). Art lesson guide for fourth, fifth and sixth grade teachers, Tehran: General Office of Printing and Distribution of Textbooks. [in Persian]
26
Richards, A.G. (2003). Arts and Academic Achievement in Reading: Functions and Implications, Art Education, 56)6(, 19-23. DOI: 10.1080/00043125.2003.11674144
27
Russell-Bowie, D. (2011). An ode to joy...or the sounds of silence: An exploration of arts education policy in Australian primary schools, Arts Education Policy Review, 112(4), 163-173
28
Saberi, R. (2016). Evaluation of elementary school art education system from the perspective of basic domains and content structure: A study of views of teachers, principals and experts, Research in curriculum planning, 24 (51), 77-76 [in Persian]
29
Visual Arts Curriculum, (1999). Visual arts: Arts education curriculum. Government of Ireland, Dublin: The Stationery Office, available at: https://www.curriculumonline.ie/getmedia/0e0ccff3-97c4-45c8-b813-e7c119a650c3/PSEC04A_Visual_Arts_Curriculum.pdf
30
Visual Arts Education Teacher Guidelines, (1999). Visual arts, arts education, teacher guidelines, Government of Ireland, Dublin: The Stationary Office, available at: https://www.curriculumonline.ie/getmedia/b47c06be-46d9-4e98-828b-ff69537d7670/PSEC04A_Visual_Arts_Guidelines.pdf
31
Wittber, Z. (2017). Primary students’ engagement with the visual arts and their transition into Year 7, M.A. Thesis, Edith Cowan University, School of Education, available at: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2988&context=theses
32
ORIGINAL_ARTICLE
مطالعه تطبیقی نظام ارزشیابی پیشرفت تحصیلی مدارس ابتدایی سوریه با ایران
ههدف پژوهش حاضر ، مطالعه تطبیقی نظام ارزشیابی پیشرفت تحصیلی مدارس ابتدایی سوریه و ایران بود. برای جمع آوری داده ها ، از تحلیل اسناد درسی و مصاحبه نیمه ساختاریافته با معلمان مدارس دوره ابتدایی استفاده شد. شرکت کنندگان شامل 15 معلم دبستان در هر دو کشور بودند. داده های به دست آمده از مصاحبه با استفاده از نرم افزار MAXQDA مورد تجزیه و تحلیل قرار گرفتند. یافته ها نشان داد که نظام ارزشیابی پیشرفت تحصیلی در مدارس ابتدایی ایران به صورت کیفی- توصیفی می باشد در حالی که در سوریه ، ارزشیابی به شیوه کمی است و دانش آموزان برای ارتقاء به پایه های تحصیلی بالاتر باید نمرات لازم را کسب کنند. هم چنین در حالی که دانش آموزان ایرانی علاقه مند به شرکت در ارزیابی کیفی هستند و این روش باعث کاهش استرس و اضطراب آنها می شود. برعکس ، دانش آموزان سوری دچار اضطراب ، ترس ، استرس و عدم اعتماد به نفس شده و اکثریت آنها از نظام ارزشیابی کمی پیشرفت تحصیلی احساس انزجار می کنند. پیشنهاد پژوهش حاضر بازنگری در نظام ارزشیابی در سوریه بر اساس اهداف سیستم آموزشی و مبانی فلسفی و روانشناختی این کشور است . همچنین توصیه می شود کاربست ارزشیابی توصیفی در نظام آموزشی ایران تعمیق و توسعه یابد.
https://journal.cesir.ir/article_132121_32c43259a1d07f89f2eec627c075abd7.pdf
2021-06-01
1117
1137
10.22034/ijce.2021.239207.1181
ارزشیابی
پیشرفت تحصیلی
مدارس ابتدایی
ایران
سوریه
عفرا
عارفی
afraahaidr@gmail.com
1
دانشجوی دکتری ، گروه مطالعات برنامه درسی ، دانشگاه فردوسی مشهد ، مشهد ، ایران
AUTHOR
بهروز
مهرام
bmahram@um.ac.ir
2
دانشیار ، گروه مطالعات برنامه درسی ، دانشگاه فردوسی مشهد ، مشهد ، ایران
LEAD_AUTHOR
ریم
سلیمون
slemonreem@gmail.com
3
استاد ، دانشکده علوم تربیتی ، دانشگاه طرطوس ، سوریه
AUTHOR
مرتضی
کرمی
m.karami@um.ac.ir
4
دانشیار ، گروه مطالعات برنامه درسی ، دانشگاه فردوسی مشهد ، مشهد ، ایران
AUTHOR
Abbaspour, A & Dehghani, A. (2012). Comparative study of the characteristics of staff training system (case study of IRIB and BBC), Government Management, 4(10), 118-110 [in Persian]
1
Ahmadpour, Y. & Sheikhzadeh Takabi, R. (2017). Comparison and critique of quantitative and qualitative assessment and evaluation, Journal of Psychological Studies and Educational Sciences, 3, 59-73 [in Persian]
2
Ak, E., & Güvendi, M. (2010). Assessment of the degree to which primary school teachers use alternative assessment and evaluation methods, Procedia Social and Behavioral Sciences, 2, 5599-5604.
3
Andrade, H.L, Brookhart, S.M. (2020). Classroom assessment as the co-regulation of learning. Assessment in education: principles, policy & practice, 27(4), 350-372.
4
Asghari, A., Abdul Kadir, R., Elias, H., & Baba, M. (2012). Test anxiety and its related concepts: A brief review. Education Science and Psychology, 3(22), 3-8 [in Persian]
5
Berry, J., Kannan, H., Mukerji, S., & Shotland, M.(2020).Failure of frequent assessment: An evaluation of India’s continuous and comprehensive evaluation program. Journal of Development Economics, 143 (C), 1- 12
6
Berry, R. (2005). Entwining feedback, self, and peer assessment. Academic Exchange Quarterly, 9, 225-230.
7
Bahramian, M., Mehr Alizadeh, Y., & Sapasi, H. (2010). Investigating effect of descriptive evaluation on students' academic achievement and test anxiety, Journal of Educational Sciences, 2, 128-148 [in Persian]
8
Bobo, M, & Zohreh, N. (2018). The extent to which classroom teachers use alternative assessment skills: A sample study of primary school teachers in Latakia. Conference on Educational Progress in the Syrian Arab Republic, Ministry of Education, Damascus, [in Arabic]
9
Cranston, N., Mulford, B., Keating, J., & Reid, A. (2010).Primary school principals and the purposes of education in Australia: Results of a national survey, Journal of Educational Administration, 48(4), 517-539.
10
Department of Assessment and Evaluation of Learning Processes and Primary Education Office, (2015). Regulations for evaluating the educational and training progress of the elementary school, Ministry of Education, Deputy of Primary Education [in Persian]
11
Dikli, S. (2003). Assessment at a distance: Traditional vs. Alternative Assessments. The Turkish Online Journal of Educational Technology, Florida State University, volume 2, Issue 3, 13-19.
12
Dolin, J., Black, P., Harlen, W. & Tiberghien, A. (2018). Exploring Relations between Formative and Summative Assessment, In J. Dolin & R. Evans (Ed.), Transforming assessment , Cham, Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-63248-3
13
Faragher, S. (2014). Understanding Assessment in primary education. London: Sage Publications.
14
Fathi Azar, A; Hatami, J & Rozi, J. (2012). The effect of descriptive evaluation on academic achievement and attitude toward school in elementary school students, Journal of Educational Measurement and Evaluation Studies, 2, 51-31 [in Persian]
15
Finnish National Board of Education. (2004). National core curriculum for basic education 2004. Retrieved 22 May 2020 from http://www.oph.fi/english/publications/2009/ national_core_curricula_for_basic_education
16
Gal, M; Borg, & Gal, J. (2012). Quantitative and qualitative research methods in educational sciences and psychology, Translated by Reza Nasr, et al., Tehran: Samat Publications [in Persian]
17
Iqbal, M., Samiullah & Anjum, A. (2017). Effect of continuous assessment techniques on students’ performance at elementary level, Bulletin of Education and Research, 39(1), 91-100
18
Jadid, l. (2010). Relationship between learning styles as a type of information processing and test anxiety and their effect on academic achievement, Journal of Damascus University, Faculty of Educational Sciences, 26, 93-123, [in Arabic]
19
Keramati, M.R. (2001). Competition or camaraderie in the classroom, Psychology and Educational Sciences, 31(2), 139-156 [in Persian]
20
Kırmızı, Ö. & Kömeç, F. (2016). An Investigation of Performance-Based Assessment at High Schools, Üniversitepark Bülten, 5(1-2), 53-65. https://doi.org/10.22521/unibulletin.2016.512.5
21
Klein, M.F. (1985). Curriculum Design, In Husen, T. and Postlethwaite (eds.) International Encyclopedia of Education: Curriculum Studies. Vol. 2, (pp. 1163-1170). Oxford England: Pergamon Press.
22
Lubis, M., Ariffin, S., Muhamad, T., Ibrahim, L., & Weke, I. (2010). The Integration of ICT in the Teaching and Learning Processes: A Study on Smart School of Malaysia. Proceedings of the 5th WSEAS/IASME International Conference on educational Technologies (EDUTE' 09)
23
Mehr Mohammadi, M. (2013). The maximum idea of the subsystem "evaluation of students' learning or assessment" in education system and critique of "descriptive evaluation", Education Quarterly, 116, 9-30 [in Persian]
24
Ministry of Education and Culture. (2018). Finish education in a nutshell, Available at: https://www.oph.fi/sites/default/files/documents/finnish_education_in_a_nutshell.pdf
25
Ministry of Education of Syrian Arab Republic. (2015). Internal system of basic education schools, Damascus, Syrian Ministry of Education Publications, [in Arabic]
26
Ministry of Education of Syrian Arab Republic. (2016). General framework of national curriculum for Syrian Arab Republic, Damascus, Publications of National Center for Curriculum Development, [in Arabic]
27
Ministry of Education of Syrian Arab Republic. (2018a). National Assessment Tips for Learning, Publications of Center for Educational Assessment and Evaluation, Damascus, Ministry of Education of the Syrian Arab Republic, [in Arabic]
28
Ministry of Education of Syrian Arab Republic. (2018b). Reforms of the internal system of basic education schools in some of its materials, Damascus, Syrian Ministry of Education Publications, [in Arabic]
29
Mohammadifar, M.A. & Najafi, M; Ara, S. R. & Mohammadzadeh, A. (2011). Effect of Descriptive and Traditional Assessments on Academic Achievement and Exam Anxiety of Second Grade Students in Tehran, Educational Psychology Quarterly, 20, 34-49 [in Persian]
30
National Council of Educational Research and Training. (2019). continuous and comprehensive evaluation guidelines, New Delhi, India.
