Educational Management
Naghi Raadi Afsouran; A.R. Nasr
Abstract
The main aim of this study was investigation of the methodological preferences of researchers in the field of educational administration in the three areas of strategy, methods and research techniques and also its direction of the research strategy in the future. Data were gathered from all published ...
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The main aim of this study was investigation of the methodological preferences of researchers in the field of educational administration in the three areas of strategy, methods and research techniques and also its direction of the research strategy in the future. Data were gathered from all published articles in the recently three years in the two English language journals (Educational Administration Quarterly and Journal of Educational Administration) and two Iranian journals(Journal of Management and Planning in the Educational Systems and Quarterly Journal of New Approaches in Educational Administration). All of published articles in the referred journals, without sampling, was analyzed methodologically. The results showed that: in the area of strategy. in Iran, 88.81% published articles has quantity strategy, 7.89% qualitative strategy and 3.28% mixed strategy. But, in the West, 32.04% published article has quantity strategy, 54.69% qualitative strategy and 13.25% mixed strategy. In the method area, in Iran, dominate methods are survey and correlation methods. However, dominate methods are derived methods from qualitative strategies in the west. In the area of techniques. in Iran, 85.52% published article was using questionnaire. However, the western researches have more used mixed techniques for gathering data. Finally, Researchers in the field of educational administration have progressive movement towards qualitative strategy and its methodsin the West. Meanwhile, the mixed strategy has acceptance and promising ascending growth in the West too.. Key words: Methodology, Educational Administration, Iran, Wes
Educational Planing
hamidreza arasteh; laleh jamshidi
Volume 21, Issue 2 , December 2015, , Pages 83-112
Abstract
The purpose of this study was to identify the effective factors in quantitative development of higher education privatization in Iran. To attain the objectives of this research, a twenty four item questionnaire was used. The reliability coefficient of the questionnaire was calculated by "Cronbach's Alpha" ...
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The purpose of this study was to identify the effective factors in quantitative development of higher education privatization in Iran. To attain the objectives of this research, a twenty four item questionnaire was used. The reliability coefficient of the questionnaire was calculated by "Cronbach's Alpha" and estimated about 0.67. A total of 103 higher education specialists and practitioners of nonprofit higher education institutions responded to the questionnaire. They were selected by means of purposive sampling and random sampling. The Chi-square and Friedman's tests were used to analyze the data. The results indicated that the main effective factors of expansion of higher education in Iran are: increased demands for higher education, inability or lack of willingness of the government to respond to the growing demand for higher education due to absence of funds, demographic changes in higher education applicants, emphasis on higher education privatization in macro development plans and policies, reduced Government’s interventions and the necessity of higher education development and structural reform in this sector.
B.E. Zamani; A. Esfijani
Abstract
Children, from their very early ages, through their everyday experience in both natural and designed conditions, learn about scientific concepts. The primary school is the first environment in which science concepts and principles are dealt with in a systematic way through planned experiences, and science ...
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Children, from their very early ages, through their everyday experience in both natural and designed conditions, learn about scientific concepts. The primary school is the first environment in which science concepts and principles are dealt with in a systematic way through planned experiences, and science textbooks play a vital role in this regard. Since scientific concepts, and particularly physics concepts, are abstract, young children need to form mental images about them. To satisfy this need, science textbooks should contain ample visual elements to make matters clear for the children. In recent years considerable innovations seem to have been introduced in the Iranian primary school science texts. These developments have taken place partly on account of internal and external research, and partly through following the examples of advanced foreign countries. Apparently, one of conspicuous changes in the textbooks involves the use of graphic elements. Research findings indicate that graphical components play a vital role in grasping student attention. The main purpose of this research was to study and compare the extent to which graphic elements are used in the primary textbooks of the three countries of Iran, USA, and England. To achieve this goal, physics concepts were selected as domain of the study and the section on sound was randomly selected in that domain. To collect and analyze the data, graphic elements were divided into active and inactive items based on their contribution to the children's understanding and learning tasks. Textbooks' content were analyzed and compared according to these criteria. Findings of the research indicate that Iranian primary textbooks tend to use related pictures and drawings with a variety of colors. But, because of the poor quality of paper, these textbooks are less effective compared to English and American textbooks. Iranian textbooks present a lot of images in an inactive way. American textbooks present more extensive images to provide students with ample information and stimulate their curiosity compared to other two countries. English books use graphics for organizing information and doing experiments more than those of the other two countries. As a result English textbooks use more active pictures and are more useful in promoting a discovery frame of mind.
