دومین نسخه چاپی مجله فصلنامه مطالعات ادبی و فرهنگی معاصر
آیین نامه نشریات علمی مصوب اردیبهشت ۱۳۹۸
شیوه نامه ارزیابی و رتبه بندی نشریات علمی

  اخبار و اعلانات

 آمار

تعداد نشریات30
تعداد شماره‌ها289
تعداد مقالات2,825
تعداد مشاهده مقاله3,307,570
تعداد دریافت فایل اصل مقاله4,377,922
khodadadi, Zahra, Kaviani, Elham, Laei, Susan, Eslampanah, Maryam. (1401). Presenting a Model of Resilient Schools based on Grounded Theory. , 10(3), 69-99. doi: https://www.doi.org/10.34785/J010.2022.032
Zahra khodadadi; Elham Kaviani; Susan Laei; Maryam Eslampanah. "Presenting a Model of Resilient Schools based on Grounded Theory". , 10, 3, 1401, 69-99. doi: https://www.doi.org/10.34785/J010.2022.032
khodadadi, Zahra, Kaviani, Elham, Laei, Susan, Eslampanah, Maryam. (1401). 'Presenting a Model of Resilient Schools based on Grounded Theory', , 10(3), pp. 69-99. doi: https://www.doi.org/10.34785/J010.2022.032
khodadadi, Zahra, Kaviani, Elham, Laei, Susan, Eslampanah, Maryam. Presenting a Model of Resilient Schools based on Grounded Theory. , 1401; 10(3): 69-99. doi: https://www.doi.org/10.34785/J010.2022.032

Presenting a Model of Resilient Schools based on Grounded Theory

School Administration
مقاله 4، دوره 10، شماره 3، اسفند 2022، صفحه 69-99    اصل مقاله (1.23 M)
نوع مقاله: Qualitative Research Paper
شناسه دیجیتال (DOI): https://www.doi.org/10.34785/J010.2022.032
نویسندگان
Zahra khodadadi1؛ Elham Kaviani* 2؛ Susan Laei2؛ Maryam Eslampanah2
1Ph.D. student in Educational Administration, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
2Department of Educational Management, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
چکیده
Improving the quality of education and empowering students are important issues in educational systems, and it is necessary to identify influential factors for them. One of the factors that can help improve the educational system is enhancing resilience in schools. Resilient schools are those that create conditions for students and teachers to be able to respond to the challenges of school and community and help them achieve educational goals in difficult conditions, by providing necessary space and educational facilities. Therefore, the present article aims in identifying the dimensions and components of resilient schools to present a related model. In this regard, a qualitative method based on the grounded theory approach is used. The statistical population of this research includes faculty members, psychology specialists, and school principals in Kurdistan province. A purposeful sampling method is used to select the sample based on the saturation rule by using sixteen interviews, and for more assurance, it is continued up to twenty interviews. Data collection was conducted through semi-structured interviews and data analysis was done through open, axial, and selective coding methods. The findings indicate that causal conditions (development of student’s abilities, establishing proper communication with students, learning life skills, and improving the status of teachers) through the central phenomenon (resilient schools) influence the strategies for achieving resilient schools. These strategies include making the educational environment happy, developing parents’ participation, providing extra-curricular activities, appropriateness of curriculum content, supporting teachers, making the curriculum content applicable, and instruction. Some intervening conditions (salary and benefits, recruitment and selection of human power, and decentralization) as well as contextual conditions (facilities, leadership, and teaching-learning processes) influence these strategies. Finally, the consequences of these strategies and their impact include mental health, self-awareness, cooperation, participation, and promotion of general health.
کلیدواژه‌ها
Resilience؛ Resilient Schools؛ Grounded Theory
مراجع

Abram, M., & Jacobowitz, W. (2021). Resilience and burnout in healthcare students and inpatient psychiatric nurses: A between-groups study of two populations. Archives of Psychiatric Nursing; 35: 1-8.

Afzali, L., Esmaili, S., & Nagsh Z. (2018). Academic Resilience, Academic Vitality, and Performance of Students with Learning Disabilities: Investigating the Mediating Role of Academic Procrastination and Empowerment of Exceptional Children, 10(4), 51-60.

