@article { author = {Bakhshandeh, Mojtaba and shamshiri, babak and Karimi, Mohammad Hassan and Khoshbakht, Fariba}, title = {Investigating the Relationship between the Incompetency of the Formal Education System of Iran and its Macro Objectives}, journal = {Journal of Educational Sciences}, volume = {28}, number = {2}, pages = {1-20}, year = {2021}, publisher = {Shahid Chamran University of Ahvaz}, issn = {2008-8817}, eissn = {2588-672X}, doi = {10.22055/edus.2021.37511.3233}, abstract = {IntroductionDespite the importance of ‘the ultimate goal of education’, as one of the most important elements in education, little effort has been made to examine the relationship between this element and the incompetence of the education system in Iran. Accordingly, this study aimed to investigate the incompetence of the Iranian educational system with regard to ‘the ultimate goal of education’. In all documents written after the 1979 Islamic Revolution, it is highlighted that ‘the ultimate goal’ of the formal education system is to help students develop a religious identity. This study sought to investigate whether ‘the ultimate goal’ set for the Iranian education system was achieved in reality as reflected in the social sphere.MethodThe present study used documentary research to collect data, and the data were analyzed using a descriptive-interpretive approach.ResultsBased on the results of data analysis and considering the apparent discrepancy between the goal established in the high-level documents (i.e., overt end) and what has been achieved in reality in society (i.e., covert end), it seems that the Iranian formal education system has not been successful in achieving the stated goal and that its performance has been incompetent.DiscussionIt can be said that the educational and cultural spheres are currently dominated by a kind of secular education, which is increasingly expanding day by day. Secular education seems to be the covert end challenging the overt end of the Iranian education system. On the other hand, it must be noted that a conservative interpretation of religion, characterized by indoctrination and constraint and adopted by the decision-making body of the education system, has formed the basis of religious planning and education in Iran since the 1979 Islamic Revolution. Since this particular interpretation of religion is based on a misconception of the nature of religion and an incomplete understanding of religious education, it does not have a clear understanding of the methods it prescribes and the context within which education takes place. This incompetence of the education system is rooted in inattention to the need for proper understanding of the nature of religion, for the necessity of questioning in religious education, and for the advisability of the innate nature. These factors have led to the requirements of religious education being neglected and inaccurately described.}, keywords = {Iranian official education system,Incompetency,overt & covert end}, title_fa = {بررسی نسبت میان کارآمدی نظام تعلیم و تربیت رسمی ایران با اهداف کلان تدوین‌شده}, abstract_fa = {در واکاوی تلاش‌های عالمانه‌ی انجام شده به‌منظور بررسی ریشه‌های ناکارآمدبودنِ نظام آموزشی، بررسی ارتباط میان ناکارآمدی با عنصر هدف، به‌عنوان یکی از عناصر مهم تربیت، نسبت به بقیه‌ی عناصر، بسیار کمرنگ‌ است. براین اساس، هدف از این جستار، بررسی ناکارآمدی نظام آموزشی از منظر اهداف کلانِ تدوین‌شده است. روش پژوهش در اینجا بر اساس روش تحلیلی ـ استنتاجی، استفاده از داده‌یابی اسنادی و در نهایت، داده‌کاوی توصیفی ـ تفسیری انجام شده است. یافته‌ها نشان می‌دهد غایتِ نظامِ رسمی آموزش و پرورش در همه‌ی اسناد تدوین شده‌ی پس از انقلاب اسلامی، به‌طور کامل، صبغه‌ی دینی دارد اما نظام تعلیم و تربیت ایران نتوانسته در دست‌یابی به این غایت‌ها موفق باشد و فاصله‌ا‌ی که میان غایتِ آشکارِ نظامِ آموزشی و آنچه در صحنه‌ی عینی اجتماع، قابل مشاهده است مُهر تأییدی بر ناکارآمد بودن آن از منظر میزان دستیابی به اهدافِ کلان است. به‌عنوان نتیجه می-توان گفت ریشه‌ی این ناکارآمدبودن را می‌توان در عدم توجه دقیق به ضرورت وجود فهم مناسب از ماهیت دین و عدم توجه به اقتضائات فطرت جستجو نمود که باعث عدم دقت به ملزومات تربیت دینی شده، به‌گونه‌ای که پیامدی جز به حاشیه‌رفتنِ توجه به ضرورتِ تمرکز بر شکوفایی ایمان و پُررنگ‌شدنِ تمرکز بر توسعه‌ی آداب دینی نداشته است.