Date of Award

1-2021

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Foundations of Education

First Advisor

Dr. Ali Ibrahim

Second Advisor

Shaikah Al Taneiji

Abstract

Family, school and community educational partnerships (FSCEPs) contribute significantly to the development and growth of students. In the United Arab Emirates (UAE), this has not received due consideration. This study aimed to evaluate current FSCEPs practices and develop a comprehensive, culturally appropriate program for the UAE. A three-phase mixed method design was used: exploratory sequential design phase, developmental phase using the Delphi Method, and a pilot to test the proposed model. Structured and semi-structured interviews, observation and case study surveys were used to investigate current FSCEPs implementation; barriers and opportunities influencing practices and partnerships, and recommendations from participants. Data was collected from interviews with ten experts from three educational central governing institutions, a collective case study of 15 schools and 891 survey responses. Initial results indicated FSCEPs in schools primarily focused on parental involvement; community involvement was limited. The developmental phase demonstrated four elements for successful FSCEPs programs: a steering team, a bottom-up approach to planning, a gamification framework, and continuous evaluation. Based on these factors, FSCEPs programs were created and piloted. The pilot study established the importance of assigning a program coordinator to ensure its sustainability and building FSCEPs school programs around students’ individual plans encourages more parental involvement. Limitations to the implementation and evaluation of the program existed; therefore, future feasibility studies are recommended to evaluate their implementation and long-term impact on the learning potential of students.