Afzali, L., Esmaili, S., & Naqsh Z. (2022). Identifying Contextual Components in Resilient Schools: A Systematic Review. Quarterly Journal of Applied Psychological Research, 13(2): 1-15.

Ahmed, U., Umrani, W.A.  Qureshi, M.A., & Samad, A. (2018). Examining the links between teachers’ support, academic efficacy, academic resilience, and student engagement in Bahrain, International Journal of Advanced and Applied Sciences, 5(9), 39-46.

Amsruda, K.E., Lybergb, A., & Severinsson, E. (2019).  Development of resilience in nursing students: A systematic qualitative review and thematic synthesis. Nurse Education in Practice; 41: 1-9.

Bakhshi, N., & Fouladchang, M. (2017). The Relationship between School Climate and Academic Resilience: the Mediating Role of Academic Vitality. Educational Psychology, 14(30), 51-80.

Caleon, I.S., & King, R.B. (2020). Examining the Phenomenon of Resilience in Schools

Chirkina, T., Khavenson, T., Pinskaya, M., & Zvyagintsev, R. (2020). Factors of student resilience obtained from TIMSS and PISA longitudinal studies. Issues in Educational Research, 30(4), 1245-1263.

Coronado-Hijón, A. (2017). Academic resilience: a transcultural perspective. Social and Behavioral Sciences. 237,594-598.

Foster, T. A. (2013). An exploration of academic resilience among rural students living in poverty, unpublished doctoral dissertation, School of Education, Piedmont College.

Golestaneh, M., & Timuri, E. (2018). Examining some Antecedents and Important Consequences of Teachers' Resilience. Journal of Psychological Achievements (educational sciences and psychology); 4 (1): 190-169.

Hemderson, N. (2012). Resilience in Schools and Curriculum Design, In: Ungar M. (eds) The Social Ecology of Resilience. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-0586-3_23.

Hemmati, R., & Ghaffari, M. (2015). Multilevel Analysis of Effective Factors on Academic Resilience. New Educational Approaches, 11(2), 87-106.

Imam J., Mohammad R., Karamet, A., & Saki, R. (2015). The Relationship between Reflective Leadership and the Effectiveness of Primary Schools in Ghods city based on Parsons' Model. Journal of New Approaches in Educational Administration; 7 (4): 168-149.

Karimi, A., Mirzaei, N., & Intisarfomani, G. (2019). Identifying the Effective Factors on the Model of Improving the Quality of School Management in Primary Schools. Quarterly Research in School and Virtual Learning; 7 (4): 54-43.

Kaveh, M. (2014). Resilience, a Capital to Prevent Crime and Reduce Social Damage. Chaharmahal Bakhtiari Police Sciences, 3(9), 45-68.

Kiswarday, V., & Koper, S. (2012). Empowering resilience within the school context. Metodički obzori, 7(1), 93-103.

Kohi, A., Hashemi, A., Minaei, A., & Dehghan, A. (2018). The Relationship between the Empowering Structure of Schools with Teachers' Job Satisfaction and the Effectiveness of Elementary Schools in Qarchak City. Career and Organizational Consulting Quarterly; 11 (40): 114-99.

Kokores, S., Johnstone, A., & King. J. J. (2017). Teacher well-being and resilience: Podcasts as a tool for global reach. Master of Applied Positive Psychology (MAPP) Service Learning Projects. University of Pennsyl Vania Scholarly Commons. 1-15.

McCrea, KT., Guthrie, D., & Bulanda, JJ. (2016). When traumatic stressors are not past, but now: Psychosocial treatment to develop resilience with children and youth enduring concurrent, complex trauma. Journal of Child & Adolescent Trauma; 9 (1): 5-16.

McKay, L., & Barton, G. (2018). Exploring how arts-based reflection can support teachers' resilience and well-being. Teaching and Teacher Education; 75: 356-365.

