دور الشراكة المجتمعية في تعزيز الحوار بالمدارس الثانوية للبنات من وجهة نظر الطالبات : صيغة مقترحة
This study aimed to identify the role of community partnership in fostering dialogue in secondary schools for through by recognizing the current reality of role of community partnership in fostering dialogue in secondary schools for girls from the point of view of students, identifying barriers that hinder the role of community partnership in fostering dialogue and identifying suitable techniques to foster dialogue in secondary schools for girls through community partnership from the point of view of students, and reaching a proposed formula that fosters the role of community partnership in fostering dialogue in secondary schools for girls from the point of view of experts in organizations of the local community. The study used a descriptive analytic method and sample of the study consisted of a random sample of students and a purposeful sample of experts. Most important results of the study: 1) Students at secondary schools agree with the role of community partnership in fostering dialogue in secondary schools for girls. 2) Barriers that hinder the role of community partnership in fostering dialogue in secondary schools for girls from the point of view of students affect greatly. 3) Students agree on the suitable techniques to foster dialogue in secondary schools for girls through community partnership. 4) There are no statistically significant differences in opinions of participants about reality of community partnership at public secondary schools for girls in Riyadh from the point of view of students, and their opinions about barriers that hinder the role of community partnership in fostering dialogue in secondary schools for girls from the point of view of students according to location of school. 5) There are statistically significant differences at (0.05) between responses of participants about barriers that hinder the role of community partnership in fostering dialogue in secondary schools for girls from the point of view of students according to number of courses and workshops related to community partnership and for students who attended one course and students who attended three courses. (Published abstract)