31
Navidi, A; Qasemi, F. (2013). The effect of quantitative and qualitative evaluation on anxiety on fourth grade primary students, Education Quarterly, 120, 106-122 [in Persian]
32
Organization for Educational Research and Planning, (2015). Teacher guidance in descriptive evaluation, Tehran: General Office of Supervision of Publication and Distribution of Educational Materials. [in Persian]
33
Ostad-Ali, F., Behzadi, M.H. & Shahvarani, A. (2015). Descriptive Qualitative Method of Evaluation from the Viewpoint of Math Teachers and Its Comparison with the Quantitative Evaluation, Mathematics Education Trends and Research, No. 1, 50-56.
34
Ozan, C.& Kıncal, R.Y. (2018). The effects of formative assessment on academic achievement, attitudes toward the lesson, and self-regulation skills, Educational Sciences: Theory & Practice, 18(1), 85–118.
35
Pierce, L. V. (2002). Performance-Based Assessment: Promoting Achievement for Language Learners. Center for Applied Linguists (ERIC/CLL News Bulletin), 26(1), 1-3.
36
Qaltash, A. S; Nejad, A.R.A & Mangabadi, A.D. (2015). Pathology of descriptive evaluation model in order to provide a suitable model in primary school, Journal of Research in School and Virtual Learning, 10, 7-7 [in Persian]
37
Secretary of the National Curriculum, (2012). National Curriculum of Islamic Republic of Iran, Tehran: Educational Research and Planning Organization [in Persian]
38
Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87, 324-332.
39
Suet Fin, L.& Ishak, Z. (2012). A priori model of students’ academic achievement: The effect of gender as moderator. Procedia - Social and Behavioral Sciences, 65(3), 1092-1100.
40
Taras, M. (2002). Using assessment for learning and learning for assessment, Assessment and Evaluation in High Education, 27, 501-510.
41
Tyler, R.W. (1997). Basic principles of curriculum and educational planning, Translated by Taghi Pourzahir, Tehran: Agah [in Persian]
42
Ugodulunwa, C. & Okolo, U.P. (2015). Effects of formative assessment on mathematics test anxiety and performance of senior secondary school students in Jos, Nigeria. Journal of Research and Method in Education, 5(2), 38-47.
43
Vala, R & Dadfar, S. (2015). Role of descriptive evaluation in reducing anxiety, increasing self-confidence and learning of primary school students from teachers’ perspective, Journal of Educational Management Research, 1, 103-128 [in Persian]
44
Wach, E., & Ward, R. (2013). Learning about qualitative document analysis. Institute of Development Studies, Brighton BN1 9RE UK, Available in: www.ids.ac.uk/publications/ids-series-titles/practice-papers-in-brief. Last visited 2015-11-20.
45
Yeke Zare, M., Sadeghi, M., Zaynali, Z., & Yari, F. (2015). A comparative study of evaluation system of Iran primary school achievement with Singapore, Australia, Sweden and Poland, National Conference on Primary Education, General Department of Education of South Khorasan Province, Birjand University & Iranian Curriculum Studies Association, 3208-3215 [in Persian]
46
ORIGINAL_ARTICLE
بررسی تطبیقی ویژگیهای فعالیتهای فوقبرنامه دوره ابتدایی ایران با انگلستان، هند و مالزی
هدف پژوهش حاضر بررسی تطبیقی ویژگیهای فعالیتهای فوقبرنامه ایران با مالزی، هند و انگلستان است. روش پژوهش تطبیقی با استفاده از الگوی بردی انجام شده است. تحقیق حاضر از لحاظ واحد مشاهده، جزو پژوهشهای کلان، استراتژی انتخاب کشورها "استراتژی نظامهای متفاوت، نتایج متفاوت" میباشد. روش جمعآوری دادهها کتابخانهای و با مراجعه به مقالات معتبر علمی و سایتهای بینالمللی همچون یونسکو و وزرات آموزش و پرورش کشورهای منتخب گردآوری شد. به منظور افزایش روایی از اسناد دست اول و برای افزایش پایایی، خودارزیابی توسط پژوهشگران انجام شد. برای تحلیل دادهها از روش توافق و تفاوت جان استوارت میل استفاده گردید. یافتهها نشان داد فعالیتهای فوقبرنامه ایران، مالزی، هند و انگلستان در ویژگیهایی همچون پرورش انسان متعادل و رشد همه جانبه؛ کسب تجارب زندگی واقعی؛ تنوع فعالیتها و تکوین هویت به هم شباهت دارند. ایران از نظر ویژگیهایی همچون آموزش فوقبرنامه به معلمان، نقش معلمان در انجام فوقبرنامه، تلفیق فوقبرنامه با برنامهدرسی، همکاری سازمانها در انجام فعالیتهای فوقبرنامه با کشورهای منتخب تفاوت دارد. براساس نتایج پژوهش، به دستاندرکاران نظام آموزشی ایران پیشنهاد میگردد؛ همانند انگلستان فعالیتهای فوقبرنامه با برنامههای درسی رسمی ادغام شود، پیش از خدمت به دانشجومعلمان، فعالیتهای فوقبرنامه آموزش داده شود و نقش و وظایف معلمان در اجرای فعالیت فوقبرنامه بطور روشن، مشخص گردد.
https://journal.cesir.ir/article_131820_53add18d0e80d202cc93cb15b2063663.pdf
2021-06-01
1138
1158
10.22034/ijce.2020.229993.1145
فعالیتهای فوقبرنامه
برنامهدرسی رسمی
نقش معلم
مهین
تیمورنیا
teimoorniam@yahoo.com
1
دانشجوی دکتری ، گروه مطالعات درسی ، دانشگاه شهید رجایی ، تهران ، ایران
AUTHOR
سید محمد رضا
امام جمعه
emamjomeh@sru.ac.ir
2
دانشیار ، گروه مطالعات برنامه درسی ، دانشگاه شهید رجایی ، تهران ، ایران
LEAD_AUTHOR
غلامعلی
احمدی
ahmadygholamali@gmail.com
3
دانشیار ، گروه مطالعات برنامه درسی ، دانشگاه شهید رجایی ، تهران ، ایران
AUTHOR
صادق
نصری
s.nasri@sru.ac.ir
4
دانشیار ، گروه مطالعات برنامه درسی ، دانشگاه شهید رجایی ، تهران ، ایران
AUTHOR
Abadis Dictionary (2020). Meaning of characteristic, available at: https://dictionary.abadis.ir. [in Persian]
1
Astiz, M. F., Wiseman, A. W., & Baker, D. P. (2002). Slouching towards decentralization: Consequences of globalization for curricular control in national education systems, Comparative Education Review, 46(1), 66-88.
2
Bourgonje, P., & Tromp, R. (2011). Quality educators: An international study of teacher competences and standards. Oxfam Novib, available at: https://oxfamilibrary.openrepository.com/bitstream/handle/10546/265732/rr-quality-educators-international-study-010511-en.pdf?sequence=1&isAllowed=y
3
Deputy Minister of Education and Culture (2019) Rules and Regulations, Available at: https://www.medu.ir/fa?ocode=1000000293 [in Persian]
4
Donnell, L., Morris, M., & Wilson, R. (2006). Education outside the classroom: An assessment of activity and practice in schools and local authorities. Nottingham: Department for Education and Skills, available at: https://www.nfer.ac.uk/media/2055/ocl01.pdf
5
Donnelly, M., Lazetic, P., Sandoval-Hernández, A., Kameshwara, K. K., & Whewall, S. (2019). An Unequal Playing Field: Extra-Curricular Activities, Soft Skills and Social Mobility. Social Mobility Commission, available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/818679/An_Unequal_Playing_Field_report.pdf.
6
Farsnews, (2020). Details of organizing human resources in education / criteria for forming classrooms and schools, Fars News Agency, 11 April 2020, available at: https://www.farsnews.ir/news/13990123000025 [in Persian]
7
Fazli Khani, M & Mozaffari, A. (2005). Guide to preparing and compiling complementary and extracurricular activities. Tehran: Manadi Tarbiat Publications [in Persian]
8
Freeman, R. (2017). The Relationship between Extracurricular Activities and Academic Achievement. National Louis University, available at: https://digitalcommons.nl.edu/diss/245/?fbclid=IwAR3h8idjNgepueeLIEJObgXrO
9
Ferreira, I. G., Carreira, L. B., Murphy, N., Soares, A. C. B., Fonseca, P. C. C., & de Sousa, L. E. A. (2018). Extracurricular activities: A comparative perspective among health colleges in Brazil and Ireland. ABCS Health Sciences, 43(2), available at: https://doi.org/10.7322/abcshs.v43i2.1080
10
Fredricks, J. A., & Eccles, J. S. (2008). Participation in extracurricular activities in the middle school years: Are there developmental benefits for African American and European American youth? Journal of Youth and Adolescence, 37(9), 1029-1043.
11
Ghaffari, R. (2010). Review and comparison of standards of educational spaces in primary schools in Iran, England and Germany, [M.A. Thesis], Tehran: Allameh Tabatabai University, [ in Persian]
12
Hajie Aghalo, A. & Aghazadeh, M. (2004). Guide to preparing complementary and extracurricular activities. Tehran: Manadi Tarbiat Publications [in Persian]
13
Huey, W, S. (2015) In-Service Teacher Training in Malaysian Chinese High Schools: Current Situation, Characteristics, and Issues. Malaysian Journal of Chinese Studies, 4(1): 31-45, available at: https://www.newera.edu.my/files/publication/MJCS_2015vol4no1-3.pdf
14
Imam Jomeh, M. Ahmadi, G.H. & Timurnia, M. (2013). A comparative study of Iran's extracurricular activities with the United States, the United Kingdom and Malaysia, Curriculum Studies Quarterly of Shiraz University, 3(1), 17-65 [in Persian]
15
Jelani, J., Tan, A. K., & Mohd-Zaharim, N. (2015). Demand for extracurricular activities amongst primary school students: Exploratory evidence from survey data in Penang (Malaysia), Asia-Pacific Education Researcher, 24(1), 125-135.
16
Kelly, A.V. (2004). The Curriculum Theory and Practice. London: SAGE Publications, available at: http://mehrmohammadi.ir/wp-content/uploads/2019/07/The-Curriculum-Theory-and-Practice-by-A.V.Kelly_.pdf
17
Kerr, B. (2009). Encyclopedia of giftedness, creativity, and talent, London: Sage.
18
Keyvanfar, Z. (2010). A comparative and analytical study of leisure and extracurricular activities of primary schools in Iran and the United States, M.A. Thesis, Tehran: Allameh Tabatabai University [in Persian]
19
Khanian. Z (2016) Cultural policy of Mohammad Reza Shah’s government in education (1340-1350 AH): Extracurricular activities in schools, M.A. Thesis, Tehran: Al-Zahra University. [in Persian]
20
Lunenburg, F. C. (2010). Extracurricular activities, Schooling, 1(1), 1-4.
