بررسی تأثیر طرح شناسایی و هدایت استعدادهای برتر (شهاب) بر فرصت برابر آموزش و خودشکوفایی تحصیلی دانش‌آموزان
محورهای موضوعی : مدل های توسعه فردی در ارتقاء توسعه استعداد منابع انسانیمحبوبه سلیمان پورعمران 1 , علی اصغر تالهی 2
1 - دانشگاه ازاد
2 - دانشگاه ازاد
کلید واژه: طرح شناسایی و هدایت استعدادهای برتر (شهاب), فرصت برابر آموزش, خودشکوفایی تحصیلی.,
چکیده مقاله :
هدف کلی پژوهش حاضر "بررسی تأثیر طرح شناسایی و هدایت استعدادهای برتر (شهاب) بر فرصت برابر آموزش و خودشکوفایی تحصیلی دانش‌آموزان متوسطه" است. پژوهش علی مقایسه‌ای، از نظر روش و ماهیت، از نوع توصیفی بود. جامعه آماری شامل کلیه دانش‌آموزان کلاس پنجم شهرستان شیروان سال تحصیلی 98-1397 به تعداد 2550 نفر که طرح شهاب را نگذرانده‌اند و دانش‌آموزان کلاس ششم به تعداد 2100 نفر که طرح شهاب را گذرانده‌اند و نمونه آماری با استفاده از جدول گرجسی- مورگان به ترتیب برابر 334 و 325 نفر به صورت نمونه‌گیری تصادفی ساده انتخاب شدند. داده های این پژوهش توسط دو پرسشنامه فرصت برابر آموزش جوانمرد (1393) و خودشکوفایی تحصیلی اهواز (1387) جمع آوری شده است که روایی آن‌ها از نوع صوری و محتوایی بود و مورد تائید اساتید قرار گرفت و پایایی آن‌ها از طریق آلفای کرونباخ به ترتیب (71/0) و (87/0) برآورد گردید. برای تجزیه‌وتحلیل داده‌ها در بخش آمار توصیفی از (جدول توزیع فراوانی، نمودار، میانگین، انحراف معیار و محاسبه شاخص‌های مرکزی و پراکندگی) و در بخش آمار استنباطی از روش آزمون T با استفاده از نرم‌افزار آماری spss21 استفاده شد. نتایج نشان داد که با اطمینان 99 درصد، طرح شناسایی و هدایت استعدادهای برتر (شهاب) بر فرصت برابر آموزش و خودشکوفایی تحصیلی در دانش‌آموزان پایه ششم شهرستان شیروان که این دوره‌ها را گذرانده‌اند تأثیرگذار بود. می‌توان نتیجه گرفت که هدایت همه استعدادهای برتر می‌تواند گام مهمی در جهت فرصت برابر آموزش و خودشکوفایی تحصیلی باشد.
The main purpose of this study was Investigating the impact of identification and directing top talent (Shahab) on Equal Training Opportunities and Self-actualization student Shirvan 2018-2019. The Comparative Causal Research was descipitive in terms of method and nature. The statistical population inconsisted all students of Difth grads Shirvan 2550 people who didi not pass the shahab plan and sixth graders student out of the 2100 who passed the shahab plan. Statistical sample was selected by simple random sampling method using Gorges Morgan table with 334 and 325 subjects, respectively. The Data were collected by two questionnaires Equal Training Opportunities Javanmard (2014) and Self-actualization Ahvaz (2009) . Their validity was of a formal and content type, approved by the professors and their reliability through Cronbach's alpha Were estimated for the past (0.71), (0.87) and not passed (0.73) , (0.94) respectively. Data were analyzed by descriptive statistics (frequency distribution table, graph, mean, standard deviation and central indexes and dispersion calculation) and inferential statistics (covariance analysis and t-test) using spss21 software. The results showed that 99% considering of Plan dor idenrifying and directing top talent (Shahab) on Equal Training Opportunities and Self-actualization sixth grade student who dropped out of this course. It can be concluded that guiding all the top talents can an important step towards equal opportunity for education and academic Self-actualization.
1- Alizadeh Y. Analysis and leveling of educational development: Sample areas of education and upbringing in Ardabil province. Master Thesis in Geography and Urban Planning, Mohaghegh Ardabili University, Ardabil. 2013 .(Persian)
2- Shirkrami J, Bakhtiarpour S. Evaluation of inequalities in access to educational opportunities: by case study of Dehloran primary school. Quarterly Journal of Education and Evaluation. 2014; 7 (26), 41-58. (Persian)
3- Afrazandeh S.S, Mirzaei T, Pouraboli B, Sabzevari S. The relationship between educational justice and civic educational behaviors from the perspective of nursing students. Journal of Medical Ethics. 2016; 10 (35), 119-14. (Persian)
4- Yarigholi B. Students’ Experience of Instructors’ Justice: A Phenomenological Study. Educ Strategy Med Sci. 2014; 7(4): 265-272.
5- Ghasem Yardhaei A, Haidarabadi A, Rostami N. Inequality of educational opportunities Case study: Ahar high school girl students. Journal of Sociology of Youth Studies. 2011; 1 (1), 128-147 (Persian) .
