Bashkëpunimi prindër–mësues në zbatimin e aktiviteteve jashtëshkollore si pjesë e kurrikulës së zgjeruar
DOI:
https://doi.org/10.62928/kp.v3i.8928Abstract
Zbatimi i kurrikulës nuk kufizohet vetëm në përmbajtjen mësimore, por kërkonndërlidhje me jetën reale përmes aktiviteteve jashtëshkollore dhe jashtëmësimore. Këto aktivitete janë të parashikuara në Kornizën e Kurrikulës së Kosovës si pjesë thelbësore për zhvillimin e kompetencave të përgjithshme të nxënësve, si komunikimi, puna në grup dhe përgjegjësia qytetare. Ky studim trajton rolin e partneritetit prindër–mësues në planifikimin dhe realizimin e aktiviteteve jashtëmësimore si pjesë e kurrikulës së zgjeruar. Në hulumtim janë përfshirë 500 pjesëmarrës – 250 mësues dhe 250 prindër – nga dhjetë shkolla fillore publike në Kosovë, të përzgjedhura nga zona urbane dhe rurale. Është aplikuar një qasje e kombinuar metodologjike, me pyetësorë të strukturuar për të dhëna sasiore dhe intervista gjysmë të strukturuara për pasurim cilësor. U analizua gjithashtu dokumentacioni shkollor mbi përfshirjen formale të aktiviteteve jashtëkurrikulare në kurrikulë. Gjetjet tregojnë se përfshirja aktive e prindërve në jetën shkollore, sidomos përmes aktiviteteve jashtëmësimore, forcon bashkëpunimin shkollë–familje dhe krijon një klimë mbështetëse për zbatimin efektiv të kurrikulës. Rekomandohet që shkollat të institucionalizojnë këtë partneritet dhe të shfrytëzojnë aktivitetet jashtëshkollore/jashtëmësimore si ura ndërmjet të nxënit dhe jetës reale.Keywords:
Kurrikula zgjeruar, Partneriteti prindër–mësues, Aktivitetet jashtëshkollore, Aktivitetet jashtëmësimore, Zhvillimi i kompetencave.Downloads
References
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Ainscow, M., A. Dyson, and L. Hopwood. 2022. Developing Inclusive Schools through Collaboration: Lessons from International Experience. Cham: Springer.
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Bashkim, A., V. Kurteshi, and J. Rrustemi. 2023. “Parent–Teacher Engagement and School Collaboration in Transitional Education Systems: Evidence from the Balkans.” International Journal of Educational Development 99 (4): 102753. https://doi.org/10.1016/j.ijedudev.2023.102753.
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Bunjaku-Isufi, M., and S. Sadiku. 2024. “Artistic and Cultural Extracurricular Activities as a Bridge between School and Family Engagement in Kosovo.” Eurasian Journal of Educational Research 114: 85–102. https://doi.org/10.14689/ejer.2024.114.05.
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Deslandes, R. 2021. “Collaboration between Teachers and Parents: A Critical Perspective on Engagement.” Teaching and Teacher Education 100: 103290. https://doi.org/10.1016/j.tate.2020.103290.
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Eccles, J. S., and B. L. Barber. 2020. “Student Engagement in Structured Extracurricular Activities and Academic Outcomes.” Journal of Youth and Adolescence 49 (2): 278–92.
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Epstein, J. L. 2018. School, Family, and Community Partnerships: Preparing Educators and Improving Schools. 2nd ed. Boulder, CO: Westview Press.
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Epstein, J. L., M. G. Sanders, S. B. Sheldon, and B. Simon. 2019. New Directions for School, Family, and Community Partnerships. New York: Routledge.
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Fredricks, J. A., and S. D. Simpkins. 2022. “Promoting Youth Development through Extracurricular Participation: A Longitudinal Approach.” Child Development 93 (3): 921–40.
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García-Mendoza, C., and M. López. 2023. “Parent–Teacher Communication and Student Responsibility: A Quantitative Approach.” Education Sciences 13 (2): 122. https://doi.org/10.3390/educsci13020122.
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Hill, N. E., and L. C. Taylor. 2020. “Parent–Teacher Partnerships in Education: Theoretical Foundations and Practical Challenges.” Review of Educational Research 90 (1): 23–48.
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Hornby, G., and R. Lafaele. 2022. “Barriers to Parental Involvement in Education: An Updated Model.” Educational Review 74 (4): 589–605.
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Hoover-Dempsey, K. V., and H. M. Sandler. 2020. “Parental Involvement in Children’s Education: Theoretical Perspectives and Research Findings.” Educational Psychologist 55 (1): 35–52.