21
Massoni, E. (2011). Positive effects of extracurricular activities on students, Essai, 9(1), 84-87, available at: https://core.ac.uk/download/pdf/10676858.pdf
22
Ministry of Education (2019). Rule and Regulation, Available at: https://medu.ir/fa/regulations/category/1?ocode=100010876 [in Persian]
23
Musapour Miandehi, P., Peyronaziri, A., & Galyn Moghadam, K, H. (2018). A Comparative Study of Extracurricular Activities in Teacher Education in Australia, Germany and the United States: Lessons for Iran, Iranian Journal of Comparative Education, 1(3) 36-60, DOI: 10.22034/IJCE.2019.191754.1018
24
Musapour, N., Falahati, L., & Mazinani, M. (2017). A Study of the Effects of Informal Curriculum of Teacher Training University on Realization of Educational Goals, Quarterly Journal of Curriculum Studies, 12(47), 1- 36 [in Persian]
25
Mousavi, R. (2009). A comparative study of extracurricular activities in primary schools in Iran, Germany and Japan, M. A. Thesis, Tehran: Allameh Tabatabai University [in Persian]
26
NCERT, (2005). National curriculum framework 2005. National Council of Educational Research and Training, available at: https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf
27
Nikonia, S. & Imam Jomeh, M. (2006). A comparative study of the selection, training, maintenance and evaluation of teachers in Iran, United States, Britain, Japan, Egypt and India, [M.A. Thesis], Tehran:Shahid Rajaei Teacher Training University [in Persian]
28
Pereira, A. H., Ismail, K., & Othman, Z. (2013). A model for the Malaysian English language club activities, Procedia-Social and Behavioral Sciences, 90, 48-56
29
Sadeghi, A. (2015). Determining the principles and formulating general policies for complementary and extracurricular activities in schools and higher education centers of Iran, Tehran: Secretariat of the Supreme Council of the Cultural Revolution & the Education Commission of Allameh Tabatabai University. [in Persian]
30
Shabani, Z. (2002). Recognition of research in the field of teacher training and providing a proposed model for teacher training in Iran, Tehran: Ministry of Education. [in Persian]
31
Shafie. N.H. Shah, I & Abd Majied, F. (2019). Technological Pedagogical Content Knowledge (TPACK) in Teaching 21st Century Skills in the 21st Century Classroom, Conference: Malaysian Education Deans' Council (MEDC) Seminar 2019, Puncak Alam, Selangor, Asian Journal of University Education, 15 (3),available at : https://www.researchgate.net/publication/338384961_Technological_Pedagogical_Content_Knowledge_TPACK_in_Teaching_21st_Century_Skills_in_the_21st_Century_Classroom
32
Shams al-Din al-Mutlaq, H. (2016). Identifying and evaluating effectiveness of extracurricular activities in Kerman schools. [M.A. Thesis], Kerman: Shahid Bahonar University of Kerman [in Persian]
33
Shuriye, A. O. (2011). The role of credited co-curricular programmes on the internationalization and infusing values into student's personality: the IIUM Model. Journal of Emerging Trends in Educational Research and Policy Studies, 2(2), 100-107.
34
Sriprakash, A. (2012). Pedagogies for development: The politics and practice of child-centred education in India, Springer Science & Business Media.
35
Sullivan, P. (2018). Extra-curricular activities in English secondary schools: What are they? What do they offer participating students? How do they inform EP practice, [PhD Dissertation], University College London, available at: https://discovery.ucl.ac.uk/id/eprint/10053701/
36
Tajik Ismaili, A. (2008). Extracurricular as a part of the theoretical model of the curriculum and educational technology subsystem of the national education document drafting plan, Tehran: Ministry of Education [in Persian]
37
Tahir,Z.B.M. (2014).Penilaian pelaksanaan polisi kokurikulum berdasarkan pengurusan dan pencapaian kokurikulum, available at : http://eprints.utm.my/id/eprint/78097/1/ZalinaMohdTahirPPERDANA20141.pdf, [in Malay)
38
Zahedi, M. (1996). Philosophy of education and educational activities, Tehran: Avae Noor Publishing Institute, [in Persian]
39
ORIGINAL_ARTICLE
تاثیر شبکه های اجتماعی بر تربیت شهروندی نسل جوان در بافت جمهوری اسلامی : یک تجربه زیسته
شبکه های اجتماعی مجازی باعث بروز پدیده های جدیدی همچون شهروند مجازی و آموزش شهروندی مجازی در جوامع مختلف بشری شده اند. هدف این مطالعه بررسی تجربه زیسته نسل جوان برای درک تأثیر شبکه های اجتماعی بر تربیت آنها در بافت اجتماعی جمهوری اسلامی است. در این پژوهش ، از روش کیفی مردم نگاری هم به عنوان روش تحقیق (برای درک نگرش تحلیلی افراد در مورد موضوع تحقیق) و هم به عنوان روش جمع آوری داده ها (مشاهده و مصاحبه از طریق حضور فعال محققان در دو شبکه اجتماعی مجازی تلگرام و واتس آپ) استفاده گردید. محققان همچنین روش دو مرحله ای گرتز را برای توصیف و تفسیر روشن داده ها در نظر گرفتند. یافته های تحقیق نشان داد که پیشرفت های فن آوری باعث شده شهروندان جوان ایرانی با حقوق شهروندی و فرهنگ خود بیشتر آشنا شوند. همچنین ، تجربه زیسته جوانان ایرانی تغییر نقش افراد به عنوان یک شهروند منفعل در شبکه های اجتماعی واقعی به شهروندان فعال در شبکه های اجتماعی مجازی را نشان می دهد. علاوه بر این ، یافته های تحقیق تنوع منابع یادگیری و موضوعات مربوط به حقوق شهروندی را به نمایش می گذارد. بنابراین ، شبکه های اجتماعی مجازی فرصت های جدیدی را برای آموزش نسل جوان ایجاد کرده اند که تغییر در سیاست های آموزشی فعلی ایران را اجتناب ناپذیر می سازد.
https://journal.cesir.ir/article_131833_e36e010a9273a350e31b18383f580ace.pdf
2021-06-01
1159
1177
10.22034/ijce.2021.242063.1195
آموزش شهروندی
جمهوری اسلامی
تجربه زیسته
شبکه های اجتماعی
نسل جوان
زمانه
اباذری
zamanehabazari@yahoo.com
1
دانشجوی دکتری ، گروه ارتباطات اجتماعی، دانشگاه آزاد اسلامی واحد میبد ، میبد، ایران
AUTHOR
علی محمد
مزیدی شرف آبادی
alimohamadmazidi@yahoo.com
2
استادیار ، گروه ارتباطات اجتماعی، دانشگاه آزاد اسلامی واحد میبد ، میبد، ایران
LEAD_AUTHOR
شهناز
هاشمی
shahnazhashemi@yahoo.com
3
دانشیار ، گروه ارتباطات اجتماعی، دانشگاه آزاد اسلامی واحد تهران مرکز، ، تهران، ایران
AUTHOR
Abdullahian, H & Haghgooi, H. (2009). Explaining the Internet Relationship and Participation, Iranian Journal of Sociology, 10 (4), 130-159, [in Persian]
1
Akavan Malayeri, F., Noghani, M. & Mazlum Khorasani, M. (2014). Virtual social networks and happiness, Media and Culture, 4 (2), 1-24, [in Persian]
2
Akbari Tabar, A. A. & Eskandaripour, E. (2013). Social media and virtual social networks, Tehran: Information Technology and Digital Media Development Center, [in Persian]
3
Al-Qatawneh, S. S., Alsalhi, N. R., & Eltahir, M. E. (2019). The citizenship values included in intermediate stage Arabic-language textbooks and teachers’ awareness of them in the UAE: A case study. Heliyon, 5(11), 1-11, available at: https://europepmc.org/backend/ptpmcrender.fcgi?accid=PMC6861573&blobtype=pdf
4
Amirpour, M. & Grivani, M. (2014). The effect of social networks on the lifestyle of young people, North Khorasan Disciplinary Knowledge, 1 (3), 23-39, [in Persian]
5
Anderson, J. & Rainie, L. (2013). Concerns about the future of people’s well-being, Pew Research Center, Available at: https://www.pewresearch.org/internet/2018/04/17/concerns-about-the-future-of-peoples-well-being/
6
Anderson, M, Hitlin, P (2016) Social Media Conversations About Race: How Social Media Users See, Share and Discuss Race and the Rise of Hashtags Like #BlackLivesMatter. Pew Research Center, Available at: http://www.pewinternet.org/files/2016/08/PI_2016.08.15_Race-and-Social-Media_FINAL.pdf
7
Aouragh, M (2012) Social media, mediation and the Arab revolutions, Triple C: Communication, Capitalism & Critique 10(2): 518–536.
8
Ariani, I., Zahid Babalan, A., Moeini Kia, M. & GhalegKhah, A. (2015). The role of virtual social networks in research capabilities of graduate students, E-learning, 6 (2), 26-39, [in Persian]
9
Ashtrinan, K. & Amirzadeh, M.R. (2015). Investigating effects of social networks, Quarterly Journal of Policy, 45 (4), 841-825, [in Persian]
10
Baelden, D., Audenhove, L. V., & Jehaes, E. (2013). New and social media for strengthening the public support among young people for development cooperation: Instant karma. In I. Pollet & J. V. Ongevalle (Eds.), The Drive to global citizenship: Motivating people, mapping public support, measuring effects of global education (pp. 183–192). Belgium: Maklu.
11
Balkin, J. M. (2004). Digital speech and democratic culture: A theory of freedom of expression for the information society. NYUL Review, 79(1), 1-55 Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence, British Journal of Educational Technology, 39(5), 775-786
12
Buckingham, D. (2006). Is There a Digital Generation? In Buckingham and Willett, Erlbaum (Eds.) Digital Generations, available at: https://www.academia.edu/679693/Is_there_a_digital_ generation
13
Buckingham, D. (2008). Introducing Identity” in John D. and Catherine T. MacArthur (Eds.), Youth, Identity, and digital Media. Cambridge, MA: Foundation Series on Digital Media and Learning.
14
Castells, M. (2014). Power of communication, Translated by Hossein Basirian Jahromi, Tehran: Research Institute of Culture, Art and Communication, Ministry of Islamic Guidance and Culture, [in Persian]
15
Chee, Y. S., Mehrotra, S., & Liu, Q. (2013). Effective game based citizenship education in the age of new media. The Electronic Journal of e-Learning, 11(1), 16–28.
16
Cogburn, D. L., & Espinoza-Vasquez, F. K. (2011). From networked nominee to networked nation: Examining the impact of Web 2.0 and social media on political participation and civic engagement in the 2008 Obama campaign, Journal of Political Marketing, 10(1-2), 189-213.
17
Constantin, C & Labăr, A.V. (2008). The Impact of the Current Technologies on the Youth's Personalities Development, https://www.researchgate.net/publication/267037595_The_Impact_of_the_Current_Technologies_on_the_Youth's_Personalities_Development
18
Dastani, M; Keramati, J; Pourfatemi, A & Ekrami, A. (2015). Reasons and motivation for using virtual social networks in students of Gonabad University of Medical Sciences, Caspian Scientometrics, 2 (2), 24-27, [in Persian]
19
Geertz, C. (1973). The Interpretation of Culture, Selected Essays, New York: Basic Books.