}, keywords_fa = {تربیت رسمی ایران,ناکارآمدی,غایت آشکار و پنهان}, url = {https://education.scu.ac.ir/article_17316.html}, eprint = {https://education.scu.ac.ir/article_17316_11726922e06046b2bd71528411270b7e.pdf} } @article { author = {Bohlooli Faskhoodi, Mohsen}, title = {Analysis of dialectical-based learning approach in Meno’s dialogue}, journal = {Journal of Educational Sciences}, volume = {28}, number = {2}, pages = {21-40}, year = {2021}, publisher = {Shahid Chamran University of Ahvaz}, issn = {2008-8817}, eissn = {2588-672X}, doi = {10.22055/edus.2021.36859.3198}, abstract = {IntroductionMeno's dialogue covers a wide variety of topics, including the discussion of what virtue is, the possibility of inquiry, learning, teaching methods, the relationship between knowledge and imagination, and finally the theory of recollection. Discussion of the method of teaching and learning is one of the most important topics in Meno’s dialogue. In the text of this dialogue, important educational points such as the condition of teaching a subject, the method of learning based on recollection, and the dialectical method of Socrates are discussed. Conversation with Meno's paradox plan has shown that learning and inquiry the nature of something is difficult. To solve this problem, Plato spoke of the theory of recollection as to the most original way of learning. MethodThe method in this paper is philosophical-analytical based on Meno’s Text and its interpretations.ResultsThe research aims to design a dialectical method in Meno’s dialogue as the most appropriate method for teaching and learning critically and collaboratively in the educational system. This method is the product of cooperation between the teacher and the learner and will not be possible without the active participation of the learner and his critical attitude towards the learned material.DiscussionMeno’s dialogue can be divided into two separate parts. The focus of the first part of the article is an epistemological question about understanding the nature of virtue. In the second part of the dialogue, Plato focuses on an ontological approach to get rid of the paradox of research and learning and move towards the desired result. In the final part of the dialogue, the theory of recollection. The research question is whether the theory of recollection is the best explanation for the original way of learning? Research claims that the answer is negative for two reasons. First, this theory is not able to cover any learning. Second, this theory contradicts Plato's original theory of the teaching of virtue, in which Plato claimed that any learning requires education and, consequently, a teacher.}, keywords = {Virtue,Inquiry,learning,Recollection,Dialectic}, title_fa = {تحلیل رویکرد یادگیری مبتنی بر دیالکتیک در محاوره منون}, abstract_fa = {محاوره منون موضوعات بسیار گوناگونی ازجمله بحث درباره چیستی فضیلت، امکان تحقیق، یادگیری، شیوه آموزش و درنهایت نظریه یادآوری را در برگرفته است. بحث از روش آموزش و یادگیری یکی از موضوعات مهم مورد بررسی در محاوره منون است. محاوره با طرح چالش منون نشان داده است که یادگیری و تحقیق درباره ماهیت یک‌چیز امری دشوار است. افلاطون برای رفع این معضل ازنظریه یادآوری به‌عنوان اصیل‌ترین شیوه یادگیری سخن گفته است. محاوره منون را می‌توان به دو بخش مجزا تقسیم‌ کرد. محوریت بخش اول مقاله پرسشی معرفت‌شناختی درباره شناخت ماهیت فضیلت است. در بخش دوم محاوره افلاطون برای رهایی از پارادوکس تحقیق و یادگیری و حرکت به‌سوی نتیجه مطلوب در بخش پایانی محاوره یعنی نظریه یادآوری بر رویکردی هستی شناختی تمرکز کرده است. روش پژوهش تحلیل فلسفی متن منون و تفاسیر مرتبط با آن است. سؤال پژوهش این است که آیا نظریه یادآوری بهترین تبیین برای شیوه اصیل یادگیری است؟ پاسخ پژوهش به این پرسش به دو دلیل منفی است. اول این‌که این نظریه قادر به پوشش هرگونه یادگیری نیست. دوم این‌که این نظریه با تئوری اولیه افلاطون در بخش آموختنی بودن فضیلت در تناقض است که افلاطون مدعی بود هرگونه یادگیری مستلزم وجود آموزش و به‌تبع آموزگار است. بنابراین هدف پژوهش طرح شیوه دیالکتیک در محاوره منون به‌عنوان مناسب‌ترین روش برای آموزش و یادگیری انتقادی و مشارکتی در نظام آموزشی است. این شیوه ماحصل مشارکت میان یاد دهنده و یادگیرنده است و بدون مشارکت فعال یادگیرنده و نگرش انتقادی آن به مطالب آموخته‌شده میسر نخواهد بود.