نوآوری آموزشی،یادگیری و ارزشیابی

نوآوری آموزشی،یادگیری و ارزشیابی

الگوی مفهومی نقش معلمان، مدیران و والدین در ارتقای یادگیری معنادار در کلاس‌های چندسطحی: مطالعه‌ای داده‌بنیاد

نوع مقاله : مقاله پژوهشی

نویسنده
گروه علوم تربیتی ،دانشکده علوم انسانی ،دانشگاه آزاد اسلامی ،چالوس ،ایران
10.22034/jitle.2026.564042.1053
چکیده
هدف این پژوهش، تبیین نقش معلمان، مدیران و والدین در ارتقای یادگیری معنادار در کلاس‌های چندسطحی و ارائه یک الگوی مفهومی بومی با رویکرد کیفی و مبتنی بر نظریه داده‌بنیاد بود. پژوهش با استفاده از نمونه‌گیری هدفمند و سپس نمونه‌گیری نظری انجام و داده‌ها از طریق ۲۷ مصاحبه نیمه‌ساختاریافته با ۱۲ معلم، ۸ مدیر و ۷ والد در مدارس چندسطحی استان مازندران گردآوری شده و بر اساس فرایند سه‌مرحله‌ای کدگذاری باز، محوری، و انتخابی اشتراوس و کوربین مورد تحلیل قرار گرفتند. یافته‌ها نشان داد یادگیری معنادار در این کلاس‌ها حاصل تعامل پویای سه رکن اصلی مدرسه است و زمانی تحقق می‌یابد که راهبردهای تدریس معلم، رهبری حمایتی مدیر و مشارکت آگاهانه والدین در یک مسیر هم‌افزا قرار گیرد. شرایط علّی مانند ناهمگونی سطح یادگیری، شرایط زمینه‌ای همچون کمبود منابع، و شرایط مداخله‌گر نظیر نگرش والدین و سبک رهبری مدیر، بر کیفیت اجرای راهبردهای آموزشی مؤثر بودند. مدل مفهومی نهایی پژوهش نشان می‌دهد که ایجاد یادگیری معنادار، نیازمند شبکه‌ای از کنش‌های هماهنگ است و تلاش‌های فردی لزوما به نتایج دلخواه منتهی نمی‌شوند، و کلاس‌های چندسطحی در صورت مدیریت صحیح می‌توانند بستری مؤثر برای توسعه مهارت‌های شناختی و افزایش خودکارآمدی دانش‌آموزان باشند.
کلیدواژه‌ها
موضوعات