20
Gholtash, A. (2012). Sociopolitical foundations of education: A comparative study of approaches and views of citizenship education. Journal of Research on the Basics of Education, 1(2), 47 - 64. (In Persian)
21
Gil de Zúñiga, H., Molyneux, L., & Zheng, P. (2014). Social media, political expression, and political participation: Panel analysis of lagged and concurrent relationships. Journal of Communication, 64(4), 612-634.
22
Gleason, B., & Von Gillern, S. (2018). Digital citizenship with social media: Participatory practices of teaching and learning in secondary education. Journal of Educational Technology & Society, 21(1), 200-212
23
Goren, H., & Yemini, M. (2017). The global citizenship education gap: Teacherperceptions of the relationship between global citizenship education and stu-dents' socio-economic status.Teaching and Teacher Education, 67, 9-22.
24
Greenhow, C; Robelia, B & Hughes, J.E. (2009). Learning, Teaching, and Scholarship in a Digital Age: Web 2.0 and Classroom Research--What Path Should We Take "Now"? Educational Researcher 38(4), 246-259
25
Harris, U. (2014). Virtual partnerships implications for mediated intercultural dialogue in a student-led online project, In S. H. Culver & P. A. Kerr (Eds.), Global citizenship in a digital world, Sweden: Nordicom
26
Hashemianfar, S. A & Ganji, M. (2009). An Analysis of Citizenship Culture in Isfahan, Applied Sociology, 20 (1), 25-44, [in Persian]
27
Karatsoli, M., Nathanail, E. (2020). Examining gender differences of social media use for activity planning and travel choices, European Transport Research Review, 12(44), available at: https://link.springer.com/article/10.1186/s12544-020-00436-4#citeas
28
Koiranen, I, Koivula, A, Saarinen, A & Keipi, T. (2020). Ideological Motives, Digital Divides, and Political Polarization: How Do Political Party Preference and Values Correspond with the Political Use of Social Media?, Telematics and Informatics, 46 available at: https://aaltodoc.aalto.fi/handle/123456789/41916
29
Livingstone, S. (2002). Young People and New Media Childhood and the Changing Media Environment, London: Sage Publication
30
Loader, B. D., & Mercea, D. (2011). Networking democracy? Social media innovations and participatory politics, Information, Communication & Society, 14(6), 757-769
31
Lukose, L & Mathur, A. (2009). Human Right and Social Media, Human Rights and Digital Age, ELCOP Bangladesh, Available at: https://www.researchgate.net/publication/331715928_Human_Right_and_Social_Media
32
Maguth, B. M. (2012). Investigating student use of technology for engaged citizenship in a global age, Education Science, 2, 57–76
33
Moradi, S. H; Rajabpour, M; Kian Arsi, F; Hajloo, N. & Radbakhsh, N. (2014). Motivations for using virtual social networks, Culture in Islamic University, 4 (1), 95- 118, [in Persian]
34
Mousavi, S. K & Haddadi, F. (2011). Comparative analysis of social capital in the real world and in virtual world with emphasis on young people aged 15 to 24 going to Cafe nets in Isfahan. World Journal of Media, 6 (2), 110-129, [in Persian]
35
Mousavian, S. M. (2016). How many hours do Iranians spend in the virtual network? Online Economy, August 2, available: https://www.eghtesadonline.com/136837-, [in Persian]
36
Musapour, A. M & Seif Elahi, S. (2017). A Sociological study of modern social networks’ role in legal dimension of Iranian youth citizenship identity (Case study: Secondary school students in Tabriz), Urban Sociological Studies, 7 (23), 159-178, [in Persian]
37
Näkki, P., Bäck, A., Ropponen, T., Kronqvist, J., Hintikka, K. A., Harju, A., et al. (2011). Social media for citizen participation: Report on the Somus project. Helsinki: Julkaisija-Utgivare
38
Nawabakhsh, M. (2019). A Sociological explanation on effect of using World Wide Web on social trust of Tehran citizens (Case study: Residents of District 2), Socio-Cultural Strategy, 8 (30), 89-115, [in Persian]
39
Nwankwo, V.C. (2011). The role of the media in promoting human rights: An analysis of the BBC documentary, ‘Chocolate: the bitter truth’, [M.A. Thesis], School of Global Studies, University of Gothenburg, Available at: https://munin.uit.no/bitstream/handle/10037/3500/thesis.pdf?sequence=1&isAllowed=y
40
Pathak-Shelat, M. (2019). Social Media and Youth: Implications for Global Citizenship Education, Net-based participatory practices of Indian youth, Available at: https://www.researchgate.net/publication/322439213
41
Pinkleton, B, E. Austin, E. W. (2001). Individual motivations, perceived media importance, and political disaffection. Political Communication, 18(3), 321-334
42
Radio Regulatory Authority (2019). 67 million Iranians are Internet users, Tasnim News Agency, 9 December, available at: https://www.tasnimnews.com/fa/news/2018/09/09/2149650/67, [in Persian]
43
Reuter, C., Kaufhold, M. A., Schmid, S., Spielhofer, T., & Hahne, A. S. (2019). The impact of risk cultures: Citizens' perception of social media use in emergencies across Europe. Technological Forecasting and Social Change, 148, 1-17, available at: http://www.peasec.de/paper/2019/2019_ReuterKaufholdSchmidSpielhoferHahne_TheImpactofRiskCultures_TFSC.pdf
44
Rezaei, S. S & Pourjabli, R. (2018). Investigating relationship between numbers of hours of using social networks (virtual) and level of social cohesion among families in Naghadeh. Sociological Studies, 10 (38), 21-42, [in Persian]
45
Rostami, M. R. 2015. A daily average of 9-hour presence of Iranians in social networks, ISNA News Agency, https://www.isna.ir/news/94031407855/, [in Persian]
46
Sade-Beck, L. (2004). Internet Ethnography: online and offline. International Journal of Qualitative Methods, 3(2), 45-51.
47
Saei, A., Safarpour, M. & Bavier, M. (2010). Opportunities and Threats of Globalization to Political Development in Iran, Encyclopedia of Law and Politics, 13, 109-79, [in Persian]
48
Saleck Pay, B. Hosseini, S.H. & Shakouri, H. G. (2013). Why Do Students Use Virtual Social Networks in Iran: A System Appraoch? Interdisciplinary Description of Complex Systems 11(1), 108-122.
49
Shah, D. V., Cho, J., Nah, S., Gotlieb, M. R., Hwang, H., Lee, N. J., & McLeod, D. M. (2007). Campaign ads, online messaging, and participation: Extending the communication mediation model, Journal of communication, 57(4), 676-703
50
Shahram Nia, A. M, Ebrahimipour, H, Mahmoudavoghli, R& Malekan, M. (2017), Assessing the Impact of Social Networks on Political Participation, Applied Sociology, 65(1), 19-32[in Persian]
51
Swigger, N. (2012). The Online Citizen: Is Social Media Changing Citizens’ Beliefs About Democratic Values? Political Behavior, 35(3), 1-16
52
Swist, T., Collin, P., McCormack, J. & Third, A. (2015). Social media and the wellbeing of children and young people: A literature review. Perth, WA: Prepared for the Commissioner for Children and Young People, Western Australia
53
https://www.researchgate.net/publication/281455977_Social_media_and_the_wellbeing_of_children_and_young_people_A_literature_review [accessed Aug 19 2020].
54
Tufekci, Z., & Wilson, C. (2012). Social media and the decision to participate in political protest: Observations from Tahrir Square. Journal of Communication, 62(2), 363–379
55
UN Women (2019). Families in a changing World, Available at: https://reliefweb.int/sites/reliefweb.int/files/resources/Progress-of-the-worlds-women-2019-2020-en.pdf
56
UNICEF (2017). Children in a Digital World, United Nations Children’s Fund, Available at: https://www.unicef.org/publications/files/SOWC_2017_ENG_WEB.pdf
57
Wilska, T. & Pedrozo, S. (2007). New Technology and Young People's Consumer Identities: A Comparative Study between Finland and Brazil, Young, 15, 343-368
58
World Telecommunication Union (2019). Internet in Iran 3.5 times faster, 2 times cheaper, Online Economy, May 4, available at: https://www.eghtesadonline.com/64/350553-, [in Persian]
59
Yamamoto, M., Kushin, M. J., & Dalisay, F. (2013). Social media and mobiles as political mobilization forces for young adults: Examining the moderating role of online political expression in political participation. New Media & Society, 17(6), 880–898
60
Zanzoun, M. (2017). The Use of Social Media In Promoting Human Rights Among Speakers of English In Morocco: The Case of Facebook, International Journal of Education and Research, 5 (9), 169-184
61
Zemmels, D. (2011). Youth and New Media, Available at: https://www.researchgate.net/publication/271445586_Youth_and_New_Media
62
Zolfali Fam, J, Faraskhah, M & Maleki, A. (2018), Phenomenology of social ethics of users of virtual social networks, Quarterly Journal of Communication Research, 25(2), 155-185, [in Persian]
63
ORIGINAL_ARTICLE
تحلیلی بر تجربه ایران در روند خصوصی سازی آموزش و پرورش: ارزیابی کیفی وضعیت مدارس غیردولتی با تاکید بر شاخص های EFQM
خصوصی سازی آموزش در ایران فراز و نشیب های زیادی را تجربه کرده و تا حد زیادی تحت تأثیر مباحث نظری موافقان و مخالفان تأسیس مدارس غیردولتی قرار گرفته است. به همین دلیل ، پژوهش های اندکی وضعیت مدارس غیردولتی را براساس مدل های علوم مدیریت ارزیابی کرده اند. هدف از این مطالعه ارائه و تحلیل تجربیات ایران در روند خصوصی سازی آموزش از طریق بررسی کیفی وضعیت مدارس غیر دولتی با تأکید بر شاخص های مدل تعالی بنیاد کیفیت اروپا ( EFQM ) بود. برای این منظور ، رویکرد تئوری زمینه ای ، مصاحبه نیمه هدفمند و تحلیل محتوا مورد استفاده قرار گرفتند. یافته ها نشان داد که در هر 9 بعد مدل EFQM ، عملکرد مدارس غیردولتی در حد متوسط است. یافته های تحقیق همچنین تأثیر شرایط زمینه ای و مداخله گر بر ابعاد مدل را مورد تأیید قرار می دهد. تجربه جمهوری اسلامی ایران در خصوصی سازی آموزش در مقایسه با سایر کشورهای در حال توسعه نشان می دهد که عملکرد این بخش اقتصادی می تواند تحت تأثیر شرایط داخل و خارج از سازمان و موسسه قرار گیرد.