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Kim, E. M., and S. M. Sheridan. 2021. “Parent Engagement and Student Motivation: Meta-Analytic Evidence.” Educational Psychology Review 33 (2): 589–617.
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Mahoney, J. L., B. D. Cairns, and T. W. Farmer. 2021. “Participation in School-Based Extracurricular Activities and Developmental Outcomes.” Journal of Applied Developmental Psychology 76: 101312.
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OECD. 2022. Education at a Glance 2022: OECD Indicators. Paris: OECD Publishing.
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Simpkins, S. D., J. A. Fredricks, and J. S. Eccles. 2023. “The Ecology of Extracurricular Involvement: Linking School, Family, and Community.” Educational Research Review 39: 100540.
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UNESCO. 2023. Parental Involvement and Inclusive Education in South-Eastern Europe. Paris: UNESCO.
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Wong, K. T., and J. N. Hughes. 2021. “Parent–Teacher Relationship Quality and Classroom Climate in Primary Education.” Frontiers in Education 6: 654121. https://doi.org/10.3389/feduc.2021.654121.
References
Ainscow, M., A. Dyson, and L. Hopwood. 2022. Developing Inclusive Schools through Collaboration: Lessons from International Experience. Cham: Springer.
Bashkim, A., V. Kurteshi, and J. Rrustemi. 2023. “Parent–Teacher Engagement and School Collaboration in Transitional Education Systems: Evidence from the Balkans.” International Journal of Educational Development 99 (4): 102753. https://doi.org/10.1016/j.ijedudev.2023.102753.
Bunjaku-Isufi, M., and S. Sadiku. 2024. “Artistic and Cultural Extracurricular Activities as a Bridge between School and Family Engagement in Kosovo.” Eurasian Journal of Educational Research 114: 85–102. https://doi.org/10.14689/ejer.2024.114.05.
Deslandes, R. 2021. “Collaboration between Teachers and Parents: A Critical Perspective on Engagement.” Teaching and Teacher Education 100: 103290. https://doi.org/10.1016/j.tate.2020.103290.
Eccles, J. S., and B. L. Barber. 2020. “Student Engagement in Structured Extracurricular Activities and Academic Outcomes.” Journal of Youth and Adolescence 49 (2): 278–92.
Epstein, J. L. 2018. School, Family, and Community Partnerships: Preparing Educators and Improving Schools. 2nd ed. Boulder, CO: Westview Press.
Epstein, J. L., M. G. Sanders, S. B. Sheldon, and B. Simon. 2019. New Directions for School, Family, and Community Partnerships. New York: Routledge.
Fredricks, J. A., and S. D. Simpkins. 2022. “Promoting Youth Development through Extracurricular Participation: A Longitudinal Approach.” Child Development 93 (3): 921–40.
García-Mendoza, C., and M. López. 2023. “Parent–Teacher Communication and Student Responsibility: A Quantitative Approach.” Education Sciences 13 (2): 122. https://doi.org/10.3390/educsci13020122.
Hill, N. E., and L. C. Taylor. 2020. “Parent–Teacher Partnerships in Education: Theoretical Foundations and Practical Challenges.” Review of Educational Research 90 (1): 23–48.
Hornby, G., and R. Lafaele. 2022. “Barriers to Parental Involvement in Education: An Updated Model.” Educational Review 74 (4): 589–605.
Hoover-Dempsey, K. V., and H. M. Sandler. 2020. “Parental Involvement in Children’s Education: Theoretical Perspectives and Research Findings.” Educational Psychologist 55 (1): 35–52.
Kim, E. M., and S. M. Sheridan. 2021. “Parent Engagement and Student Motivation: Meta-Analytic Evidence.” Educational Psychology Review 33 (2): 589–617.
Mahoney, J. L., B. D. Cairns, and T. W. Farmer. 2021. “Participation in School-Based Extracurricular Activities and Developmental Outcomes.” Journal of Applied Developmental Psychology 76: 101312.
OECD. 2022. Education at a Glance 2022: OECD Indicators. Paris: OECD Publishing.
Simpkins, S. D., J. A. Fredricks, and J. S. Eccles. 2023. “The Ecology of Extracurricular Involvement: Linking School, Family, and Community.” Educational Research Review 39: 100540.
UNESCO. 2023. Parental Involvement and Inclusive Education in South-Eastern Europe. Paris: UNESCO.
Wong, K. T., and J. N. Hughes. 2021. “Parent–Teacher Relationship Quality and Classroom Climate in Primary Education.” Frontiers in Education 6: 654121. https://doi.org/10.3389/feduc.2021.654121.
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