Educational Management
leila bahmaee
Abstract
Social reconstruction advocates from the attitude which encourages the people for the reconstruction of the cultural thoughts and values and the social structure in order to solve the social problems with the aim of constructing a better life.Reconstructionist considers the schools as a means for this ...
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Social reconstruction advocates from the attitude which encourages the people for the reconstruction of the cultural thoughts and values and the social structure in order to solve the social problems with the aim of constructing a better life.Reconstructionist considers the schools as a means for this purpose. They believe that the schools are not only the responsible for the preservation and transmission of the culture but they can create the new social and cultural patterns which incorporate the new and old patterns in a successful combination through the curricula and thereby help the social reconstruction. This research which is carried out by the documentary- analytical method tries to respond to these questions: firstly, what analyses have the reconstructionist in respect to school competency to address the reconstruction and to do this, what programs and constituents they offer? Secondly,in current state of our society,how is the necessity and possibility in using this theory?The results show that the existing educational and social problems in Iran require a redefinition of schools role by using some of the reconstructionist components and, the curricula should be developed and performed such that they can provide the opportunity for cultural changes and ability for problem solving in them by approaching to the realities of social life and providing an opportunity for critical thought in the students.They should also provide a condition for structural changes with the purpose of improvement and reconstruction in the schools and society. Keywords:Social reconstruction,Structural and cultural changes,School, Critical thought and Iran’s educational system
A. Parsa; T. Nakhoda; S.M. Marashi
Volume 17, Issue 1 , May 2010, , Pages 79-102
Abstract
For conducting a survey about the attitudes of the teachers in the secondary education of Khuzestan about the effects of the festival of active teaching methods on Instruction quality and students’ ...
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For conducting a survey about the attitudes of the teachers in the secondary education of Khuzestan about the effects of the festival of active teaching methods on Instruction quality and students’ academic achievement, 324 teachers completed a questionnraire with 42 items and 5 sub-scales. 37/8 (N=125) percent of them were all the teachers who had participated in annual festival of active teaching methods and the rest of them (N=199) had not participated and were selected by categorial random sampling method. The results indicate that: 1- There is not significant differences between the attitudes of the two groups about the festival's effects on the Instruction quality. 2- The teachers who participated in the festival, believed that the organizational supports are inefficient and this difference between two groups is significant. 3- There is no significant difference between the students’ academic achievement in the two groups of research sample. 4- There are significant and positive correlations between variables such as teachers’ skills, teachers’ commitment and students’ academic achievements. 5- Only the attitudes of teachers about organizational supports can predict the students’ academic achievement (b= .155, p>.01).
Yadollah Mehralizadrh; mansour marashi; Eydan Al-Ansary
Abstract
The purpose of this paper is to explore the effects of globalization on management of quality in higher education. A Meta-evaluation methodology is used to see how much the current research-supporting hypothesis is related to divergence, convergence or meso of quality management in higher education. ...
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The purpose of this paper is to explore the effects of globalization on management of quality in higher education. A Meta-evaluation methodology is used to see how much the current research-supporting hypothesis is related to divergence, convergence or meso of quality management in higher education. In the light of three debates related to the nature of globalization, consequences of globalization and role of globalization in promotion of democracy and human rights, three controversial hypotheses are studied. It is suggested that forces behind these three hypotheses cannot be assessed in isolation, independently of one another, nor from a perspective of either convergence or divergence among them. Rather, globalization, regionaliz- ation, and nationalism should be captured and studied as forces relative to and overlapping one another, sometimes antagonistic and sometimes cooperative toward each other but never harmonious.
Masoud Safaei moghaddam; Mahmoud Kazemi; Mohammad Jafar Pakseresht; mansour marashi
Abstract
Nowadays, the problem of "Civil Education" is drawing the ever-increasing attention of the policy makers of the educational systems the world over. In the Iranian society, too. Bearing in mind the political and socio-cultural developments that have taken place since the constitional Revolution ara, particularly ...
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Nowadays, the problem of "Civil Education" is drawing the ever-increasing attention of the policy makers of the educational systems the world over. In the Iranian society, too. Bearing in mind the political and socio-cultural developments that have taken place since the constitional Revolution ara, particularly ofter the Islamic Revolution (197a), the idea of civil education has received much attention. However, since the implementation of educational ideas in any society depends on the realization of certain socio-cultural conditions. Therefore, the exploration of the intellectual and cultural backgrounds conducive to civil education is a vital step to be taken toward the preparation of grounds for this type of education. On this basis, the goal of this investigation was to explore and scrutinze the underpinnings of civil education in terms of their meanings, significance and socio-cultural values morder that their compatibility and harmony with the cultural and religious values of the Iranian Society should be ascertained thus, if it is believed that civil education principles and their related concepts might involve and imply cultural and religious values, discovering and clarifying such values, calls for serious attention on the part of the Iranian educational policy-makers who may feel the need for developing a regional view toward civil society and constructing a civil education. The most important principles whose relevancy to civil education was analytically shown are: (principles) of respect for individual and social liberties, respect for law and law-adidingness, respect for citizenship rights, participation in sociopolitical activities, social responsibility, rationality and rational argument. Tolerance, dialogue, criticism and evaluation, and methodological pluralism. By way of conclusion, it needs to be emphasized that these principles are compatible and in harmony with the value system and social philosophy of our country which embraces a religious society. Thus, taking educational measures toward training the younger generations in a way that they will believe in civil society values and are inclined to support and promote them is recommended from the standpoint of both religion and educational system.