https://journal.cesir.ir/article_131841_5eb9d48d141568adaf2680ebe7764f72.pdf
2021-06-01
1178
1191
10.22034/ijce.2021.239804.1183
مدارس غیر دولتی تعالی سازمانی
خصوصی سازی آموزش
عملکرد مدرسه
سعید
گیلوری
gilouri123@yahoo.com
1
دانشجوی دکترا، گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد گرمسار، گرمسار ، ایران
AUTHOR
حمید
شفیع زاده
shafiezadeh2021@yahoo.com
2
دانشیار، گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد گرمسار، گرمسار ، ایران
LEAD_AUTHOR
Ahmada, R., Jankala, R. and Jankalova, M. (2016). The application of the EFQM excellence model by the evaluation of corporate social responsibility activities of companies, Procedia Economics and Finance, 39, 660-667
1
Alavi Tabar, A. (1990). Education, government or private sector (study on enterprise production and education). MA Thesis, Isfahan: University of Isfahan, Faculty of Administrative Sciences and Economics [in Persian]
2
Ansari, A. (2005). Studies related to reforms in the field of economics and education development planning. Tehran: Ministry of Education, Research Institute of Education. [in Persian]
3
Bryson, J.M. (1998). Strategic planning for public and nonprofit organizations, Jossy-Bass, Sanfroncisco, C.A
4
Creswell, J. W. (2005), Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Princeton, NC: Merril
5
Calvo-Mora, A. Domínguez-CC, M. & Criado, F. (2018) Assessment and improvement of organisational social impact through the EFQM Excellence Model, Total Quality Management & Business Excellence, 29(11-12), 1259-1278
6
Calvo-Mora, A., Leal A. & Rolda´n. J.L. (2006), "Using enablers of the EFQM model to manage institutions of higher education", Quality Assurance in Education, 14 (2), 99-122
7
Dini Turkmani, A. (2019). Privatization: Two alignments in comments. World Economy Newspaper, October 25, available at: https://donya-e-eqtesad.com/3583866 [in Persian]
8
Ghaffari, S. & Shirvani, A. (2017). Performance evaluation of non-governmental schools in Tehran with a combined model of balanced scorecard and envelopment analysis of interval data, Research in Educational Systems, 38, 217-195 [in Persian]
9
Ghasemi Pouya, A. (2004). Public Participation in Education, Tehran: Education Research Institute, Publishing Unit [in Persian]
10
Habibi, S. & Lotfi Damsaz, M. (2014). Comparison of management styles of public and non-public schools in Shahriar city, Educational Management Research Quarterly, 1 (2), 506-570 [in Persian]
11
Hashemian, F, Zandian, H, Aghamohammadi, J. (2015). Analysis of private sector participation in the Iranian education system, Strategic and Macro Policies, 3 (12), 1-26 [in Persian]
12
Heidari Charoudeh, M. (1996). A comparative study of the performance of fifth grade elementary school students in non-profit and public schools in Mashhad, Mashhad: Education Organization of Khorasan Province [in Persian]
13
Hides, M.T., Davies J. & Jackson S. (2004), Implementation of EFQM excellence model self-assessment in the UK higher education sector – lessons learned from other sectors, Quality Assurance in Education, 16, (3), 194 – 201.
14
Iqbal, F. (2007). Evaluating the performance of human resources in Isfahan University of Medical Sciences based on the EFQM organizational excellence model. [Master Thesis], Faculty of Educational Sciences and Psychology, University of Isfahan [in Persian]
15
Jaeger, A., Matyas, K. (2016(. Transformation of the EFQM approach from business towards operations excellence, Production Engineering, 10, 277–291
16
Jafari, P. (2010). Private sector participation in education, Tehran: Privatization Organization, Management of Studies and Planning [in Persian]
17
Jahanian, R. & Baladinejad, H. (2012). A study and comparison of the current and favorable performance of non-governmental schools in Karaj from the perspective of students' parents, Journal of Leadership and Management Training, 6 (2), 25-3 [in Persian]
18
Javadi, M. (2006). Study of consumption behavior of Iranian households in order to finance their children's education, Tehran: Education Research Institute, Department of Education Economics [in Persian]
19
Khajeei, S. & Nazemi, M. (2012). Assessment of effectiveness of EFQM model in evaluating performance of Non-Governmental middle and high schools from the perspective of principals and teachers, Bi-Quarterly Journal of Management and Planning in Educational Systems, 5 (9), 110-83 [in Persian]
20
Nazari, R. Vaziri, M. & Adli, F. (2013). Parents' evaluation of the performance of public and non-public school staff based on the customer-centric dimensions of the SERVQUAL model, New Educational Thoughts, 9 (2), 174-151[in Persian]
21
Masri, K. (2008). Bankruptcy crisis of non-profit schools, Educational and cultural articles bank, available at: http://rasatous.ir/wordpress/archives/267 [in Persian]
22
Mohammadzadeh, S.H. (2019). The latest statistics of student registration for the new academic year, ISNA, 26 September, available at: https://www.isna.ir/news/98062612724. [in Persian]
23
Ministry of Education, (2020). Law on the Establishment and Administration of Non-Governmental Schools and Educational Centers, Tehran: Ministry of Education, available at: https://www.mehrnews.com/news/3661246/ [in Persian]
24
Moeller, J. (2001). The EFQM Excellence Model, German experiences with the EFQM approach in health care, International Journal for Quality in Health Care, 13: 45–49
25
Omidi, R. (2019). Each school is an economic enterprise, Equilibrium news site, November 5, available at: http://www.taadolnewspaper.ir/133108 [in Persian]
26
Osseo-Asare, J. A. E. and Longbottom. D. (2002), "The need for education and training in the use of EFQM model for quality management in UK higher education institutions", Quality Assurance in Education, 10 (1), 26 – 36
27
Pouyan, Y. (1997). Review and analysis of studies conducted in the field of public participation in the education of non-profit schools and public sample. Tehran: Ministry of Education, Research Institute of Education, Research Guidance, Counseling and Educational Psychology [in Persian]
28
Rabiee, M. & Salehi, R. (2007). Comparison of educational rates and quality of education of the best examples of public and non-profit schools in Chaharmahal and Bakhtiari province, Quarterly Journal of Educational Innovation, 19 (6), 13 [in Persian]
29
Razzaqi, I. (1997). The effect of privatization on security and social stability in Iran, Scientific-Research Monthly of Political-Economic Information, 116-115 [in Persian]
30
Rosak-Szyrocka, J. & Roszak, T. R. (2019). The role of the EFQM model in precepting quality in Polish enterprises, Multidisciplinary Aspects of Production Engineering 2(1), 399-406
31
Sabeti, Z. (2007). Comparison of educational and managerial status of public and non-profit schools in Qom province in the academic year (2006-2007), Qom: Qom Education Organization [in Persian]
32
Sarraf Ismaili, H. (2004). Topics in the economics of education, Parliament and Research, 11(46), 215-237 [in Persian]
33
Shams, G., Ghahramani, M., Maarefvand, Z. & Zangane, F. (2014). Evaluating the Performance of Shahid Beheshti University Based on the EFQM Excellence Model, Biennial Journal of Management and Planning in Educational Systems, 6 (12), 39-67
34
Santos, R & Abreu, A.J.P.F. (2019). EFQM model implementation in a Portuguese Higher Education Institution, Open Engineering, 9(1), 99-108
35
Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques, London: Sage
36
Taghipour Zahir, A. Taheri, A. & Jafari, P. (2019). A study of the main components and indicators of school performance evaluation, Journal of Social Sciences, 13 (3), 95-69 [in Persian]
37
Tehran City Education Organization, (2019). Statistics of schools in Tehran, Tehran: Statistics and Budget Office [in Persian]
38
Vykydal, D., Folta, M., & Nenadál, J. (2020). A Study of Quality Assessment in Higher Education within the Context of Sustainable Development: A Case Study from Czech Republic, Sustainability, 12, 1-22
39
Zarghami, H. (2014). Developments of the student population in Iran with a view to the future, Quarterly Journal of Educational Planning Studies, 3 (5), 103- 126 [in Persian]
40
Zaynevand, M. (2018). The population of non-governmental school students increased. Tasnim News Agency, November 5, available at: https://www.tasnimnews.com/fa/news/1397/08/02/1860923 [in Persian]
41
ORIGINAL_ARTICLE
مقایسه مدل های هوشمندی رقابتی برای بهره گیری در شرکت های دانش بنیان دانشگاه آزاد اسلامی
اقتصاد دانش توجه به ابعاد اقتصادی آموزش عالی را افزایش داده و مفاهیم تجاری را وارد حوزه مدیریت آموزش عالی کرده است. هدف از مطالعه حاضر مقایسه مدل های هوش رقابتی برای بهره گیری در شرکت های دانش بنیان دانشگاه آزاد اسلامی ایران است. روش تحقیق کیفی مقایسه ای با استفاده از رویکرد تحلیل محتوی برای تعیین شباهت ها و تفاوت ها در مدل های مختلف است. جامعه آماری شامل کلیه مدل های هوش رقابتی است که از طریق روش نمونه گیری نظری انتخاب شده اند. با استفاده از این روش ، محققان مدل هایی را انتخاب کرده اند که می توانند به اهداف وپرسش های تحقیق پاسخ دهد. روش جمع آوری داده ها ، تحلیل اسنادی از طریق بررسی منابع اینترنتی ، پایگاه های اطلاعاتی ، کتاب ها ، مقالات و پروژه های دانشگاهی است. یافته ها نشان می دهد که علیرغم دو دهه تحقیق در مورد رابطه بین هوش رقابتی و سایر متغیرهای سازمانی ، طراحی مدل و تعیین اجزای آن هنوز در مرحله ابتدایی است. دیگر یافته تحقیق نشانگر روند افزایشی تعداد مولفه های هوش رقابتی در مدل های جدید است.
https://journal.cesir.ir/article_131851_a917fcdf18eee7045c46f9f346097531.pdf
2021-06-01
1192
1208
10.22034/ijce.2021.241286.1190
تجاری سازی
هوش رقابتی
موسسات دانش بنیان
دانشگاه آزاد اسلامی
سیامک
کردستانی
kordestani.si@gmail.com
1
دانشجوی دکتری، گروه مدیریت بازرگانی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
AUTHOR
سید عباس
حیدری
aba.heydari@iauctb.ac.ir
2
استادیار، گروه مدیریت بازرگانی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران،
LEAD_AUTHOR
سینا
نعمتی زاده
sin.nematizadeh@iauctb.ac.ir
3
استادیار، گروه مدیریت بازرگانی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
LEAD_AUTHOR
Aliqoli, & Fatemi, S. (2017). Understanding relationship between dimensions of competitive intelligence and effectiveness of marketing strategies (Case study: Ardabil Industrial Town). Journal of Business Management, 9 (2), 394-375 [in Persian]
1
Aspers, P., Corte, U. (2019). What is Qualitative in Qualitative Research? Quarterly Sociology, 42, 139-160.
2
Badizadeh, A & Polaki, M. (2016). A Study and Comparison of Competitive Intelligence’s Effects on Competitiveness of High-Profit Companies (SMEs) (Case Study: Food Industries in Tehran Province. Business Strategies Journal, 21 (7), 94-75. [in Persian]
3
Beikzad, J. & Eskandari, K. (2009). Competitive Intelligence of Managers and Small Industries Development, Labor and Society Monthly, 113-114 [in Persian]
4
Colakoglu, T. (2011). The Problematic of Competitive Intelligence: How to Evaluate& Develop Competitive Intelligence? Procedia Social and Behavioral Sciences, 24, 1615-1623.
