Yaser Gravand; morteza omidian; Hamid Farhadi Rad; Seyed Abbas Razavi
Abstract
IntroductionDeep and meaningful learning of learners in educational environments is influenced by various factors, each of which can somehow affect the improvement of learners' learning. In this regard, considering the principles and views of constructivist theories, especially social constructivism, ...
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IntroductionDeep and meaningful learning of learners in educational environments is influenced by various factors, each of which can somehow affect the improvement of learners' learning. In this regard, considering the principles and views of constructivist theories, especially social constructivism, which has attracted the most attention among constructivist theories, it is necessary to have a social to the learning process and learning environments and organized learning environments in a way that allows learners to actively interact and participate. On the other hand, many factors have led to the socialization of learning in our schools, especially in theoretical subjects such as the experimental sciences. In this regard, the purpose of this study was to design a model of social constructivist learning environment in the experimental sciences. MethodQualitative research approach with use of grounded theory research method is utilised. The target group consisted of all prominent professors who have mastered the constructivist approach and teachers of experimental sciences selected from the best teaching models in the academic year 1397-98 in the country, who were selected using theoretical purposive sampling. Using semi-structured interviews, 13 interviews were conducted with professors and teachers in the field of social constructivism and theoretical saturation was obtained.ResultsData were analyzed by "coding" and "categorization" in three levels of open, axial and selective coding. Also, to determine the validity of the data, the "Triangulation". Overall, the findings confirmed the six dimensions of the grounded theory. The results showed that the "central phenomenon" of the research is "social constructivism as a model of socialization of learning". Also, the most important "causal conditions" included: active student participation, designing a student-centered learning environment, laying the groundwork for student-centered learning, continuity of teaching and experience, and interactive learning. in addition, "contextual conditions " include: Teacher professional development, removal of structural, administrative and physical barriers, and "intervening conditions" including mechanical and quantitative education systems, teacher quality, Learners quality and family quality. "Strategies" also included: social interaction in learning, emphasis on question and research, the art of motivating, Self-directing learners in learning, and the fit between content, place, and time of instruction. Finally, "outcomes" showed positive effects on learning and knowledge, increasing motivation and confidence in the learning environment, strengthening high-level abilities and skills, improving the quality of social life and changing learners' attitudes. DiscussionIn general, the model of education based on social constructivism is a systematic, indigenous and practical way to identify important elements in the socialization of learners' learning that should be considered by teachers, school principals and educational policy makers in general, because in this case we can consider Causal factors affecting the socialization of learning with regard to contextual and interventionist conditions by applying appropriate strategies paved the way for the formation of desirable educational outcomes for learners.
Educational Management
Hamid Farhadi Rad; Sakineh Shahi; Amin Allah Khalili
Abstract
Abstract: In this research we assume that knowledge is recognized as a strategic and key asset for all organizations and education systems too. Therefore the appropriate use of knowledge is an effective factor in the success/failure of educational organizations and teachers are main people that could ...
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Abstract: In this research we assume that knowledge is recognized as a strategic and key asset for all organizations and education systems too. Therefore the appropriate use of knowledge is an effective factor in the success/failure of educational organizations and teachers are main people that could create, save and share knowledge in the school systems. In the other hand we know that teaching, learning and educating process are the core of any education system and are most important duties of teachers. Based on this assumption the best teachers are those who their work lead to the highest levels of learning in school especially students’ learnings. But what is teacher’s knowledge that guides his/her teaching and learning activities and other organizational behaviors? It should be said that performing the above activities without identifying teachers' knowledge and its dimensions is difficult. Therefore it is important to school as an organization that know about teacher’s knowledge component and how to manage it in order to provide proper context for, creating, saving, maintaining, developing, sharing and exchanging of knowledge at the school level. Based on theoretical foundations we found that teacher’s knowledge has a wide range including cognation knowledge, experiences, skills, perspectives and even the value and mentality system of the teachers. Studying in a real context could lead to better understanding of teacher’s knowledge so the main purpose of this study aimed to identify and introduce the components and dimensions of teachers’ knowledge in Ahvaz education system. By purpose this research is a “Theoretical-Applied” research and by method is mixed method (Sequential Exploratory). In the qualitative part, based on theoretical saturation 11 teachers who were convinced and satisfied selected and participated in this research. They were selected by purposeful and best intensity case sampling. Sample size in quantitative part based on Cochran formula 346 persons estimated and they selected by stratified random sampling method. Semi-structured interview with participants was used to collect qualitative data and quantitative data gathered by a questionnaire that made by researcher. For date analysis, interviews inductive content analysis was used and exploratory factor analysis was used for quantitative data analysis. The results showed that, teachers knowledge can be classified into 6 components consists of, cognitive knowledge (recognition of students, rules and regulations …), proficiency knowledge (Teaching skills, Assessment skills…), procedural knowledge (Practical teaching, knowledge assessment…), Interactive knowledge (Interaction with the manager, interaction with office…),managerial and planning knowledge (Leadership and management of class…), technological knowledge (Computer and Internet knowledge). Keywords: Cognitive knowledge, Proficiency knowledge, Procedural knowledge, Interactive knowledge, Managerial & Planning knowledge, Technological knowledge
Educational Management
Sahar Saadat; Sakineh Shahi; Hamid Farhadirad; Mohammadreza Neyestani
Abstract
Continuing education staff, strategic move that at the individual level, improve the quality of work and organizational level, operating excellence and development of the organization and at the national level, thereby increasing productivity. This article aims to review policies and strategies to organize ...
