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مشایخ, پری, نصیری جرمشتی, سارا. (1401). دانش آموزان حاشیه نشین و آموزش های مجازی (مورد مطالعه شهر شیراز). پژوهشنامه مدیریت اجرایی, 11(22), 153-167. doi: 10.22080/eps.2023.24417.2146
پری مشایخ; سارا نصیری جرمشتی. "دانش آموزان حاشیه نشین و آموزش های مجازی (مورد مطالعه شهر شیراز)". پژوهشنامه مدیریت اجرایی, 11, 22, 1401, 153-167. doi: 10.22080/eps.2023.24417.2146
مشایخ, پری, نصیری جرمشتی, سارا. (1401). 'دانش آموزان حاشیه نشین و آموزش های مجازی (مورد مطالعه شهر شیراز)', پژوهشنامه مدیریت اجرایی, 11(22), pp. 153-167. doi: 10.22080/eps.2023.24417.2146
مشایخ, پری, نصیری جرمشتی, سارا. دانش آموزان حاشیه نشین و آموزش های مجازی (مورد مطالعه شهر شیراز). پژوهشنامه مدیریت اجرایی, 1401; 11(22): 153-167. doi: 10.22080/eps.2023.24417.2146

دانش آموزان حاشیه نشین و آموزش های مجازی (مورد مطالعه شهر شیراز)

مطالعات برنامه ریزی آموزشی
دوره 11، شماره 22، اسفند 1401، صفحه 153-167    اصل مقاله (645.04 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22080/eps.2023.24417.2146
نویسندگان
پری مشایخ* 1؛ سارا نصیری جرمشتی2
1دکتری برنامه ریزی درسی، استادیار عضو هیات علمی دانشگاه آزاد اسلامی واحد کازرون.
2دانشجوی کارشناسی ارشد تحقیقات آموزشی دانشگاه آزاد اسلامی واحد کازرون.
تاریخ دریافت: 04 آبان 1401،  تاریخ بازنگری: 25 دی 1401،  تاریخ پذیرش: 09 اسفند 1401 
چکیده
هدف از پژوهش حاضر بررسی مسائل دانش آموزان حاشیه نشین شهر شیراز در زمان آموزش های مجازی دوران کرونا بود.. روش انجام تحقیق کیفی از نوع داده بنیاد بود. قلمرو پژوهش معلمان نواحی حاشیه ای شهر شیراز بود که به روش نمونه گیری هدفمند از نوع موارد مطلوب 16 نفر از آنان به عنوان نمونه انتخاب شدند. حجم نمونه نیز بر اساس قاعده اشباع نظری مشخص شد. بدین صورت که نمونه گیری تا جایی ادامه یافت که یافته جدیدی پدیدار نشد. به منظور جمع آوری داده ها از روش مصاحبه نیمه ساختار یافته استفاده شد. اعتبار و پایایی داده ها با استفاده از باز آزمون و روش ممیزی بررسی و مورد تایید قرار گرفت. تحلیل داده ها با استفاده از روش نظام مند اشتراوس و کوربین در سه مرحله کد گذاری باز، انتخابی و محوری انجام شد. در مرحله کدگذاری باز128 مفهوم به دست آمد که در قالب13مقوله اصلی، حول یک مقوله ی هسته به نام چالش های آموزش مجازی در نواحی حاشیه ای شکل گرفت. محیط کالبدی، امکانات زیرساختی، فقر و فرهنگ فقر به عنوان شرایط علی، ضعف مهارتی والدین و معلم در قالب شرایط زمینه ای تفکرات سنتی، عدم پذیرش آموزش مجازی و نگاه حاشیه ای به آموزش به عنوان شرایط مداخله گر مشخص شدند که می توان با راهبردهایی چون رشد دانش مجازی و ارتقا فرهنگ خانواده در جهت بهبود شرایط اقدام کرد تا پیامدهایی چون بهبود یادگیری دانش آموزان حاشیه ای و کاهش نابرابری ها حاصل شود.
کلیدواژه‌ها
"؛ آموزش مجازی"؛ دانش آموزان حاشیه ای"؛؛ "؛ شیراز"
عنوان مقاله [English]
marginalized students in virtual education (case study of Shiraz city)
نویسندگان [English]
pari mashayekh1؛ sara nasere2
1Academic staff member, Department of Educational Sciences, Islamic Azad University, Kazeroon, Iran
2Master's student in educational research, Islamic Azad University, Kazeroon branch
چکیده [English]
The purpose of the current research was to investigate the challenges of marginalized students in Shiraz during virtual education the Corona era. The method of qualitative research was based on foundational data theory. The scope of the research was the teachers of the peripheral areas of Shiraz city, and 16 of them were selected as a sample using the purposeful sampling method. The sample size was determined based on the rule of theoretical saturation. Thus, the sampling continued until no new findings emerged. In order to collect data, a semi-structured interview method was used. The validity and reliability of the data was checked and confirmed. Data analysis was done using the systematic method of Strauss and Corbin in three stages of open, selective and central coding. In the open coding phase, 128 concepts were obtained, which were formed in the form of 13 main categories, around a core category called the challenges of virtual education in marginal areas. Physical environment, infrastructural facilities, poverty and the culture of poverty as causal conditions, lack of skills of parents and teachers in the form of background conditions of traditional thinking, non-acceptance of virtual education and marginal view of education as intervening conditions, which can be identified with Strategies such as the growth of virtual knowledge and the promotion of family culture took action to improve the conditions to achieve outcomes such as improving the learning of marginal students and reducing inequalities.
کلیدواژه‌ها [English]
"؛ virtual education"؛, "؛ marginalized education"؛, "؛ shiraz"
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