5
Deschamps, J. & Nayack, P. R. (1995). Product Juggernauts- how companies mobilize to generate a stream of market winners, Harvard business school press.
6
Dowling, P. J., & Welch, D. E. (2004). International Human Resource Management: Managing People in a Multinational Context. London: Thomson.
7
Ebrahimzadeh, Y. & Rajaei, Z. (2015). Investigating the effect of competitive intelligence on the brand equity of Ansar Bank in Uremia, Islamic Azad University, Kerman Branch, available at: https://civilica.com/doc/521882/. [in Persian]
8
Gabber, H. (2007).Competitive intelligence topology analyze for improved plan operation. Industrial Management and Data Systems, 107(2): 198-236
9
Grant, R.M. (2010). Contemporary Strategy Analysis, United Kingdom: John Wiley & Sons. Ltd. available at: http://ae.sharif.edu/~asm/files/Robert%20M.%20Grant%20%20Contemporary%20Strategy%20Analysis_%20Text%20and%20Cases%20Edition%20(2016,%20Wiley).pdf
10
Heydari, S.A., Saeidi, N. (2011). The Effect of Competitive Intelligence on the Competitiveness of Carpet Industry in Iran, Scientific research department of Iranian Carpet Association (19), 83-97 [in Persian]
11
Hosseini, S.F. (2020). Achievements and problems of knowledge-based and innovative companies, Jahan Sanat Newspaper, Retrieved August 10 from https://jahanesanat.ir/19071/ [in Persian]
12
Kotler, P. & Armstrong, G.M. (2010). Principles of Marketing, Principles of Marketing. Pearson Custom Business Resources Series, The Prentice Hall international series in marketing.
13
Iran’s Islamic Parliament (2010). Law on Support of Knowledge-Based Companies and Institutions and Commercialization of Innovations and Inventions, No. 57953/258, November 20, available at: https://rc.majlis.ir/fa/law/show/789035 [in Persian]
14
Kalantarian, S., Baratimarnani, A., & Salavati, A. (2012). The relationship between organizational learning and competitive intelligence on small and medium industries, Cotemporary Research in Business [in Persian]
15
Karami, P. (2020). Scientific and technological development of the country in the name of supporting knowledge-based companies, Vice President for Science and Technology, Retrieved September 30 from: http://isti.ir [in Persian]
16
Moshabaki, A & Zangouinejad, A. (2008). Designing a Competitive Intelligence Model Based on Structural-Organizational Intelligence, Quarterly Journal of Business Research, 49, 197-171 [in Persian]
17
Moslah, A; Bahreinizadeh, M. & Dokohaki, S. (2015). Investigating the effect of competitive intelligence on innovation in Shiraz knowledge-based companies, Journal of Transformation Management, 7 (13), 40-18 [in Persian]
18
Nazarpour, A. H; Sepahvand, R & Masoudi Rad, M. (2016) A Study of Formation of Competitive Intelligence Based on Knowledge-Based Dynamic Capabilities Approach (Case Study: Small and Medium Businesses), Quarterly Journal of New Marketing Research, 6(3), 147-160 [in Persian]
19
Nte, N.D; Omede, K.N; Enokie, B.K; & Bienose, O. (2020). Competitive Intelligence and Competitive Advantage in Pharmaceutical Firms in Developing Economies: A Review of Lagos State, Nigeria, Journal of Management, Economics, and Industrial Organization, 4 (1), 76-99
20
Osanloo, B & Khademi, S. (2015). Designing a Competitive Organizational Intelligence Model Based on Entrepreneurial Awareness, Iranian Journal of Management Sciences, 10(37), 148-127 [in Persian]
21
Porter, M.E. (2008). The Five Competitive Forces that Shape Strategy, Harvard Business Review, 86(1), 86- 104
22
Qaderifar, A. (2019). Sales and exports of 90 billion knowledge-based companies last year, ISNA News Agency, June 10, available at: https://www.isna.ir/news/98031807624/. [in Persian]
23
Rasooli Gandmani, M. (2017). A review of export statistics in the field of technology, Vice President for Science and Technology, Knowledge-Based Economy Culture Headquarters, Retrieved May 20 from http://farhang.isti.ir/ [in Persian]
24
Raymand Service (2019). Growth of knowledge-based companies in 1398: Need to improve the business environment. Official News Site, Retrieved July 2 from https://news.akhbarrasmi.com/news/139803293782512218/ [in Persian]
25
Ronaghi, M. H & Ronaghi, M. (2014). Providing a model of business intelligence maturity among Iranian organizations, Quarterly Journal of Growth and Technology, 10(38), 38 - 44 [in Persian]
26
Rouach, D., & Santi, P.2001. Competitive intelligence adds value: Five Intelligence Attitudes, European Management journal, 19(5), pp. 200-224.
27
Salimi, A. (2020). Achievements and problems of knowledge-based and innovative companies, Jahan Sanat Newspaper, August 10, available at: https://jahanesanat.ir/19071/ [in Persian]
28
Sattari, S. (2019). The growth of knowledge-based companies in 2019, the need to improve the business environment, Otagh Iran News Agency, Retrieved April 15 from: http://otaghiranonline.ir/news/28246. [in Persian]
29
Siahsarani Kojouri, M. (2017). Designing and Explaining a Competitive Intelligence Model for Sustainable Export of Knowledge-Based Products, [PhD Thesis] in International Marketing Management, Semnan University, Iran [in Persian]
30
Siahsarani Kojouri, M.A., Zarei, A., Malek, M., Azar, A., & Feyz, D. (2017). Conceptualization and Prioritization of Competitive Intelligence Components in Knowledge-Based Companies: Combined Research, Innovation Management, 6 (1), 21- 44 [in Persian]
31
Tabarsa, G.H., Rezaian, A., & Nazarpour, A. (2012). Designing and Explaining a Competitive Advantage Model Based on Organizational Intelligence in Knowledge-Based Organizations, Quarterly Journal of Modern Marketing Research, 1 (4), 47-72 [in Persian]
32
Vidigal, F. (2013). Competitive intelligence: functional practices, goals and infrastructure of companies in Brazil, TransInformação, Campinas, 25(3):237-243
33
Yap, S.C. & Rashid, M.Z.A. (2011). Acquisition and strategic use of competitive intelligence Malaysian Journal of Library & Information Science, 16(1), 125-136, available at: https://mjlis.um.edu.my/article/view/6689/4372
34
Zangoueinezhad, A., & Moshabaki, M. (2009). The role of structural capital on competitive intelligence, Industrial Management & Data Systems, 262-280
35
ORIGINAL_ARTICLE
مقایسه مفهوم اراده در تربیت و فقه و چالش های احتمالی در نظام آموزشی ایران و انگلیس
پذیرش انسان به عنوان موجودی با اراده مورد تایید همه نظام های آموزشی است اما بنیان های فکری و ایدئولوژیکی یکسانی از این توافق پشتیبانی نمی کند. هدف تحقیق حاضر بررسی مفهوم اراده ، چگونگی تبیین وجودی آن وچالش های احتمالی در نظام آموزشی ایران و انگلیس است. روش تحقیق ، تطبیقی کیفی و برای جمع آوری داده ها و هم چنین تحلیل آنها به ترتیب از روش اسنادی و روش تحلیل مضمونی استفاده گردید. یافته های پژوهش نشان می دهد بین دونظام حقوقی و آموزشی ایران و انگلیس از لحاظ پذیرش این ایده که " انسان موجودی دارای اراده است " ، شباهت وجود دارد. هم چنین یافته ها آشکار ساختند بنیان فکری و ایدئولوژیکی مفهوم اراده در نظام آموزشی ایران " ایدئولوژی اسلامی " و در انگلیس " ایدئولوژی لیبرالیسم " است. علاوه بر این یافته های پژوهش نشان دادند که مفهوم اراده هنگامی که از حوزه مباحث نظری وارد قلمرو آموزش های عملی به نسل جوان می شود می تواند باعث ایجاد چالش هایی برای نظام آموزشی – بویژه در ایران – گردد.
https://journal.cesir.ir/article_131859_fdd73389379c0c6f8d5ef82dcd1fd65d.pdf
2021-06-01
1209
1226
10.22034/ijce.2021.245541.1207
نظام آموزشی
نظام حقوقی
ایدئولوژی اسلامی
لیبرالیسم
اراده
سید محسن
صالحی ابری
mohsensalehi@yahoo.com
1
دانشجوی دکتری ، گروه حقوق خصوصی ، دانشگاه آزاد اسلامی ، واحد اصفهان (خوراسگان) ، اصفهان ، ایران
AUTHOR
مجتبی
نیک دوستی
mojtabanildoost111@yahoo.com
2
استادیار ، گروه حقوق ، دانشگاه آزاد اسلامی ، واحد اصفهان (خوراسگان) ، اصفهان ، ایران
LEAD_AUTHOR
محمد
جعفری فشارکی
mohamadjavadfesharaki@yahoo.com
3
استادیار گروه حقوق، دانشگاه آزاد اسلامی واحد اصفهان(خوراسگان) ،اصفهان، ایران
AUTHOR
Alavi Yazdi, H. R & Babazadeh, B. (2010). Methods of Interpreting the Contract in the Legal System of Iran and the United Kingdom, Journal of Public Law Research, 12(1), 225-270 [in Persian]
1
Alavi, F & Ejei, M. E. (2013). Reflective Behavior: A New Approach to Solving the Problem of Free Will. Wisdom and Philosophy, 9(3), 7-18 [in Persian]
2
Alizadeh, M. (2010). Free Will: Contemporary Perspectives on Free Will, Journal of Criticism and Opinion, 15(1), 149-188 [in Persian]
3
Alston, W.1998. History of Philosophy of Religion, Routledge Encyclopedia of Philosophy, New York: Routledge.
4
Ameri Seyahooei, F & Kazem Emadzadeh, M. 2016. Investigating the Nature and the Structure and Functions of the Legislature in Iran, Journal of Politics and Law, 9(8):119-123
5
Amid Zanjani, A. (1991). Law of International Obligations and Contracts in Islamic Jurisprudence and Law, Legal Journal, 14, 42-5 [in Persian]
6
Azari, H. & Tabatabai Hesari, N. (2017). Challenges of the Iranian Legal System in Accession to Human Rights Treaties from the Perspective of International Law, Journal of Comparative Law, 8 (1), 1-24 [in Persian]
7
Banakar, R. & Ziaee, K. (2018). The Life of the Law in the Islamic Republic of Iran, Iranian Studies, 51(5), 717-746.
8
Baumeister, R.F. (2007). Free Will in Scientific Psychology, Perspectives on Psychological Science 3(1), 14-19.