6- Sharifzadeh H, Salehi Omran A, gentleman A. Investigating the relationship between information technology and equal educational opportunities in Mazandaran province. Bi-Quarterly Journal of Educational Planning Studies. 2014; 3 (6), 31-54. (Persian)
7- Zarei Y. Analysis of educational inequalities in the regional dimension (Case study: cities of Hormozgan province). Hormozgan Cultural Research Journal. 2017; 80, 79-118. (Persian)
8- Naghsh S, Foroughi Abri A.A, Shafipour Motlagh F. Provide a model for determining the relationship between academic fascination, academic creativity, and academic achievement with academic self-actualization based on academic seriousness mediation. Research in Curriculum Planning. 2016; 13 (2), 134-144. (Persian)
9- Hosseini Dolatabadi F, Sadeghi A, Saadat S, khodayari E. The relationship between self-efficacy and self-actualization with coping strategies in students. Research in Medical Education. 2015; 6 (1), 10-17. (Persian)
10- Sanagou A, Taghavi A, Behnampour N, Beiky F. Investigating the status of self-actualization with some demographic factors in Golestan University of Medical Sciences students. Research in Medical Education. 2016; 8 (1). 21-28. (Persian)
11- Ayati M, Asadi Younesi M.R, Azadegan A. Confirmatory factor analysis of the scale of talent identification of talented students. Quarterly Journal of Educational Measurement, Allameh Tabatabai University. 2017; 7 (27), 161-181. (Persian)
12- Gardner H. Frames of mind: The theory of multiple intelligences. New York: Basic Books. 1983.
13- Abolghasemi M, zeinalipour H, Sheikh A.A, Asare A. Designing Learning-Learning Strategies Based on a Separate Approach in Talented Schools: A Combined Study. Journal of Curriculum Research, Iranian Curriculum Studies Association. 2018; 8 (2), 145-171. (Persian)
14- Abedi A, Manani R. An overview of how to identify talented and intelligent students. Quarterly Journal of Talent. 2014; 72, 296-302. (Persian)
15- Fischer C, Muller K. Gifted Education and Talent Support in Germany. C.E.P.S Journal, International Centre for the Study of Giftedness, University at Munster, Germany. 2014; 4, 31-54.
16- Navidi A. Evaluate the pilot implementation of the Talent Identification and Guidance Plan (Shahab). Ministry of Science. 2019; 1998, 51-72. (Persian)
17- Cheraghmalaie l. Analyzing the period of providing a teacher for the National Program for Identifying and Guiding Top Talents (Shahab) and Evaluating It in Years 93-95. Journal of Educational Psychology. 2018; 13 (47), 25-47. (Persian)
18- Hamzeh Lou Z, holiness y. Investigating the importance of implementing the Shahab project to identify and guide top talents in primary schools. Third International Conference on New Horizons in Educational Sciences, Psychology and Social Injuries. 1-12 2017. (Persian)
19- Amoupour N. Identifying and necessitating the guidance of top talents in primary school in line with the Shahab National Program. Eleventh National Congress of Progressive Leaders. a2017; 1-8. (Persian)
20- Heydarzadeh A, Dehghan M, Shah Mohammadipour p, Taheri Z, Azizzadeh Foroozi M. Relationship between educational justice and burnout and academic achievement of students of Kerman University of Medical Sciences. Jundishapur Education Development Quarterly Journal of Medical Sciences Education Research and Development Center. 2015; 7 (4), 298-306. (Persian)
21- Shahaeian A, Yousefi F. The relationship between self-improvement, life satisfaction, and the need for cognition in gifted students. Research in Exceptional Children. 2012; 7 (3), 355-360. (Persian)
22- Golley J, Kong S.T. Inequality of opportunity in China's educational outcomes. China Economic Review. 2016. doi: doi.org/10.1016/j.chieco.2016.07.002
23- Gamboa L.F, Waltenberg F.D. Measuring inequality of opportunity in education by combining information on coverage and achievement in PISA. Educational Assessment. 2015; 20(4), 320-337.
24- Assaad R, Salehi-Isfahani D, Hendy R. Inequality of opportunity in educational attainment in Middle East and North Africa: Evidence from household surveys. Paper presented at the Economic Research Forum Working Paper Series. 2014.
25- Garret jeff. Separate and unequal A Structuralanglysis of education inequality in America. 2009. www.swirlinc.word press.com.
26- Rebell and femininities in the primary classroom, M. A. (), Hearing: Americ`as school: providibg equal opportunity or sthllseparte and UN equal? New York. 2003.
27- Eldridge C. (). Principals leading for educational equity: social justice in action. [PhD dissertation]. University of Maryland. 2012. http://drum.lib.umd.edu/ handle/1903/12669.
28- Amoupour N. Study of individual differences of students in Shahab National Program. Journal of Psychological Studies and Educational Sciences. b2017; 2 (18), 49-69. (Persian)
29- guide top talents (shahab). Shahab Project Central Executive Headquarters of the National Center for the Development of Talents and Young Researchers, June 2014. 1-45. (Persian)
30- Najafi S. Identify and guide top talents (Shahab plan). Proceedings of the National Conference on Primary Education. 2014; 3007-3014. (Persian)