Mirzaei S., Mohammadinia L., Nasiriani KH., & Dehghani Tafti A. (2019). Schools’ Resilience Components in Accidents and Di-sasters: A Systematic Review Protocol. Health in Emergencies and Disasters Quarterly. 2019; 5(1):13-18. http://dx.doi.org/10.32598/hdq.5.1.291.1

Morotea, R., Anyan, F., Hayas, CL. Gabrielli, S., Zwiefka, A., Gudmundsdottir, DG., Ledertoug, MM. Olafsdottir, AS., Izco-Basurko, I., Fullaondo, A., Mazur, I., Deregowska, AK., Knoop, HH., & Hjemda, O. (2020). Development and validation of the theory-driven School Resilience Scale for Adults: Preliminary results. Children and Youth Services Review; 119: 1-12.

Ozaie, N., Azimpour, E., & Imam Jumeh, M. (2018). The Mediating Role of Academic Burnout and Academic Resilience in the Relationship between Academic Vitality and Quality of Life at School. Journal of Educational and School Studies; 8 (20): 261-237.

Parajuli,R. R. Agarwal, J.  Xanthou, M., & Sextos, A.G. (2020). The resilience of educational communities in developing The resiliences: A Multi-Disciplinary Approach, The 17th World ConfeMulti-Disciplinary Engineering, Sendai, Japan.

Pinskaya, M., Khavenson, T., Kosaretsky, S., Zvyagintsev, R., Mikhaylova, A., & Chirkina, T. (2018). Above Barriers: A Survey of Resilient Schools, RUSSIAN EDUCATION AT THE THRESHOLD OF A NEW STAGE OF EVOLUTION, http://vo.hse.ru/en/.

Pinskaya, M., Kosaretsky, S., Zvyagintsev, R., & Derbishire, N. (2019). Building resilient schools in Russia: effective policy strategies, School Leadership & Management, 39(2), 127-144.

Ramezanpour, A., Koroshnia, M., Mehryar, A., & Javidi, Hojatollah. (2018). The Relationship between Dimensions of Family Communication Patterns and Sense of Belonging to School and Academic Resilience through Academic Self-Regulation, Psychological Methods, and Models, 10 (37), 225-246.

Rismanian Y., F. (2015). The Effectiveness of Stress Management Training on School Anxiety and Resilience of Female High School Students in Yazd City; Master's thesis in educational psychology, Faculty of Humanities and Social Sciences, Yazd University.

Rojas, LF. (2015). Factors affecting academic resilience in middle school students: A case study. Gist Education and Learning Research Journal; 11 (4): 63-78.

Samadian, D., Ghafory, M., Naderpour, H., & Eghbali, M. (2019). Seismic resilience evaluation based on vulnerability curves for existing and retrofitted typical RC school buildings. Soil Dynamics and Earthquake Engineering; 127: 1-12.

Shaw, RJ. Currie, DB. Smith, GS. Brown, J.  Smith, DJ., & Inchley, JC. (2019). Do social support and eating family meals together play a role in promoting resilience to bullying and cyberbullying in Scottish school children? SSM - Population Health; 9: 1-9.

Sheikhzadeh, F., Tarkhan, M., Golchin, N., & Zare, H. (2013). The Effectiveness of Group Resilience Training on the Components of General Health of Female High School Students. Psychological Studies Quarterly; 10 (4): 71-53.

Skinner, E., Graham, J. P., Brule, H., Rickert, N., & Kindermann, T. (2020). “I get knocked down but I get up again”: Integrative frameworks for studying the development of motivational resilience in school. International Journal of Behavioral Development, 0165025420924122.

Stavrou, P.D., & Kourkoutas, E. (2017). School-Based Programs for Socio-emotional Development of Children with or without Difficulties: Promoting Resilience, American Journal of Educational Research, 5(2), 131-137.

Steward, J. (2014).Sustaining Emotional Resilience for School Leadership. School Leadership & Management34 (1): 52–68. doi:10.1080/13632434.2013.849686

Ungar, M., Connelly, G., & Liebenberg, L. (2019) et al. How Schools Enhance the Development of Young People’s Resilience. Soc Indic Res 145, 615–627 (2019). https://doi.org/10.1007/s11205-017-1728-8.

Yaqoubi, A., & Bakhtiari, M. (2015). The Effect of Resilience Training on Academic Burnout of Female Students. Research in School and Virtual Learning, 4(13): 7-16.

آمار
تعداد مشاهده مقاله: 144
تعداد دریافت فایل اصل مقاله: 190


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب