ارائه مدل توضیحی ویژگی های فردی، ادراک از برنامه درسی و رشد شایستگی های رهبری دانشجویان دانشگاه شیراز

پژوهش در برنامه ریزی درسی

مقاله 10، دوره 14، شماره 52، خرداد 1396، صفحه 111-129   

نویسندگان

مهدی محمدی^{* 1}؛ لیلا ملتجی²

¹عضو هیات علمی دانشگاه شیراز، دانشکده علوم تربیتی و روان‌شناسی، بخش مدیریت و برنامه‌ریزی آموزشی، رشته مطالعات برنامه درسی، دانشیار

²کارشناسی ارشد مدیریت آموزشی- پردیس بین‌الملل دانشگاه شیراز

چکیده

هدف کلی این تحقیق، بررسی رابطه بین ویژگی های فردی دانشجویان، ادراک آنان از برنامه درسی تجربه شده و رشد شایستگی های آنان در قالب یک مدل توضیحی می باشد. جامعه آماری شامل کلیه دانشجویان دوره کارشناسی  دانشگاه شیراز بود، که در سال 90-91 مشغول به تحصیل بودند. با استفاده از روش نمونه گیری خوشه ای مرحله ای تعداد 18 کلاس از دانشجویان سال آخر گروههای مختلف تحصیلی انتخاب شدند. ابزار مورد استفاده شامل یک مقیاس محقق ساخته ارزشیابی برنامه درسی تجربه شده و پرسشنامه رشد شایستگی رهبری بود. پس از محاسبه روایی و پایایی ابزار و توزیع بین افراد نمونه، داده ها با استفاده از روش آماری ضریب رگرسیون چند متغیره مورد تحلیل قرار گرفتند و نتایج تحلیل آماری نشان داد که رابطه معنا داری بین معدل و رشته تحصیلی دانشجویان با رشد شایستگی رهبری آنان وجود دارد. رابطه معنا داری بین جنسیت، معدل، رشته تحصیلی و محل سکونت دانشجویان با ادراک آنان از برنامه درسی تجربه شده وجود دارد. برنامه درسی تجربه شده نقش واسطه گری معناداری را در رابطه بین ویژگی فردی دانشجویان با رشد شایستگی آنان ایفا می کند.
 

کلیدواژه‌ها

واژگان کلیدی: برنامه درسی تجربه شده- دانشجویان- رشد شایستگی رهبری- ویژگی های فردی

