المحاور البحثيّة

البحث في تمام عمليّة مستمرّة، مبنيّة على تجارب تعلميّة غنيّة نتجت عن المبادرات التطويريّة التي ساهمت في بناء القدرات القياديّة في مدارس وسياقات مجتمعيّة مختلفة. لذلك، فإنّ أبحاث تمام إجرائية وعمليّة تُستخدم في تنقيح برنامج تمام التدريبي لبناء القدرات القياديّة وتوسيع مكوّناته وجوانبه ليتناول التحدّيات الحالية والمتوقعة.
من خلال التوثيق الدقيق والمستمر، لدى مشروع تمام بنك من المعلومات يحوي كلّ سير النشاطات التي يقوم بها للوصول لأهدافه الاستراتيجية. يمكن تصنيف هذه المعلومات الموثّقة إلى مجالات متعدّدة يمكن أن يتمّ البحث فيها لإغناء القاعدة العلميّة في مجال التطوير المستند إلى المدرسة. هذه المجالات هي:

حالياً، لدى تمام 15 منشور (6 تقارير تقنية، 6 مقالات علميّة محكّمة، أوراق مؤتمرات، رسالة ماجستير واحدة، وكتاب واحد) بالإضافة إلى عدّة منشورات قائمة توثّق التقدّم ونتائج النشاطات البحثيّة الحاليّة. تمّ أيضاً عرض بعض من الأنشطة البحثيّة في مؤتمرات محلية وعالميّة. تصنّف أعمال تمام البحثيّة تحت محاور مختلفة: تجربة مدارس تمام خلال جائحة كورونا، خلفيّة عن الإصلاح التربوي، تجربة تمام في تصميم وتنفيذ برنامج بناء القدرات القيادية،تقييم أثر تمام، الظروف الداعمة أو المعيقة للتطوير المستند إلى المدرسة، تجارب مدارس تمام في قيادة أزمة كورونا.

An Investigation of the Perceptions of Lebanese School Leaders and Teachers of Building School Capacity for Sustainable School Improvement –  2018

MA Thesis by Stephanie Gabriella Jamil Jureidini This study examined the perceptions of Lebanese leaders and teachers about building school...

TAMAM School-Based Improvement: A Model to Disrupt, Transform and Sustain Equity and Excellence – Rima Karami, Yusra Khattab (2023) – Presented at Conference of the Comparative and International Education Society (CIES)

This presentation aims to describe TAMAM’s experience in building and implementing a scalable model for school-based reform grounded in the...

Leading an Inclusive School: From Individual Advocacy to School Reform – Nidal Jouni, Rima Karami (2023) – Presented at Conference of the Comparative and International Education Society (CIES)

This paper presents an exploratory description of the leadership practices of two successive principals running a public school in a...

Reflections on the Development of an Arab Feminist Framework Lessons Learned from a Critical Inquiry with Women Educational Leaders – Rima Karami-Akkary and Stephanie Jreidini (2022) – Presented at Conference of the Comparative and International Education Society (CIES)

Leading and leadership are yet to be associated with women in the educational sector in the Arab world. A recent...

Developing and Sustaining a Networked Improvement Community of Schools: The TAMAM Case Study – Dr. Sonya Hayes, Dr. Julia Mahfouz, Dr. Rima Karami-Akkary (2021) – Presented in University Council for Educational Administration (UCEA)

TAMAM builds the capacity of educators at the school level to initiate innovations and lead and sustain improvement through the...

I am not a Feminist: Critical Inquiry into the Experiences of Arab Women Educational Leaders – Rima Karami-Akkary and Stephanie Jreidini (2021) – Presented to a special interest group Research on Women in Education (RWE) at the American Educational Research Association (AERA) conference

Through a critical case study approach, this study examines the perceptions of Arab women educational leaders of the conditions that...

The journey toward an inclusive culture: The experience of a Lebanese Public School – Colette Slim, Nidal Jouni, Rima Karami (2024)

This chapter originates from a narrative inquiry (Connelly & Clandini, 1990) study conducted in a Lebanese public school experiencing transformative...

Building Leadership Capacity for School-Based Reform in the Arab Region: The TAMAM model – Rima Karami-Akkary, Yusra Khattab, and Rola Katerji (2023)

Over the past 15 years, a team of action researchers has been working with teachers, principals, students, and parents on...

How do Teachers Become Teacher Leaders? A Comparative Mixed Methods Study- Stepahnie Jureidini (2024)

Teacher Leadership has been advanced as a solution to numerous educational issues faced such as ineffective professional learning and school...

THE ROLE OF GOVERNANCE IN ENABLING AND SUSTAINING SCHOOL IMPROVEMENT: THE CASE OF TAMAM SCHOOLS IN LEBANON – Kamar Fattal (2024)

This study explored the role that governance plays in enabling and sustaining school-based improvement through the TAMAM project experience with...

An Examination of Leading Change: A Longitudinal Multiple Case Study of the Leadership Experiences of Two Public School Principals in a School Improvement Project- Elio Haddad (2023)

This study explored the perceptions of two public school principals who have been part of the capacity-building program of TAMAM...

The impact of interschool collaboration on school improvement: the case of TAMAM Project – Rola Katerji (2023)

There is growing agreement that effective professional learning is enhanced when teachers connect and collaborate with colleagues (Hargreaves & Fullan,...

Innovation and New Directions: Searching for Novel Paths in Arab Education Reform (Section “THE EDUCATORS-LED TAMAM MOVEMENT”)

Wafa Al-Khadra,  Shaikha Jabor Al-Thani,  Nathan J. Brown,  Heba El-Deghaidy,  Rima Karami-Akkary,  Marwan Muasher,  Christina Zacharia (2022) – Published on...

Experiences of Arab Women Leading School Reform Through a School-University Partnership

Rima Karami Akkary and Stephanie Jreidini (2024) – Published in Leadership and Policy in Schools Journal This qualitative case study...

The Impact of TAMAM Capacity Building Program on Student Learning – forthcoming

The PST is working to develop a comprehensive understanding of the influence of TAMAM experience on student learning from the...

الأبحاث والمنشورات

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