}, keywords_fa = {فضیلت,تحقیق,یادگیری,دیالکتیک,یادآوری}, url = {https://education.scu.ac.ir/article_17317.html}, eprint = {https://education.scu.ac.ir/article_17317_259b894fb42ed184a4d9655f25927db7.pdf} } @article { author = {Abbasi, Jafar and Navehebrahim, Abdolrahim and zienabadi, Hasanreza and Abbasian, Hossien}, title = {Extracting the main characteristics of the economic training program for high school students}, journal = {Journal of Educational Sciences}, volume = {28}, number = {2}, pages = {41-58}, year = {2021}, publisher = {Shahid Chamran University of Ahvaz}, issn = {2008-8817}, eissn = {2588-672X}, doi = {10.22055/edus.2022.38205.3263}, abstract = {IntroductionFinancial literacy is an essential competence in societies depending on individual responsibility and self-sufficiency. The aim of this study was to extract the characteristics of economic training program for high school students.MethodThis research is a kind of developmental and applied studies in terms of purpose. This research is methodically among the qualitative-documentary researches following the systematic review of Cochran. In this study, from the total number of searched articles according to the desired criteria, 1121 articles have been extracted in the first step and in the final step, 37 documents entered the systematic analysis process. Thematic analysis method has been used to analyze the information in this research. In this research, the reliability and verifiability of data has been confirmed and qualitative analysis has been performed by two coders; the rate of agreement of the evaluators for the performed analyzes was 79.6%. ResultsThe results of thematic analysis after classifying the initial codes identified 55 basic themes in 4 organizing themes (purpose, content, learning and teaching strategies and evaluation that have formed the comprehensive theme of economic education program for high school students. The research findings have identified the components of the economic education program in the form of objective elements (cognitive, emotional and skill), content, teaching and learning strategies and evaluation. DiscussionUpstream documents of the education system, such as the National Curriculum document, emphasize the acquisition of economic skills. Also, in the document of education fundamental transformation, economic education is mentioned as one of the main branches of training. To achieve the goals of economic education among high school students, we need to design and produce rich content tailored to the needs of students. In this study, the results of systematic review data analysis showed that content related to students' lives (general) and this content can be prepared in various formats, including printed and non-printed sources. Appropriate learning strategies in the economic education program can present the generated content to students in creative ways and develop students' economic knowledge and skills. Finally, the evaluation of the economic education program can identify the gaps in this program and evaluate the rate of student’s success in achieving goals.}, keywords = {Keywords: Economic education,high school students,Systematic Review}, title_fa = {استخراج ویژگی‌های عناصر برنامه تربیت اقتصادی برای دانش آموزان مدارس متوسطه}, abstract_fa = {هدف پژوهش حاضر استخراج ویژگی‌های عناصر برنامه تربیت اقتصادی برای دانش آموزان مدارس متوسطه بود. این پژوهش از منظر هدف از نوع مطالعات توسعه‌ای و کاربردی است. این پژوهش به لحاظ روش در زمره پژوهش‌های کیفی- اسنادی با پیروی از مرور سیستماتیک کوکران است. در این پژوهش از مجموع مقالات جستجو شده با توجه به معیارهای مورد نظر 1121 مقاله در گام نخست استخراج شده است و در گام نهایی 37 سند وارد فرایند تحلیل نظام‌مند شدند. برای تجزیه و تحلیل اطلاعات در این پژوهش از روش تحلیل مضمون استفاده شده است. در این پژوهش اطمینان پذیری و تائید پذیری داده‌ها تائید شده است و تحلیل کیفی توسط دو کد گذار انجام شده است؛ میزان توافق ارزیابان برای تحلیل‌های انجام شده 6/79 درصد بدست آمده است. نتایج تجزیه و تحلیل مضمونی بعد از دسته بندی کدهای اولیه 55 مضمون پایه را در 4 مضمون سازمان دهنده (هدف، محتوا، راهبردهای یادگیری و یاددهی و ارزشیابی شناسایی کرده است که مضمون فراگیر برنامه تربیت اقتصادی برای دانش آموزان مدارس متوسطه را شکل داده‌اند. یافته‌های پژوهش مؤلفه-های برنامه تربیت اقتصادی را قالب عناصر هدف (شناختی، عاطفی و مهارتی)، محتوا، راهبردهای یاددهی و یادگیری و ارزشیابی شناسایی کرده است.