9
Bigdeli, A. (2015). The rule of will in Imami jurisprudence, the Roman-German system and Iranian law: A basic philosophical income. Journal of Islamic Law, 1 (14), 125-150, [in Persian]
10
Burridge, R & Webb, J. (2006). The Values of Common Law Legal Education: rethinking rules, responsibilities, relationships and roles in the law school, Legal ethics 10(1), 72-97.
11
Butts, R.F. (1989). The Civic Mission in Educational Reform: Perspectives for the Public and the Profession. Palo Alto, CA: Hoover Institution Press
12
Desforges, C & Abouchaar, A. (2003). The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment: A Literature Review. Department for Education and Skills, Available at: https://www.nationalnumeracy.org.uk/sites/default/files/the_impact_of_parental_involvement.pdf.
13
Emami, S. H. (2008). Civil Law, Tehran: Islamiye Publications [in Persian]
14
Eslami, R. & Kamalvand, M.M. (2014). Challenges of Freedom of Association in the Iranian Legal System in the Light of the International Human Rights System, International Journal of Law, 31 (50), 187-222 [in Persian]
15
Etzioni, A. (1993). The Spirit of Community: Rights, Responsibilities, and the Communitarian Agenda. New York: Crown Publishers
16
Hosseini Zargar. S.H. (2017). The will of man from the perspective of Islamic philosophers. Nasim Kherad journal, 3 (1), 119-103 [in Persian]
17
Irwin, T., (2007). The Development of Ethics. Oxford: Oxford University Press.
18
Jafari Langroudi, M. J. (2013). The Impact of Will in Civil Law. Tehran: Ganj-e-Danesh Publications [in Persian]
19
Judicial Office International Team, (2016). The Judicial System of England and Wales: A visitor’s guide. Available at: https://www.judiciary.uk/wp-content/uploads/2016/05/international-visitors-guide-10a.pdf.
20
Katozian, N. (1998). Philosophy of Law. Tehran: Anteshar Company. [in Persian]
21
Katozian, N. (2003). General Rules of Contracts. Tehran: Anteshar Company. [in Persian]
22
Katozian, N. (2010). Will in Iranian Civil Law. Tehran: University of Tehran Press, [in Persian]
23
Kerr, D. (2003). Citizenship Education in England: The Making of a New Subject, OJSSE, available at: https://www.researchgate.net/publication/242568614_Citizenship_Education_in_England_The_Making_of_a_New_Subject
24
Libet, B. (1999). Do we have free will? Journal of Consciousness Studies, 6, 47–57
25
Lincoln,Y. &Guba, E. (1985). Naturalistic Inquiry. Beverly Hills, CA: SAGE.
26
Mohammadi, S. & Fallah, M. (2015). Ethical foundations of the rule of freedom of titles in Iranian jurisprudence and law, Private Law Research, 4 (12), 109- 129, [in Persian]
27
Mosapour Miyandehi, P; Peyronaziri, A & Galyan Moghaddam, K. (2019). A Comparative Study of Extracurricular Activities in Teacher Education Systems of Australia, Germany and the United States: Lessons for Iran, Iranian Journal of Comparative Education 1(3), 36-60.
28
Mousavi Bojnourdi, S.M. & Malihi, S.M. (2015). A comparative study of the nature of the will and its effects in the legal systems of Iran, France and Germany based on the views of Imam Khomeini, Matin Research Journal, 17, 1- 22. [in Persian]
29
Nouri, F. (2017). Challenges of Inheritance Regulations in the Iranian Legal System, Tehran: Jangal Publishing [in Persian]
30
Novin, P. (2011). Comparative Civil Law, Contract Law, Obligations of Ancient Rome, France, Iran, and England, Tehran: Ganj-e-Danesh Library, [in Persian]
31
Rabiei, M. Fayyaz, R. Mahrouzade, T. Bakhtiari, A. & Khorsandi Taskooh, A. (2019). A Comparative Study of Social Education in the Primary Education of Iran and Japan, Iranian Journal of Comparative Education, 2(4), 452-480
32
Rafiei Moghadam, A. (2011). The Principle of Satisfaction of Legal Practices, Tehran: Imam Sadegh University Press. [in Persian]
33
Reese, W. L. (1999). Dictionary of philosophy and religion: Eastern and western thought. Amherst, New York: Prometheus Books.
34
Safaei, H. (2012). An Introduction to Comparative Law and the Two Great Contemporary Legal Systems, Tehran: Mizan Publishing, [in Persian]
35
Safaei, S. H. (1976). New Concepts and Criteria in Civil Law, Tehran: Research Center Publishing, [in Persian]
36
Schafer, L. (1983). Philosophical egoism in eighteenth century moral thought and its relevance to modern psychology, Yale Medicine Thesis Digital Library, 3133, Available at: https://elischolar.library.yale.edu/cgi/viewcontent.cgi?article=3133&context=ymtdl
37
Schrans, D. (2018). The Individual and the Collective: Sociological Influences on Lacan's Concept of the Relation Subject—Other, Frontiers in Psychology 9, 1-9.
38
Science Applications International Corporation (2007). Iranian Textbooks Content and Context, SAIC Research Report, Available at: https://fas.org/irp/dni/osc/irantext.pdf.
39
Sharifani, M. (2019). Examining the evolution of the concept of freedom and authority in Western and Islamic thought, Journal of Religious Thought of Shiraz University, 19(3), 61-84, [in Persian]
40
Shaygan, D. (2002). New Enchantment, Forty-Piece Identity and Wandering Thought, translated by Fatemeh Valiani, Tehran: Farzan Rooz, [in Persian]
41
Shokri, F. (2008), Legal review of marriage age and girls' growth, Women Strategic Studies, 40, available at: http://ensani.ir/fa/article/2026, [in Persian]
42
Shrestha, U., Williams, T.P., Al-Samarrai, S., Van Geldermalsen, A. & Zaidi, A. (2019). What is the relationship between politics, education reforms, and learning? Evidence from a new database and nine case studies Background Paper for World Development Report 2018, Available at: http://pubdocs.worldbank.org/en/856881567524290888/Reforms-to-improve-learning-30-Aug-TPW-FINAL.pdf.
43
Soleimani, F. (2005). The Study of the Human Will from the Perspective of Islamic Theologians and Philosophers, Quarterly Journal of Islamic Philosophy and Theology, 38(8), 1-15, [in Persian]
44
Strauss, A & Corbin. (2006). Principles of Qualitative Research Method, Translated by Biouk Mohammadi, Tehran: Research Institute for Humanities and Cultural Studies, [in Persian]
45
Tahan Nazif, H. & Ehsani, R. (2017). A new reading of analytical views on the concept of law in the constitutional era, Journal of Islamic Law, 18 (1), 80-57, [in Persian]
46
Turner, D. (2005). Privatization, Decentralization, and Education in the United Kingdom: The Role of the State, International Review of Education 50(3), 97-107
47
Walters, G. J. (1995). Human Rights in Theory and Practice: A Selected and Annotated Bibliography, with an Historical Introduction. Metuchen, New Jersey & London: Scarecrow Press.
48
Wegner, D.M. (2002). The illusion of conscious will. Cambridge, MA: MIT Press
49
Writers Group. (2001). Imam Khomeini and the Islamic Government: Government Decrees and Expediency. Tehran: Imam Khomeini Publishing House, [in Persian]
50
Sweeting, A. (2007}. Comparing Times, in Mark Bray, Bob Adamson & Mark Mason, Comparative Education Research Approaches and Methods. China, Hong Kong University of Hong Kong, CERC Studies in Comparative Education
51
ORIGINAL_ARTICLE
تبیین نقش نظام آموزشی در آثارعلی شریعتی از منظر تئوری انتقادی: یک بازبینی تطبیقی
هدف تحقیق حاضر تبیین نقش نظام تربیتی در آثار نویسنده و انقلابی مشهور ایرانی علی شریعتی از منظر تئوری انتقادی است. روش تحقیق حاضر ، تطبیقی کیفی با رویکرد قیاسی و روش جمع آوری وتحلیل داده ها به ترتیب اسنادی و تحلیل محتوی جهت دار بود. به منظور گردآوری دادهها علاوه بر کتب وسخنرانیهای شریعتی ( منابع اولیه )، از کتب ومقالات موجود در کتابخانه ها وپایگاه های اطلاع رسانی ایرانی وبین المللی ( منابع ثانویه )سود جسته شد. یافته های تحقیق نشان داد که افکار شریعتی در خصوص نقش ابزاری نظام آموزشی تا حد زیادی متاثر از دیدگاههای طرفداران نظریه انتقادی بوده است . همچنین بین آراء شریعتی با اندیشمندان تربیت انتقادی در خصوص تاکید بر نقش منفی نظام آموزشی در تشدید بی عدالتی ونابرابری اجتماعی و ترویج فرهنگ سکوت شباهت وجود دارد. علاوه بر این یافته های تحقیق نشانگر تفاوت هایی نیز بود. توجه شریعتی به تربیت شرقی وتربیت اسلامی به عنوان بدیل تربیت غربی ، بی اعتنایی طرفداران تربیت انتقادی به نقش رهائی بخش مذهب ، و تاکید اندک شریعتی بر نقش نژاد و جنسیت درتحلیل عملکرد نظام آموزشی را می توان مهمترین تفاوت های بین شریعتی با طرفداران نظریه انتقادی دانست. آخرین نکته اینکه اگرچه متاثر از نظریه تربیت انتقادی نظام های آموزشی در کشورهای غربی تا حد نسبتا مطلوبی توانستند فضای نقادی ، پرسشگری ، و گفت وگوی فعال را در مدارس خود حاکم سازند ، ولی تحقق خواسته شریعتی مبنی بر تغییر نظام سیاسی منجر به تغییر بنیادی در نظام آموزشی ایران نشد و مسائلی همچون ساختار متمرکز گرا ، برنامه درسی تجویزی ، رابطه غیر فعال معلم - شاگرد و فقدان فضای نقادی وپرسشگری هنوز پابرجاست.
