راهبردهاي مناسبِ افزايش پيوند خانه، مدرسه و جامعه؛ تأملي در تجربيّات جهاني

Appropriate strategies for increasing the linkage between home, school and Community; Utilization of global experiences

شكاف حيطه‌ي مشاركت والدين / مدارس نظام آموزش‌وپرورش را به كژ كاركردي مبتلا كرده است. از اين‌رو در پژوهش حاضر سعي شده است كه با رويكرد كيفي و روش سنتزپژوهي به راه‌هاي جلب مشاركت والدين در مدارس بر اساس تجربيات جهان پرداخته شود. در بخش چارچوب نظري پژوهش ابعاد شش‌گانه پيشنهادي اپستين مورد استفاده قرار گرفته است. درنهايت راهبردهاي مناسب بر اساس هر يك از ابعاد شش‌گانه تشريح شد به‌طوري كه در بعد فرزند پروري؛ ايجاد مركز كتابخانه‌اي براي والدين، برنامه‌هاي حمايت خانواده، مديريت فضاي مجازي با تشكيل school networking و برگزاري كارگاه‌هاي آموزش والدين، بعد ارتباط يابي؛ ايجاد كانال‌هاي ارتباطي شفاهي و رودررو، ارتباط يابي كتبي و اينترنتي، كارت‌هاي گزارش عملكرد دانش‌آموزان، به‌كارگيري يك رابط مدرسه/خانه، ايجاد اطلاع‌رسان power school، بعد مشاركت داوطلبانه؛ ارزيابي استعدادهاي والدين، تقويت باورپذيري در والدين داوطلب، دعوت از داوطلبان در رويداد‌هاي مدرسه، نظرسنجي سالانه، نظارت بر نحوه اخذ كمك‌هاي مالي و طرح‌ريزي يك برنامه منعطف، بعد يادگيري در خانه؛ شامل مجموعه‌اي از راهبردها از جمله آموزش تخصصي معلمان با محوريت يادگيري در خانه، آموزش تخصصي والدين با محوريت ارائه راهنماي تكاليف خانگي و تقويت رفتار تعاملي دانش‌آموز با محوريت ارائه تكاليف خانگي تعاملي، بعد تصميم‌گيري؛ تشكيل سازمان والدين، تهيه چك‌ليست انتظارات والدين، تشويق والدين به مشاركت در فرصت‌هاي غيررسمي، گزينش افراد انتخاب شده به عنوان نماينده اولياء در اقوام و گروه‌هاي مختلف اجتماع، بعد همكاري با سازمان‌هاي اجتماعي؛ شناسايي سازمان‌هاي مرتبط با امور مدارس، دعوت از سازمان‌هاي اجتماعي، شبكه‌سازي مدارس، دسترسي به نقشه منابع اجتماعي از مهم‌ترين راهبردهاي مشاركت والدين/ مدرسه به شمار مي‌رود.

Nowadays, the nature of education is not limited to instructional subject and its scope has spread to different sections of a society - like family, schools and local and outer communities. In fact, the participation of school, home and community is one of the most fundamental issues in every educational system, that its correct operation can provide the grounds for achieving educational goals. Thus, we have used the research synthesis method to identify appropriate strategies for involving parents, schools and community based on a combination of relevant research. In the theoretical framework of the research, the Epstein's Framework of Six Types of Involvement (2004) were used. Her six dimensions are: parenting, communication, volunteering, learning at home, decision-making, and collaboration with community. Parenting: Type 1 involvement occurs when family practices and home environments support “children as students” and when schools understand their children’s families. Communicating: Type 2 involvement occurs when educators, students, and families “design effective forms of school-to-home and home-to-school communications.” Volunteering: Type 3 involvement occurs when educators, students, and families “recruit and organize parent help and support” and count parents as an audience for student activities. Learning at Home: Type 4 involvement occurs when information, ideas, or training are provided to educate families about how they can “help students at home with homework and other curriculum-related activities, decisions, and planning.” Decision Making: Type 5 involvement occurs when schools “include parents in school decisions” and “develop parent leaders and representatives.” Collaborating with the Community: Type 6 involvement occurs when community services, resources, and partners are integrated into the educational process to “strengthen school programs, family practices, and student learning and development.” In order to achieve data at the international level, strategies for parental involvement in schools were systematically selected, content analyzed and categorized. As the first step; Inclusion criteria were considered. Accordingly, the geographical area: all over the world, the language of reports: English, the type of document: written (books, articles, dissertations, research reports, etc.) and non-written (sites, library software, etc.). Databases such as School website, Google scholar, Elsevier, Science Direct were searched from 1991 to 2017 using the keywords parent involvement strategies, parenting, communicate, volunteering, decision making, learning at home and collaborate with the community. In the screening stage, 32 studies with related characteristics were selected and presented based on the principles of data aggregation, analysis and rearrangement. According to the research findings, appropriate strategies are described based on Epstein's Framework of Six Types of Involvement. Parenting: Type 1 involvement include made a parent resource center, provide family support program, formation a school networking for Cyberspace management and Set up parent workshop. Communication: Type 2 involvement include Creating oral and face-to-face communication channels, writing and Internet communication, student performance report cards, using a school / home liaison, building a power school database. Volunteering: Type 3 involvement include Identifying parental talent, Reinforcement belief in volunteer parents, inviting volunteers to school events, conducting annual surveys, monitoring financial assistance and planning a flexible program. Learning at home: Type 4 involvement include Teachers' training focused on learning at home, parental training focused on providing Homework Guidelines and present interactive homework. decision - making: Type 5 involvement include formation a parent organization, provision a parental expectation checklist, parent/school involvement in informal opportunities and selection parental representatives in different communities and groups. Collaborate with community: Type 6 involvement include Identification of organizations related to school affairs, invite of social organizations, made a school network, and access to community resources map. Finally, According to the research findings and prevalence of coronavirus in the world, identified strategies in our research have become very important. For example, even though during the stay of students at home and closure of face-to-face education, learning at home strategies was a very effective factor in improving the performance and quality of virtual education, but Unfortunately, lack of implementation and realization of this issue in the educational system of Iran, there were problems for education in the mentioned period. Also, the lack of effective communication between schools and, social organizations provided the ground for losing the opportunity and time for proper education during the corona outbreak. Keywords: Appropriate Strategies, Participation, Schools, Parents, Community. Abstract Nowadays, the nature of education is not limited to instructional subject and its scope has spread to different sections of a society - like family, schools and local and outer communities. In fact, the participation of school, home and community is one of the most fundamental issues in every educational system, that its correct operation can provide the grounds for achieving educational goals. Thus, we have used the research synthesis method to identify appropriate strategies for involving parents, schools and community based on a combination of relevant research Abstract Nowadays, the nature of education is not limited to instructional subject and its scope has spread to different sections of a society - like family, schools and local and outer communities. In fact, the participation of school, home and community is one of the most fundamental issues in every educational system, that its correct operation can provide the grounds for achieving educational goals. Thus, we have used the research synthesis method to identify appropriate strategies for involving parents, schools and community based on a combination of relevant research