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Continuing education staff, strategic move that at the individual level, improve the quality of work and organizational level, operating excellence and development of the organization and at the national level, thereby increasing productivity. This article aims to review policies and strategies to organize continuing education in Mobarakeh Steel Company were used. Mobarakeh Steel Company is the scope of the study participants in this study included seven members of the committee, human resources development and training of human resource Development Company. The research method used in this study, qualitative methods based on inductive content analysis of documents and interviews are available in the company. Targeted sampling method. Research findings suggest that Mobarakeh Steel Company, its strategies and policies, based on understanding the needs and expectations of both stakeholders and external environment based on understanding the development of internal capabilities and functions. Several quality assessments were carried out, all appropriate expression system in various areas. Also, since the company has implemented Business Excellence Model, and consequently the company into a learning organization has provided conditions for continuing medical education and continuing education component of the company is in good standing.
Educational Management
Hamid Farhadi rad; Abdollah Parsa; Shirzad Nazari
Abstract
Abstract The purpose of current study, paraphrase the relationship between collegial leadership Of the Principal, teacher professionalism, academic Press components and Organizational Citizenship Behavior or Explaining why the impact and effectiveness of each these components on The formation, growth ...
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Abstract The purpose of current study, paraphrase the relationship between collegial leadership Of the Principal, teacher professionalism, academic Press components and Organizational Citizenship Behavior or Explaining why the impact and effectiveness of each these components on The formation, growth and development of OCB principals and teachers in primary and secondary schools Citizen of Ahwaz. In this regard, had been used mixed method approaches (quantitative and qualitative). Due to a mixed method survey, in quantitative Section of stratified sampling method and in qualitative Section using purposive sampling continued sampling process was achieved theoretical saturation and as long as were answered questions research. the data were collected from using two questionnaires in quantitative Section and semi-structured interviews in qualitative Section. the Results showed impacting collegial leadership Of the Principal, teacher professionalism and Ineffectiveness academic Press component. The pursuit of results, analysis of the interviews based on a qualitative content analysis approach to inductive method, has been explained the reasons for Ineffectiveness and impacting of each the components.
S.M Mir kamali; H Farhadi rad
Volume 19, Issue 2 , February 2013, , Pages 23-44
Abstract
The main purpose of this research was to study the variables and factors that affect adaptation of university to external environment and to develop a model for assessment of Tehran public universities adaptation to external environment. A mixed method research approach involving a three-round Delphi ...
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The main purpose of this research was to study the variables and factors that affect adaptation of university to external environment and to develop a model for assessment of Tehran public universities adaptation to external environment. A mixed method research approach involving a three-round Delphi study was used to record responses to the closed-questions and open-ended-questions. Other data were gathered through interview, and a questionnaire. Content analysis was used for assessing qualitative data based on scientific documents and interviews, and for the analysis of quantitative data, factor analysis, reflective and formative modeling based on SPSS, Smart PLS & LISREL were employed. The population of this research comprised Tehran Public Universities (Including: Medical universities, Industrial universities & Complex universities) and the sampling method adopted involved ratio and cluster sampling. 37 variables emerged from literature, Delphi survey and interviews. KMO of 0/82 and the results of Bartlett's test indicated that the data are adequate for factor analysis. Results of factor analysis pointed out that those 37 variables can be partitioned into nine factors.Detective factor analysis results showed that 70.53 of university adaptation variance can be explained by nine factors including: external environment management, learning, organizational culture, organizational communications, participation, strategy orientation, responsibility, self-organizing and goal orientation. T statistics showed that all factors are significant, the most important factor being environment management. Composite reliability of factors i exceeded 88% and the meaning of AVE (average variance explained) pointed out that a large amount of university adaptation variance is explained by those factors. Indices of Redundancy= 0/0024, AIC=353/06, BIC=227/48, GOF=0/98 R2=993 show that the model has goodness of fit with these data.
