sayed ahmad pourmoosavi; Bijan Abdollahi; Abdolrahim Naveh Ebrahim; hossein Abbasian
Abstract
Introduction Education in the face of developments, in the field of communication and information, the issue of preserving the linguistic and cultural identity of ethnicities, and the emergence of theories such as pluralism, globalization and so on cannot act passively. Undoubtedly, monocultural education ...
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Introduction Education in the face of developments, in the field of communication and information, the issue of preserving the linguistic and cultural identity of ethnicities, and the emergence of theories such as pluralism, globalization and so on cannot act passively. Undoubtedly, monocultural education in a multicultural society will not work well. The need for a multicultural approach to education is that education must strengthen the areas of participation, emancipation from specific identity prejudices, good citizenship, thinking and rationality, new identity creation, socialization, development. Education justice and peaceful coexistence. An important step on the path to multicultural education is to transform school management. Method The present study was conducted using thematic analysis method. The statistical population consisted of written sources related to the subject in famous scientific databases and at the time of publication from 2000 to 2019, finally 50 cases were selected as sample. and experts in the field of educational sciences. Finally, 12 people were selected by purposeful method. Results The results led to the development of a conceptual model with three general components: multicultural school characteristics with 5 categories and 19 subcategories, school principal characteristics with 3 categories and 16 subcategories, and the role of stakeholders with 3 categories and 9 subcategories. Discussion Generally in multicultural schools, policies, strategies and Programs should be based on cultural pluralism. The processes of planning, organizing material and human resources, teaching and learning, staff empowerment, and monitoring and evaluation with a multicultural approach should be done. The school should be in full contact with the diverse social and cultural environment around it; the physical environment of the school should be influenced by the diverse culture of the individuals and individuals act and behave on the basis of justice, non-prejudice and mutual respect. The leader of a multicultural school must have a transcendental personality, free from racial prejudice, with interactive psychological traits, and ethics and collectivistic behavior. Also he must have multicultural professional competencies such as awareness of other cultures, multicultural specialist knowledge and multicultural life experience, and multicultural leadership skills such as intercultural communication skills, managing a diverse environment, managing change for pluralism, and managing cultural conflicts. . In multicultural school, stakeholders include teachers, students, parents and the community have roles such as: facilitating multicultural education; participating in school management; tackling inequality, racism and cultural domination; modifying social behavior; transforming cultural values of individuals and ethnic groups; encouraging students, especially minority groups; social and cultural participation; social responsibility and sharing of cultural experiences; supporting school principals; extracurricular social education; enrichment of leisure time.
Educational Management
Abstract
This paper focuses on one of the basic components of supervisiory needs of begining teachers about partners. The aim of this study was the "assessing needs of novice teachers about parents at primary schools in Tehran". In this study an exploratory mixed method was applied to assess the needs of novice ...
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This paper focuses on one of the basic components of supervisiory needs of begining teachers about partners. The aim of this study was the "assessing needs of novice teachers about parents at primary schools in Tehran". In this study an exploratory mixed method was applied to assess the needs of novice teachers. At qualitative stage, using purposeful sampling and semi-structured interview, 20 interviews with experts in education were conducted. A questionnaire was developed based on 16 indicators identified in interviews and in relevant literature. The questionnaire included 13 questions that asked for the respondents' views. Using "Available Sampling" method, 447 questionnaires were distributed to the teachers – 97 via e-mail and 350 by the researcher’s direct contact. 371 questionnaires were collected. The finding identified main important need and prospect of novice teachers to be lack of parents' follow-up and care of their children. Additionally, teachers expect parents not to interfere in their work. The findings agree with other reliable studies in related areas.
Curriculum Development
Abstract
In this research it has been tried to use the teaching methods of ‘Kinesthetic intelligence theory’ of Gardner to evaluate the effectiveness of these methods on the science lesson and compare it with traditional methods. Research method Quasi-experimentalism, Nonequivalent control-group. ...
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In this research it has been tried to use the teaching methods of ‘Kinesthetic intelligence theory’ of Gardner to evaluate the effectiveness of these methods on the science lesson and compare it with traditional methods. Research method Quasi-experimentalism, Nonequivalent control-group. Statistical community includes by 1st class boy students of Ghods city in the educating year 2011-2012. Then by using test method, the preferences of multiple intelligences of both group (control & experiment) determined. One week before beginning of experiment a pretest was taken from both groups, and then experiment group passed eight week training trail, when the controlling group was training with traditional method. Then by taking a post test, the learning level of these students was evaluated and was compared by the marks of witness group. The statistical data was analyzed by covariance test. The results showed that there is a significant relation between learning based on Kinesthetic intelligence and science lesson, and also there is a significant difference between 2 groups of students that learned from Kinesthetic intelligence and students that were not thought by this method (significant level of test that the measure was 0.00 and less than 0.05) and the experiment group had more efficient result compared with control group because of methods based on Gardner’s ‘Kinesthetic intelligence’ method. Therefore this researcher suggests using this teaching method at schools for students.
Nematollah Azizi
Abstract
This paper, aims to review the causes of supervision failure in Kurdistan’s primary schools. Using a descriptive research model, the study analysed the views of 366 randomly selected teachers from all regional departments of education in the province. In order to collect data from the sample a ...
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This paper, aims to review the causes of supervision failure in Kurdistan’s primary schools. Using a descriptive research model, the study analysed the views of 366 randomly selected teachers from all regional departments of education in the province. In order to collect data from the sample a questionnaire with 45 closed items and one open question were used. Findings indicate for structural and attitudinal reasons instructional supervision in the Kurdistan Province’s primary schools has failed to achieve its goals.
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.
