تطبیق الادارة الذاتیة فی المدرسة الیمنیة فی ضوء أفضل الممارسات المعاصرة "تصور مقترح"
Bibliographic record
Abstract
المستخلص: تحدد موضوع وهدف الدراسة في کيفية مواجهة مشکلات الإدارة التقليدية في المدرسة اليمنية في ضوء واحدة من المرجعيات الحديثة ممثلة في "نظرية الإدارة الذاتية" والتي أظهرت جدارتها في واقع التطبيق لدى الدول المتقدمة، ومن بينها دولتي الدراسة: الولايات المتحدة الامريکية وکندا. وقد استخدمت الدراسة أسلوب " المنهج الوصفي التحليلي" لتشخيص مشکلات الإدارة المدرسية اليمنية، ثم في تحليل خبرة دولتي الدراسة، ومن ذلک تم استخلاص أهم النتائج وأفضل الممارسات، والتي تتمحور حول تحقيق الکفاءة المؤسسية، والفاعلية التعليمية للمدرسة في آن واحد. وقدمت الدراسة تصوراً للتحول نحو الإدارة الذاتية في المدرسة اليمنية من خلال توظيف أفضل الممارسات، وبوجه خاص من حيث المهام الآتية: تعزيز دور المجالس المدرسية في عملية اتخاذ القرارات المدرسية، تعزيز دور المدرسة وصلاحياتها في برامج الشراکة المجتمعية، التأهيل للقيادات والکوادر المعنية بتنفيذ الإدارة الذاتية المدرسية، ثم بيان أهم آليات تفعيل هذا التصور. Abstract: the subject of the study has determine and aims in how to face the traditional management problems In Yemeni schools in the light of modern references represented in 'self-management theory’ which showed its merit in the reality of application for developed countries, including the study countries: united states of America and Canada. The study has used 'descriptive analytical approach ' to diagnose the Yemeni school management problems, then analyzing the experience of the studied countries, of that extracting the most important results and best practices, which revolve in achieving institutional competence and educational effectiveness for school at the same time. The study has provided visualization towards self-management in Yemeni school though recruit the best practices, and in particular from these following tasks: Reinforce the school role and its power in community partnership programs, qualification for leaderships and core members in implement the school self –management then decelerate the important mechanisms to activate this visualization.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.247 | 0.266 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".