https://journal.cesir.ir/article_131889_123ba32815905e8b850939911abdceb3.pdf
2021-06-01
1227
1246
10.22034/ijce.2020.253194.1231
نظریه انتقادی
تربیت انتقادی
فرهنگ سکوت
نظام آموزشی رهائی بخش
سید کاوس
عباسی
pian_52@yahoo.com
1
دانشجوی دکتری ، گروه برنامه ریزی درسی ، دانشگاه آزاد اسلامی ، واحد اصفهان (خوراسگان) ، اصفهان ، ایران
AUTHOR
محمدحسین
یارمحمدیان
taghvaei99@vatanmail.ir
2
استاد ، مرکز تحقیقات مدیریت و اقتصاد بهداشت ، دانشگاه علوم پزشکی اصفهان ، اصفهان ، ایران
LEAD_AUTHOR
علیرضا
یوسفی
ar.yousefi@gmail.com
3
استاد ، مرکز تحقیقات مدیریت و اقتصاد بهداشت ، دانشگاه علوم پزشکی اصفهان ، اصفهان ، ایران
AUTHOR
Ahmadi, H. (1987). Shariati in the world, Tehran: Anteshar Press, [in Persian]
1
Alfrey, L & O’Connor, J. (2020) Critical pedagogy and curriculum transformation in Secondary Health and Physical Education, Physical Education and Sport Pedagogy, 25:3, 288-302, DOI: 10.1080/17408989.2020.1741536
2
Alborzi, A. (2017). Protestantism and intellectual spirit: A critical re-reading of Islamic Protestantism concept in the views of Shariati and Akhundzadeh, Politics Quarterly, 4(15), 38-23, [in Persian]
3
Al Hosseini, F, Sajjadi, S.M. Sadeghzadeh Ghamsari, A. & Mehr Mohammadi, M. (2013). Philosophy of Islamic education and the mission of reviving the practice of Islamic education, Research in Islamic Education Issues, 21 (20) 25-7, [in Persian]
4
Aysha, E. (2006). Foucault's Iran and Islamic Identity Politics Beyond Civilizational Clashes, External and Internal, International Studies Perspectives, 7(4), 377-394. Retrieved December 4, 2020, from http://www.jstor.org/stable/44218476
5
Baranowski, N. (2020) A contribution to the critique of worthless education: between critical pedagogy and welfare sociology, Globalisation, Societies and Education, 18:4, 391-405, DOI: 10.1080/14767724.2020.1732195
6
Carnoy, M. (1992). Education and the state: from Adam Smith to Perestroika, In R. F. Arnove, P. G. Altbach & G. P. Kelly (Eds.), Emergent issues in education: Comparative perspectives (pp. 143-159): State University of New York Press
7
Dargahi, M. (2010).Shariati and Islamic Protestantism, Perspectives of Iran, pp. 103-93, [in Persian]
8
Dinarvand, H & Imani, M. (2008). Explaining critical theory, critical education and its educational implications from the perspective of Freire and Giroux and its critique, New Educational Thoughts, 4 (3), 175-145, [in Persian]
9
Durrani, K. (2012). History of Iran Education, Tehran: Samat, [in Persian]
10
Ebrahimabadi, H & Mohammadi, A. (2017). The intellectual roots of cultural policy-making of Islamic Revolution and how these policies become hegemonic using the Gramsci model: A study of the views of Jalal Al-Ahmad, Ali Shariati and Imam Khomeini, Cultural Studies and Communication, 13 (47), 214-183, [in Persian]
11
Edwards et al. (2000), Survey Research: A Practice Guide, Translated by Seyed Mohammad Arabi and Davood Izadi, Tehran: Cultural Research Office, [in Persian]
12
Freire, P. (1977). Pedagogy of the Opressed, translated by Ali Shariatmadari, Tehran: Chappakhsh (In Persian).
13
Freire, P., & Faundes, A. (1985). Learning to question; Pedagogy of liberation. Geneva: World Council of Churches
14
Ghasemi Pouya, A., (1998). New Schools in the Qajar Period, Founders and Pioneers, Tehran: University Publishing Center, [in Persian]
15
Hazari, A.M. & Mohammadi, S. (2018) Shariati's Contemporary and Critical Encounter with Democracy, Political Thought in Islam, 17, 110-79, [in Persian]
16
Hemmatifar, M; Shabani Varki, B; Alam al-Huda, C & Lakzai, S. H. (2019). Adaptation or maladaptation of education and politics: Critical ability of virtuous, power-oriented and critical theories, Journal of Fundamentals of Education, 9(1), 88-67, [in Persian]
17
Honneth, A. (2004). The Intellectual legacy of Critical Theory in Fred Rush (Ed.) The Cambridge Companion to Critical Theory, Cambridge: Cambridge University Press
18
Hosseini, A. (2000). Shariati Sociology: Critical School, Culture of Development, 44, 46-11, [in Persian]
19
Illich, I. (1972). Deschooling Society, translated by E. Zargham, Tehran: Roshd, (In Persian)
20
Iman, M. T. & Noshadi, M.R. (2011). Qualitative analysis, Research, 3 (2), 44-15, [in Persian]
21
Imam Juma Zadeh, J & Rouhani, H. (2007) . An Analytical Study of the Ideologicalization of Religion from the Perspective of Dr. Ali Shariati, Journal of Political Science, 3 (1), 7-34, [in Persian]
22
Katozian, M, A. H. (2010). Government and Society in Iran: The Extinction of the Qajar and the Establishment of the Pahlavi, translated by Hassan Afshar, Tehran: Center, [in Persian]
23
Kentli, F.D. (2009). Comparison of hidden curriculum theories, European Journal of Educational Studies, 1(2), 83-88
24
Khasto, R. (2011). Shariati, Political Modernity and the Islamic Revolution, Political Science, 17, 109-97, Available at: https://www.sid.ir/fa/journal/ViewPaper.aspx?ID=212649, [in Persian]
25
Kiani, M. Mehr Mohammadi, M. Sadeghzadeh Ghamsari, A. & Nozari, M. (2016). Explain the existing approaches to the spiritual education of children and their critique with emphasis on Islamic teachings. Education, 126, 30-9, [in Persian]
26
Knijnik, J & Luguetti, C. (2020) Social justice narratives in academia: challenges, struggles and pleasures PETE educators face in understanding and enacting critical pedagogy in Brazil, Sport, Education and Society, DOI: 10.1080/13573322.2020.1732905
27
Macrine S.L. (2020) Introduction, In: Macrine S. (Eds) Critical Pedagogy in Uncertain Times. Education, Politics and Public Life, Palgrave Macmillan, Cham, https://doi.org/10.1007/978-3-030-39808-8_1
28
Madadlou, R. (2019). Explaining the Concept of Justice from the Perspective of Ali Shariati, Islamic Political Thought, 6(2), 49-66
29
Markham A. N. (2019) Critical Pedagogy as a Response to Datafication, Qualitative Inquiry, 25(8):754-760. Doi: 10.1177/1077800418809470
30
Mirakhori, Q & Shojaei, H. (1998). The Evolution of Dr. Shariati's Thought, Tehran: Qalam Publishing, [in Persian]
31
Mir Ahmadi, M. (2010). New critical theory, consultative democratic order and the model of religious democracy, Journal of Political Science, 3(1), 226-193, [in Persian]
32
Miri, S.J. & Ali Asghari Sadri, A. (2012). Shariati and Positivism, Philosophy of Science, 2 (2) 146-117, [in Persian]
33
Movassaghi, A. (2006). Modernization and Reforms in Iran, Tehran: Qoms, [in Persian]
34
Nasiri, M. (2008). A study of the evolution of Maktab Khanaei education system in the Qajar and Pahlavi periods, Journal of Seminary, 25 (150), 278-195, [in Persian]
35
Peyvandi, S. (2007) . New school and Shariati, The official homepage of Dr. Shariati, Available at: http://drshariati.org/?p=5039, [in Persian]
36
Raja'i, M.; Javidi Kalateh Jafarabadi, I; Sadeghzadeh Ghamsari, A. S; Shabani Varki, B. (2019). Explaining Dialogue-Based Training in Critical Theory of Resistance: Desirability and the Possibility of Its Realization in the Iranian Educational System, Journal of Fundamentals of Education, 9 (2,) 85-104
37
Rajabi, M. (2017). Shariati and self-awareness, Contemporary Wisdom, 8 (3), 75-69, [in Persian]
38
Remazan Zadeh, F. (2013).Comparison of the views of Professor Motahhari and Dr. Shariati, Tehran: Rashedin Publishing, [in Persian]
39
Roshan, S.A. & Pourqaz, A. & MoradZadeh (2008). Investigating the barriers to creativity in students from the perspective of teachers, Educational Psychology Studies, 5 (1), 37-53, [in Persian]
40
Saffar Heidari, H. & Saffar Heidari, S. (2019). Nationalism and the Construction of Modern Education in Iran and Turkey: A Comparative Study, Iranian Journal of Comparative Education, 2(2), 154-176
41
Saffari, S. (2015) Rethinking the Islam/Modernity Binary: Ali Shariati and Religiously Mediated Discourse of Sociopolitical Development, Middle East Critique, 24(3), 231-250, DOI: 10.1080/19436149.2015.1046708
42
Shariati, A., (1972). Alavi Shiism and Safavid Shiism, Tehran: Hosseinieh Ershad Publications, [in Persian]
43
Shariati, A. (1979). Return to Self , Collection of Works no. 4. Tehran : Hosseinieh Ershad Publications, [in Persian]
44
Shariati, A. (1981). Spontaneous man, Collection of Works no. 25, Tehran: Offset Publication, [in Persian]
45
Shariati, A. (1982) . Coming back, Tehran : Hosseinieh Ershad Publications , [in Persian]
46
Shariati, A. (1984). Method of understanding Islam, Tehran: Pakhsh Printing Company, [in Persian]
47
Shariati, A. (1988). Characteristics of the New Century, Collection of Works no.31, Tehran: Hosseinieh Publications, [in Persian]
48
Shariati, A. (2009). Recognition of Iranian Islamic Identity, Tehran: Elham Publications, [in Persian]
49
Shariati, A. (2010). School of Islamic Education, Tehran: Broadcasting, [in Persian]
50
Shariati, A. (2011). Intellectual and his social responsibility, Tehran: Ali Shariati Publishing Institute, [in Persian]
51
Shariati, M.(2009). Islamic Protestantism and Ideology in Shariati Thought Structure, Iran Perspective, 132-130, [in Persian]
52
Shih, Y. H, (2018). Some Critical Thinking on Paulo Freire's Critical Pedagogy and Its Educational Implications, International Education Studies, 11 (9), 64-70,
53
Shrestha, U. Williams, T.P. Al-Samarrai, S. Van Geldermalsen, A & Zaidi, A. (2019). What is the relationship between politics, education reforms, and learning? Evidence from a new database and nine case studies, Background Paper for World Development Report, available at: http://pubdocs.worldbank.org/en/856881567524290888/Reforms-to-improve-learning-30-Aug-TPW-FINAL.pdf
54
Solaymani Khosahli, F. Hamzaeyan, A & Esfandiar, M. (2019). A study of Dr. Ali Shariati's views on mysticism and Sufism, Islamic Mysticism, 15 (60), 253-232, [in Persian]
55
Szkudlarek, T. (2013). Introduction: education and the political, In Tomasz Szkudlarek (Ed.). Education and the Political: New Theoretical Articulations (pp.1-13): Sense Publishers
56
Tareh, A. (2014). New Method of Primary Education in the Qajar Period, History of Science, 12 (2), 163-172, [in Persian]
57
Yazdani, A.; Ghasemi, D. & Shah Qala, P. (2011). Islamic Revolution of Iran, International System and Critical Theory, Political Science, 7(2), 228-205, [in Persian]
58
Yousefi Meyaneje, A. (2001) . A Comparative Study of the Thoughts of Professor Motahhari and Dr. Shariati , Kayhan Farhangi , 175, 18-23, [in Persian]
59
Zebracki, M. (2020) Public art, sexuality, and critical pedagogy, Journal of Geography in Higher Education, 44:2, 265-284, DOI: 10.1080/03098265.2019.1661365
60