Volume 1, Issue 3 (3-2025)
SELMJ 2025, 1(3): 27-58 |
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Barari S. (2025). Field of Science in Educational Leadership. SELMJ. 1(3), 27-58.
URL: http://selmj.ir/article-1-53-en.html
URL: http://selmj.ir/article-1-53-en.html
Employee of Farhangian University
Abstract: (219 Views)
Learning science examines the conditions and factors that influence individuals’ learning and how human diversity influences educational outcomes. The research found that 30 existing educational policies conflict with learning science evidence, indicating a significant gap between educational science and other branches of learning science. Despite limited efforts in some parts of educational leadership to incorporate more scientific data into decision-making, the dominant approach remains largely business-oriented. Such an approach may explain the existing gap. Analysis of these results suggests the possibility of a shift from a business-oriented model to a learning science-based approach, a shift that could fundamentally alter educational priorities. Adopting this perspective could lead to a more distinct and possibly universal definition of the concept of “quality” in education. One that goes beyond immediate social and political goals and is independent of the historical context in which those policies were formulated. This article suggests that further research be conducted on this new, evidence-based framework of learning sciences so that educators can base their policy decisions on it.
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