Arabic Abstract

ﺗﺴﮭﻢ اﻟﺸــﺮاﻛﺎت اﻟﺘﻌﻠﯿﻤﯿﺔ ﺑﯿﻦ اﻷﺳــﺮة واﻟﻤﺪرﺳــﺔ واﻟﻤﺠﺘﻤﻊ ﻓﻲ اﻟﻌﻤﻠﯿﺔ اﻟﺘﻌﻠﯿﻤﯿﺔ وﺗﻌتبر ﻋﺎﻣﻼ ً أﺳـــﺎسياً ﻓﻲ ﺗﻄﻮر وﻧﻤﻮ اﻟﻄﻼب. ورﻏﻢ ذﻟﻚ ﻓﺈن ھﺬا اﻟﻤﻮﺿـــﻮع ﻟﻢ ﯾُﻮﻟﻰ اﻻھﺘﻤﺎم اﻟﻜﺎف ﻓﻲ ﺳـــﯿﺎق اﻟﻨﻈﺎم اﻟﺘﻌﻠﯿﻤﻲ ﺑﺪوﻟﺔ اﻹﻣﺎرات اﻟﻌﺮﺑﯿﺔ اﻟﻤﺘﺤﺪة. وﻣﻦ ﺛﻢ، ﺗﺴـــﻌﻰ اﻟﺪراﺳـــﺔ اﻟﺤﺎﻟﯿﺔ ﻟﺘﻘﯿﯿﻢ ﻣﻤﺎرﺳـﺎت اﻟﺸـﺮاﻛﺎت اﻟﺘﻌﻠﯿﻤﯿﺔ اﻟﺤﺎﻟﯿﺔ ﺑﮭﺪف ﺗﻄﻮﯾﺮ ﺑﺮﻧﺎﻣﺞ ﺷـﺎﻣﻞ ﯾﻼءم اﻟﺴـﯿﺎق اﻟﺘﻌﻠﯿﻤﻲ واﻟﺜﻘﺎﻓﻲ ﻟﺪوﻟﺔ اﻹﻣﺎرات. اﻧﺘﮭﺠﺖ اﻟﺪراﺳــﺔ ﻣﻨﮭﺞ اﻟﺒﺤﺚ اﻟﻤﺨﺘﻠﻂ وﺗﻜﻮﻧﺖ ﻣن ﺛﻼث ﻣﺮاﺣﻞ: ﻣﺮﺣﻠﺔ تقييم اﻟﻤﻤﺎرﺳــﺎت اﻟﺤﺎﻟﯿﺔ ﺑﺎﺳــﺘﺨﺪام اﻟﺘﺼــﻤﯿﻢ اﻻﺳــﺘﻜﺸــﺎﻓﻲ اﻟﻤﺘﺘﺎﺑﻊ اﻟﻤﺨﺘﻠﻂ، وﻣﺮﺣﻠﺔ ﺗﻄﻮﯾﺮ اﻟﺒﺮﻧﺎﻣﺞ ﺑﺎﺳـﺘﺨﺪام طﺮﯾﻘﺔ دﻟﻔﻲ، وﻣﺮﺣﻠﺔ ﺗﺠﺮﺑﺔ اﻟﺒﺮﻧﺎﻣﺞ اﻟﻤﻄﻮر ﺑﺎﺳـﺘﺨﺪام اﻟﺘﺼـﻤﯿﻢ اﻟﻤﻀـﻤﻦ اﻟﻤﺨﺘﻠﻂ وﻗﺪ ﺗﻢ اﺳـﺘﺨﺪام أدوات اﻟﻤﻘﺎﺑﻠﺔ اﻟﻤﻘﻨﻨﺔ وﺷـﺒﮫ اﻟﻤﻘﻨﻨﺔ، ودراﺳـﺔ اﻟﺤﺎﻟﺔ ، واﻻﺳـﺘﺒﯿﺎن، واﻟﻤﻼﺣﻈﺔ ﻟﺘﺸــــﺨﯿﺺ اﻟﻮﺿــــﻊ اﻟﺤـﺎﻟﻲ ﻟﻤﻤـﺎرﺳــــﺎت اﻟﺸــــﺮاﻛﺎت اﻟﺘﻌﻠﯿﻤﯿـﺔ ﻓﻲ اﻟﻤـﺪارس، وﻓﺮص اﻟﺘﻄﺒﯿﻖ وﻣﻌﻮﻗﺎﺗﮭﺎ، واﺳــﺘﻄﻼع ﻣﻘﺘﺮﺣﺎت اﻟﻤﺸــﺎرﻛﯿﻦ ﻟﺒﺪء وﺗﻄﺒﯿﻖ ﺑﺮﻧﺎﻣﺞ اﻟﺸــﺮاﻛﺎت اﻟﺘﻌﻠﯿﻤﯿﺔ. ﺗﻢ ﺟﻤﻊ اﻟﺒﯿﺎﻧﺎت ﺑﺘﻨﻔﯿﺬ دراﺳـﺔ ﺣﺎﻟﺔ ﺗﺮاﻛﻤﯿﺔ ﻟﻌﺪد ﺛﻼث ﻣﺆﺳﺴﺎت ﺗﺪﯾﺮ اﻟﺘﻌﻠﯿﻢ ﺑﺎﻟﺪوﻟﺔ و15 ﻣﺪرﺳﺔ وﺗﺤﻠﯿﻞ ﻧﺘﺎﺋﺞ اﺳـــﺘﺠﺎﺑﺎت 891 ﻣﺸـــﺎرك ﻓﻲ اﻻﺳـــﺘﺒﯿﺎن. أظﮭﺮت اﻟﻨﺘﺎﺋﺞ ﺗﺮﻛﯿﺰ اﻟﺸـــﺮاﻛﺎت اﻟﺘﻌﻠﯿﻤﯿﺔ ﺑﯿﻦ اﻷﺳــﺮة واﻟﻤﺪرﺳــﺔ واﻟﻤﺠﺘﻤﻊ ﺑﺸــﻜﻞ أﺳــﺎﺳــﻲ ﻋﻠﻰ اﻟﻤﺸــﺎرﻛﺔ اﻟﻮاﻟﺪﯾﺔ. أﻣﺎ اﻟﺸــﺮاﻛﺔ اﻟﺘﻌﻠﯿﻤﯿﺔ ﻣﻊ اﻟﻤﺠﺘﻤﻊ ﻓﻜﺎﻧﺖ ﻣﺤﺪودة. وأظﮭﺮت ﻣﺮﺣﻠﺔ ﺗﻄﻮﯾﺮ اﻟﺒﺮﻧﺎﻣﺞ أرﺑﻌﺔ ﻋﻨﺎﺻﺮ ﻟﺒﻨﺎء ﺑﺮﻧﺎﻣﺞ ﺷﺮاﻛﺎت ﺗﻌﻠﯿﻤﯿﺔ ﻧﺎﺟﺢ وھﻲ: ﺗﺨﺼـﯿﺺ ﻓﺮﯾﻖ ﻟﻠﺘﻨﺴـﯿﻖ، واﺳـﺘﺨﺪام ﻧﮭﺞ اﻟﺘﺨﻄﯿﻂ اﻟﺘﺸـﺎرﻛﻲ اﻟﺘﺼـﺎﻋﺪي واﺳـﺘﺨﺪام ﺗﻘﻨﯿﺎت اﻟﺘﻠﻌﯿﺐ، واﻟﺘﻘﯿﯿﻢ اﻟﻤﺴـﺘﻤﺮ. ﺑﺎﺳـﺘﺨﺪام ھﺬه اﻷﺳـﺲ ﺗﻢ ﺗﺼـﻤﯿﻢ ﺑﺮﻧﺎﻣﺞ اﻟﺸـﺮاﻛﺎت اﻟﺘﻌﻠﯿﻤﯿﺔ وﺗﺠﺮﯾﺒﮫ، وأظﮭﺮ اﻟﺘﻄﺒﯿﻖ أھﻤﯿﺔ ﺗﻌﯿﯿﻦ ﻣﻨﺴــﻖ ﻟﻠﺸــﺮاﻛﺎت اﻟﺘﻌﻠﯿﻤﯿﺔ ﺑﺎﻟﻤﺪرﺳــﺔ ﻟﻀــﻤﺎن اﺳـﺘﺪاﻣﺔ اﻟﺒﺮﻧﺎﻣﺞ، وﺑﻨﺎء ﺧﻄﺔ اﻟﺸـﺮاﻛﺎت اﻟﺘﻌﻠﯿﻤﯿﺔ ﺑﯿﻦ اﻷﺳـﺮة واﻟﻤﺪرﺳـﺔ واﻟﻤﺠﺘﻤﻊ ﻋﻠﻰ أﺳـﺎس اﻟﺨﻄﻂ اﻟﻔﺮدﯾﺔ ﻟﻠﻄﻠﺒﺔ، وﺗﺸــﺠﯿﻊ أوﻟﯿﺎء اﻷﻣﻮر أﻛﺜﺮ ﻋﻠﻰ اﻟﻤﺸــﺎرﻛﺔ اﻟﻮاﻟﺪﯾﺔ. وﻧﻈراً ﻷن اﻟﺘﻄﺒﯿﻖ ﻛﺎن ﻣﺤﺪوداً، ﻓﺈن اﻟﺪراﺳــــﺔ ﺗﻮﺻــــﻲ ﺑﺘﻘﯿﯿﻢ ﺟﺪوى ﺗﻄﺒﯿﻖ اﻟﺒﺮﻧﺎﻣﺞ ﻋﻠﻰ اﻟﻤﺪى اﻟﺒﻌﯿﺪ وأﺛﺮه ﻓﻲ ﺗﻄﻮﯾﺮ ﻗﺪرات اﻟﻄﻠﺒﺔ اﻟﺘﻌﻠﻤﯿﺔ.

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