مراجع

1. Abedi.Roya, Mahdavian.Shahrbanoo (2015) Investigate the situation using information technologyin elementary PE teachers International Journal of Sport Studies. Vol., 5 (9), 108-109.]Persian [. 2. Ayati, M., & Rostami, M. (2011). Using secondary and high school teachers ofbasic sciences of information and communication technology. EducationalTechnology, 6(2), 127-134.]Persian [. 3. Braak van & et al. (2007). Curricula and the use of Ict in education. Printed inBritish journal if education technology, vol 38 No 6..]Persian 4. Charlat, R. (2004). The use of electronic journals by faculty members,physicians and medical students of the faculty of medicine, Prince of SongklaUniversity,Songklanakarin. Journal of Social Sciences and Humanities, 10(3),35-42. 5. Daeizadeh, H., Fallah, V., Housainzadeh, B., & Housainpour, H. A. (2010). Theeffect of information and communication technology on the skills of the third gradeof high-school students. The Sociology of the Youth Studies, 3(9), 75-92.. ]Persian [. 6. Fathyan, M., Noroozi,M, 2009, the favorable pattern for secondary teachers in computer literacy, e-Learning Conference, Tehran, http://www.civilica.com/Paper-ELEARNING02-ELEARNING02_022.html. ]Persian [. 7. Francis, H. (2005). The information seeking behavior of social science faculty,the university of the west Indies. Augustine, 31(1), 132-142. 8. Ghaffari, Z. (2009), Information Technology in Education and Training. Resalat Newspaper42-67..]Persian [. 9. Ibrahim, A. E. (2004). Use and user perception of electronic resources in theUnited Arab EmiratesUniversity (UAEU). Libri, 54(2), 67-74.39. Kark, R., Shamir, B., & Chen, G. (2003). The two faces of transformationalleadership: Empowerment and dependency. Journal of Applid Psychology,88(2), 255-296.]Persian[. 10. Imani, M, Sharifi, A, Vafamanesh, F. (2011), The relationship between use of Information technology and Efficiency among employees. (A case study: Islamic Azad University of Qazvin), Development and Change Managemnet 3 (7), 49-58.]Persian [. 11. Jaschik, S. (2010). Education constituent groups online and face to facediscussions on to topics ofinterest. Retrieved from http://www.Educause.edu. 12. Jegede,p. O. (2008). Age and ICT relqated behaviours of higher education teachers in Nigeria.Issues in Informing Science and Information Technology,7(6),771-777. 13. Khalkhali, A. (2011) Meta-analysis of Information and Communication Technology on Teachers Professional Growth. Information Technology in Educational Sciences. 1(3), 165-183.]Persian[. 14. Kiani,S. 2011).The relationship between teachers knowledge of computers and Learning Science in Students of fifth grade. http://www.civilica.com/Paper-MEAE01-MEAE01_1633.html . ]Persian[. 15. Levin, T., Wadmany, R. (2008). Teachers views on factors affecting effectiveintegration of information technology in the classroom: Developmental scenery. Journal of Technology and Teacher Education, 16(2), 233-263. 16. Maleki, H.Garmayi, H (2009). The Use of Information and Communication Technology in Elementary Lesson Plan from Teachers in Tehran Elementary Schools point of view. Educational Innovations, 8(31), 37-52. ]Persian[. 17. Md Yunus, M. (2007). Malaysian ESL teachers’ use of ICT in their classrooms: Expectations and realities. ReCALL, 19(1), 79-95. ]Persian [. 18. Mehrmohammadi, M. (2007), Information and Communication Technology and its relation to Education and Training. Pooyesh. Vol., 23 (1),85-109.]Persian[. 19. Mesila, V. (2015). Teacher Readiness and Information and Communications Technology (ICT) Use in Classrooms: A South African Case Study. Creative Education, 6, 1973-1981. 20. Nafisi, A. (2004). The main programs of Information and Communication Technology. Tehran: Institute of Education in.]Persian[. 21. Najafi,H., Farajolahi, M.,Norzzade, R., & Sarmadi,MR(2014).Factors influencing remote educitionan technology integration in classroom&pattern design fr it.Research in curriculum planning journal.Khorsgan (Isfahan) Islamic Azad unidersity 11th Y, 2nd course,PP.110-118.]Persian [ 22. Newrous, Paul. (2002). Specialist education services parth, western Australia. 23. Salehi, M., Gholtash, A., & Azadmehr, A. (2010). Effect of information andcommunication technology on effectiveness and creativity of high school teachersof Fasa. Information and Communication Technology in Educational Sciences, 1(2), 49-62. (in Persian).]Persian[. 24. Sharifi, A (2011), Key Competencies of Teachers in 21th century. Available at www.sharifinamin.blogfa.com 25. Sharifi,A., Imani, M. N,& Eslamieh,f. (2012).Investigation the rele of information and communication technologis in students collaborative learning.2-world conference on ebucational technology Researches Near East university-Nicosia-North Cyprs 3(7), 49-58.]Persian[. 26. Shiri, SF. (2009), Using Educational Softwares and its Effect on Better education in class, Education and Training, 23(1), 69-84..]Persian[. 27. Sattari, S, Mohammadi, P. 2011), The Relation between using Information Technology and Educational Success of Students in High School, Information and Communication Technology in Educational Sciences, 1(4), 81-96.]Persian[. 28. University. Nicosia – North Cyprus.49. Tezci, E. (2010). Attitudes and knowledge level of teachers in ICT use: Thecase of Turkish teachers. International Journal of Human Sciences, 7(2), 21-32. 29. Tezci, E. (2010). Attitudes and knowledge level of teachers in ICT use: Thecase of Turkish teachers. International Journal of Human Sciences, 7(2), 21-32. 30. Tonder.Jo& et al. (2007).Curricula and the use of Ict in education, two worldsapart?printed in British Journal of educational technology.vol39.No7. 31. Tino, L. (2002).ICT in Education, available at http://www.eprimers.org 32. The purpose of the Commission is to inspire, educate and protect the students of California available at http://www.ctc.ca.gov/educator prep/tpa.html. 33. Williams, P. (1999). Net generation: the experiences, attitudes and behavior ofchildren using the internet for their own purpses. Aslib Proceedings, 50(9), 315-328. 34. Yildirim, S. (2000). Effects of an educational computing course on preservice and in service teachers: A discussion and analysis of attitudes and use. Journal of Research on Computing in Education, 3(1), 46-52. 35. Zamani,F Norozi,D &Sharfzade,S (2014)Effect on active students learning in math with structuralism approach ICT journal in educational sciences.4th Y,No,PP.5-23.]Persian[.