جستجوی مقالات مرتبط با کلیدواژه « جامعه یادگیرنده حرفه ای » در نشریات گروه « علوم تربیتی »

The general purpose of this study was to investigate the relationship between professional learning community and organizational innovation through knowledge sharing in order to provide a model in Islamic Azad universities in Tehran.

This research was applied in terms of purpose and correlational in terms of descriptive method. The statistical population consisted of 1916 faculty members of Tehran Azad Universities. According to Cochran's formula, 320 people were selected as a sample by stratified random sampling. To collect data, a researcher-made questionnaire of the professional learning community with 87 questions, the Organizational Innovation Questionnaire of Ismail et al. (2002) with 33 questions and the Dixon Knowledge Sharing Questionnaire (2000) with 15 questions were used. The validity and reliability of the tools were also confirmed.

The results of structural equation test showed; there is a positive and significant relationship between professional learning community with organizational innovation (standard coefficient 0.710) and knowledge sharing (standard coefficient 0.586). There is a positive and significant relationship between knowledge sharing and organizational innovation (standard coefficient / 701).

Also, the relationship between professional learning community and organizational innovation mediated by knowledge sharing in Islamic Azad universities in Tehran is positive and significant and the presented model has a suitable fit.

The main objective of this study was to identify the antecedents and consequences of a professional learning community in primary schools to develop its theoretical foundations by using qualitative research ( phenomenography strategy). The study population included university professors in Educational administration , doctoral students or alumna PhD in Educational administration and successful administrators , educational assistants and teachers working in the primary schools in Tehran province cities and 26 persons as the notifications of theoretical sampling targeted to achieve theoretical saturation, were selected. The data is collected from semi-structured interviews and in-depth. . Data analysis, inductive content analysis using coded in three levels of open, axial and selective of them. Results showed that the basic dimensions antecedents of a professional learning community in primary schools Includes: 1) educational leadership, 2) organizational culture, 3) participative learning and 4) organizational structure. The consequences of it in primary schools include: 1) continuous improvement of teacher's performance, 2) a sense of belonging to the school and their career and 3) :a sense of satisfaction from their career and school . The Findings showed , by providing the necessary conditions as the markers of professional learning community identified , we can make primary schools a continuous learning environment.

This research study investigated structural model of relationship of professional learning community and organizational reliability with mediating role of organizational mindfulness: A mixed research in higher education. This study was an explanatory sequential design and ​​an applied research. In qualitative unit, population were the experts of schools of management of public universities of Tehran, sample were 14 experts of management and sampling was snowball and semi-structured interviews were implemented. In quantitative unit, population were the management faculty members of schools of management of public universities of Tehran (351 members), sample were 226 faculty members of schools of management of public universities of Tehran and two-stage cluster sampling and available sampling were implemented. Professional learning community, organizational reliability, and organizational mindfulness questionnaires were executed in 2014-2015. In qualitative unit for collection of mindfulness indicators content analysis and open coding were used. The quantitative statistical methods were exploratory and confirmatory factor analysis and structural equation modeling. The structural equation modeling contained one independent latent construct: professional learning community; two dependent latent constructs: organizational mindfulness and organizational reliability. The study demonstrated professional learning community had significant and direct effects on organizational mindfulness (γ­=0/75), organizational reliability (γ=0/25), direct and significant effect of organizational mindfulness on organizational reliability (β=0/68). Results showed professional learning community: collective responsibility for student's learning, collaboration focused on professional learning had direct effect on organizational mindfulness: rapidity and agility, flexibility, accountability, conditional learning, trust and openness; and on organizational reliability: sensitivity to operations, preoccupation with failure, resilience, deference to expertise, reluctance to simplify interpretation, also direct effect of organizational mindfulness on creation of organizational reliability.

This study aimed at identifying the aspects of research-based professional learning community at school and to determine the requirements and parameters of its development. The research approach was qualitative with phenomenological design. The participants were 25 professionals who were selected through purposeful and snowball sampling methods to the point of theoretical saturation. Data were collected using in depth and semi-structured interviews. The reliability of the findings was checked by inter rater reliability method. Data was analyzed through the inductive content analysis method and using the three levels of open, axial and selective coding. Based on the results, professional learning community indicators in five dimensions, including «shared values and beliefs», «professional teacher learning», «professional dialogues and cooperation», «collective learning», «communication and interaction» and their indicators were determined. Some of the requirements for creating such community was justified based on the results. Some of these requirements included «belief in the role of the research and its importance in the process of teaching and learning», «focus on collective learning», «strengthening the professional dialogue between teachers and staff», «supportive interaction of the school principal», «ongoing relationship with research centers» and other factors that are described in detail in the paper.

The purpose of this study is to identify, design and test the model of the progressive patterns of professional learner community in elementary schools in a mixed research method. In the qualitative section, 26 professors and Ph.D. students or graduates of Ph.D. in educational management, directors, educational deputies, and teachers of primary schools in the cities of Tehran province were selected through a targeted theoretical sampling with the strategy of maximum variation up to theoretical saturation were chosen. The data were collected through semi-structured and deep interviews and analyzed by coding inductive content analysis with three open, axial and selective levels. The faculty and content validity was confirmed by 8 professors. To determine the reliability, the agreement between the two coders (an intra-subject agreement) has been used. Progressions were identified in 5 dimensions by 43 marker including leadership education (12 markers), organizational culture (13 markers), participatory learning (12 markers), and organizational structure (6 markers) with a communication model in a specific conceptual model. The quantitative part also includes 481 elementary elementary students through multi-stage cluster sampling from the elementary schools of the twenty-wikipedia regions of the province of Tehran using Krejcy and Morgan tables. Data were collected by a researcher-made questionnaire. With a convergent validity of above 50/0 and a composite reliability of above 0 70/0. Quantitative data analysis using the first and second order confirmatory factor analysis through Smart-PLS software indicates the accuracy of the indicators for measuring the structures. The results obtained from three indicators of path coefficients, determination coefficients and predictive relationships confirm the conceptual model presented.

One of the examples of entrepreneurial knowledge societies is universities, in this study; the components of professional learning communities in Police University studied and tested. The purpose of the present form of mixed quality and quantity is done in two complementary parts. The quality of the experts, including administrators, faculty members and commanders of the Police University, in the form of semi-conducting targeted snowball selected were interviewed. The quantitative results of the qualitative part of a valid and reliable questionnaire was designed and completed by 310 of 250 students and 60 teachers. The data on the qualitative content analysis and quantitative part of the one-sample t tests, interviews in qualitative content analysis. Results show identification marker 42 professional learning community in the form of 5 was arranged. The results showed that a small part of the components of professional learning communities in a relatively favorable Police University trustees are down. As well as knowledge and communication of information and knowledge at the highest level of evaluation. Results of this study showed that distance from the ideal situation, particularly in the component structure. Relatively favorable and unfavorable factors, criteria and indicators in this study meant important points for planning and improvement.