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
M salemi; H elhampor
Abstract
The aim of this research was to explore the main causes of Khuzestan's high school teachers' reluctance toward prepating and using lesson plans. A researcher-made question-naire consisting of 66 items with a Cronbach validity index of a= 0.97 was completed by 500 high school teachers. Factor analysis ...
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The aim of this research was to explore the main causes of Khuzestan's high school teachers' reluctance toward prepating and using lesson plans. A researcher-made question-naire consisting of 66 items with a Cronbach validity index of a= 0.97 was completed by 500 high school teachers. Factor analysis of the data reached its optimal item combination and factor structure after 10 experimental rotations. Analysis of the data via using orthogonal (verimax) totation and a minimum factor loading of 0.40 yielded5 factors. These 5 factors with eigenvalues of 19.77, 6.07, 3.55, 3.21 and 2.26 respectively accounted for 53% of the total variance of the questionnaire. These factors in the order of the amount of variancethey expain represent: 1) the cognitive and professional issues of the lesson plan, 2) issues related to management of educational planning and curriculum building; 3) attitudinal issues of the teachers; 4) socio-economic problems of the teachers; and 5) cultural problems of teachers and their low motivation. The number of items under the 5 factors were 19, 12, 14, 6, and 9, repctively Cronbach coefficients and split-half measures were used to check the validity of the extracted factors all of which proved to be significant at (p<0.001). Male teachers, teachers with higher years of service, and teachers with heavier weekly teaching loads had significantly and more emphasis on factors 1, 2, 4, and 5. Whereas, teachers who had never used lesson plans were infuenced by factor 3.