References
Alinejad, Z., Pourmahdi, R., Nakhaeipour, A., & Heydari, A. (2025). The effect of integrating modern technologies with active teaching methods on meaningful learning in multi-grade primary school classes. In Proceedings of the 6th International Conference on Research in Management, Education and Training in Schools, Tehran, IRAN. (in Persian)
Alinsunurin, J. (2020). School learning climate in the lens of parental involvement and school leadership: Lessons for inclusiveness among public schools. Smart Learning Environments, 7(25). https://doi.org/10.1186/s40561-020-00139-2
Aminifar, E., & Baha’lou Horeh, K. (2012). Model of meaningful learning of students in Laplace transforms. Educational Psychology Quarterly, 8(26), 36–45. Retrieved from https://journals.atu.ac.ir/article_2450.html (in Persian)
Amiri, H. (2023). The effectiveness of using concept maps in teaching History 3 (Iran and the Contemporary World) Meaningful learning. Research in History Education, 4(4). Retrieved from https://elmnet.ir/doc/2911675-87126 (in Persian)
Ateş, A. (2021). The relationship between parental involvement in education and academic achievement: A meta-analysis study. Pegem Journal of Education and Instruction, 11(3), 50–66. https://files.eric.ed.gov/fulltext/EJ1305014.pdf
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston.
Bunga, J. B., Olano, M. L. R., & Morga, M. R. (2025). Differentiated instruction in multigrade classrooms: Bridging theory and practice. International Journal of Educational Methodology, 11(3), 377–390. https://doi.org/10.12973/ijem.11.3.377
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria Soto, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational Research Review, 14, 33–46. https://doi.org/10.1016/j.edurev.2015.01.002
Darling-Hammond, L., Flook, L., Schachner, A., & Wojcikiewicz, S. (2022). Educator learning to enact the science of learning & development. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Educator_Learning_for_SoLD_REPORT.pdf
Delarami, F. (2025). Challenges faced by teachers in multigrade classrooms with students of diverse needs. In Proceedings of the First International Conference on New Horizons in Learning Psychology and Education from the Teacher’s Perspective, Urmia, Iran. Retrieved from https://civilica.com/doc/2403140 (in Persian)
Diwan, R., & Sedwal, M. (2006). Practical tips for teaching multigrade classes. UNESCO Bangkok / EENET. Retrieved from https://www.eenet.org.uk/resources/docs/ilfe/generic/Sp4.pdf
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review 13, 1–22. https://doi.org/10.1023/A:1009048817385
Ghafari Mejlej, M., & Safdari, S. (2024). The effectiveness of teacher self-disclosure on college EFL learners’ shyness: The mediating role of psychological security. Educational Psychology, 19(70), 34-59. https://doi.org/10.22054/jep.2023.70620.3748 (in Persian)
Ghafarpoor Didehban, M., Mahmoudsalehi, E., Arab Nakhai, R., Kohzadi Tahneh, A., & Parsamehr, A. (2025). The role of teachers in managing multigrade classrooms to improve students’ academic achievement. Payashahr Monthly, 7(79) Retrieved from https://civilica.com/doc/2401266  (in Persian)
Ghasemi, M., Cherami, M., Ahmadi, R., & Ghazanfari, A. (2022). Comparison of the effectiveness of fluency learning, meaningful learning and intelligent learning of second grade male students. Mashhad University of Medical Sciences Journal, 65(1). https://doi.org/10.22038/mjms.2021.59252.3464.  (in Persian)
Jutara, J. T., & De Jesus, L. F. (2024). The impact of school leadership on parental involvement: A systematic review of literature. International Journal of Multidisciplinary Educational Research and Innovation, 2(4), 55–68. https://doi.org/10.17613/FSFXP-9TW74
Khabareh, K., Ghanbari, S., & Norouzi, M. (2025, in print). Identifying the characteristics of deep learning in students and strategies for its development by teachers. Educational Sciences. https://doi.org/10.22055/edus.2025.50156.3781 (in Persian)
khodaverdei, S. (2025). Ethical challenges in educational management in the technological era: The intersection of leadership and digital responsibility. Innovation in Teaching, Learning and Evaluation2(1), 55-78. https://doi.org 10.22034/jitle.2025.523950.1033 (in Persian)
Koutsouveli, E., & Geraki, A. (2022). School management and climate to enhance parental involvement. International Journal of Research in Education and Science, 8(4), 662–679. https://doi.org/10.46328/ijres.2921
Mazbouhi, S. (2024). Investigating the role of university teachers' beliefs and practical experiences in boosting self-regulated learning in higher education students. Innovation in Teaching, Learning and Evaluation1(1), 85-100. https://doi.org 10.22034/jitle.2024.471863.1006 (in Persian)
O’Toole, L., Kiely, J., McGillacuddy, D., O’Brien, E. Z., & O’Keeffe, C. (2019). Parental involvement, engagement and partnership in their children’s education during the primary school years (Research report). National Parents Council (NPC). https://www.npc.ie/images/uploads/downloads/Parental_Involvement_Research_Doc.
Parfitt, A., Gristy, C., Read, S., & Garland, M. C. (2025). Multigrade teaching and learning: Developing theoretical frameworks through mapping conceptual territories with an inclusive education lens. International Journal of Educational Research, 133, 102675. https://doi.org/10.1016/j.ijer.2025.102675
Rajaei Langeroodi, F., Taghavi Deylamipour, M. & Pali, S. (2025). A futures study on digital instructional leadership in iranian secondary schools: A fuzzy delphi approach. Innovation in Teaching, Learning and Evaluation2(1), 103-122. https://doi.org/10.22034/jitle.2025.530372.1037 (in Persian)
Rapp, N., & Duncan, H. (2012). Multi-dimensional parental involvement in schools: A principal’s guide. International Journal of Educational Leadership Preparation, 7(1), 1-14. https://files.eric.ed.gov/fulltext/EJ971515.pdf
Safdari, S. (2017). Validation of a tailored L2 motivational self system questionnaire through confirmatory factor analysis. International Online Journal of Education and Teaching, 4(2), 174-183.
Slot, P. L., Penderi, E., Norheim, H., Pagani, V., Wyslowska, O., & Bulkowski, K. (2025). Teacher–parent relationships: What contextual and teacher characteristics contribute to relationships with parents of diverse backgrounds? European Early Childhood Education Research Journal. 1-20. https://doi.org/10.1080/1350293X.2025.2543918
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Sage Publications.
Torabi, S. S., Rezaee Rezvan, S., Bagherpiri, S., & Nagibi Rad, M. (2025). Structural relationships of e-learning with self-directed learning: the mediating role of academic motivation and academic vitality in secondary school students. Innovation in Teaching, Learning and Evaluation1(4), 1-18. https://doi.org 10.22034/jitle.2025.498992.1018 (in Persian)
Zhai, L., & Guo, C. (2025). Teachers’ emotional labor in parent–teacher interactions: Key elements and theoretical logic from a grounded theory approach. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1639197
Zhang, S., & Wu, H. (2025). School leadership, parental involvement, and student achievement: A comparative analysis of principal and teacher perspectives. Education Sciences, 15(6), 767. https://doi.org/10.3390/educsci15060767