}, keywords_fa = {تربیت اقتصادی,دانش آموزان مدارس متوسطه,مرور نظام مند}, url = {https://education.scu.ac.ir/article_17318.html}, eprint = {https://education.scu.ac.ir/article_17318_b5f8da6b628fb13f309b91763578a749.pdf} } @article { author = {BAYAT, MOHSEN and Fardanesh, Hashem and Hatami, Javad and Talaee, Ebrahim}, title = {The effect of pre-training and scripting strategies in a collaborative reasoning based learning environment on the acquisition and transfer of decision-making skills and satisfaction}, journal = {Journal of Educational Sciences}, volume = {28}, number = {2}, pages = {59-78}, year = {2021}, publisher = {Shahid Chamran University of Ahvaz}, issn = {2008-8817}, eissn = {2588-672X}, doi = {10.22055/edus.2021.36064.3165}, abstract = {IntruductionIn effective citizenship education, decision making is important skills.The 11-year-olds childeren need decision-making skills(NCSS,1998(.The purpose of this study was to investigate the effect of collaborative reasoning-based learning environment with teacher support (pre-training and scripting by procedural prompt) on acquisition and transfer of decision-making skills and satisfaction.For this purpose, the questions were: (1) what is the effect of collaborative reasoning-based learning environment with pre-training and script supports on students' acquisition of decision-making skills?(2) what is the effect of collaborative reasoning-based learning environment with pre-training and script supports on the transfer of students' decision-making skills to the novel moral story?(3)what are students' opinions about the collaborative-reasoning learning environment?MethodThis research is a pre-test and post-test experimental designs with three experimental groups. The statistical population of the study is all sixth grade students in Neyriz in the academic year 1399- 1400. All participants were male and their mean age was 12.40 (SD = 1.33). Among the schools of Neyriz city, three schools of Mehregan, Mehrdanesh and Bahman were selected through cluster sampling. Three sixth grade classes were selected and randomly divided into experimental groups 1 (pre-training), experimental 2 (scripting) and experimental 3 (blended method(.Learning and transfer of students' decision-making skills (pre-test, post-test and transfer test) were measured using a coding scheme prepared by the authors.Students' opinions about collaborative reasoning-based learning environment were measured using a questionnaire designed by Mehdizadeh (2007). This questionnaire was used with some changes after adapting to the classroom conditions.ResultThe results showed that the collaborative reasoning approach with three support methods can improve acquisition and transfer of students' decision-making skills. Also, students who received a combination of support through pre-training and scripting in the collaborative reasoning process performed better in acquisition and transferring decision-making skills than the other two groups and were more satisfied with their learning environment. Also, students who received pre-training prior to collaborative reasoning performed better than the script group in acquiring and transferring decision-making skills.DiscussionPre-trainning and scripting are both complementary learning strategies that, together, provide powerful instructional support in collaborative reasoning-based learning environments to empower students to acquisition and transfer decision-making skills. Pre-training creates the mental structure or model needed to understand the scripts that are presented in the collaborative reasoning process.}, keywords = {Keyword: Decision-making skills,Collaborative Reasoning,Pre-training,Script}, title_fa = {تاثیر راهبردهای پیش آموزش و اسکریپت در محیط یادگیری مبتنی بر استدلال ورزی همیارانه بر اکتساب و انتقال مهارت های تصمیم گیری و رضایت}, abstract_fa = {هدف این مطالعه بررسی تأثیر راهبردهای پیش آموزش واسکریپت در محیط یادگیری مبتنی بر استدلال ورزی همیارانه بر اکتساب مهارت تصمیم گیری، انتقال آن به داستان اخلاقی جدید و رضایت دانش آموزان بود. جامعه آماری پژوهش،کلیه دانش آموزان پایه ششم شهر نی ریز در سال تحصیلی 1399/1400 بود. سه مدرسه مهرگان، مهردانش و بهمن از طریق نمونه گیری خوشه ای انتخاب شدند. از میان هر یک از این سه مدرسه،یک کلاس پایه ششم انتخاب و به طور تصادفی در گروه های آزمایشی 1(پیش آموزش )،آزمایش 2(اسکریپت ) و آزمایشی 3(ترکیبی ) قرار داده شدند. پس از اجرای پیش آزمون،یک واحد یادگیری شش هفته ای تصمیم گیری اخلاقی-اجتمایی براساس رویکرد استدلال ورزی همیارانه و مبتنی بر داستان های اخلاقی منبعث از زندگی واقعی دانش آموزان در هر سه گروه با پشتیبانی های مختلف طراحی و اجرا شد.برای تحلیل داده های گردآوری شده از آزمون آماری تحلیل واریانس برای اندازه گیری مکرر وتحلیل واریانس یک راهه استفاده شد. نتایج نشان داد دانش آموزانی که در فرایند استدلال ورزی همیارانه ترکیبی از دو پشتیبانی پیش-آموزش واسکریپت را دریافت کرده بودند، در اکتساب مهارت تصمیم گیری،انتقال آن به داستان اخلاقی جدید و رضایت از دو شرایط دیگر عملکرد بهتری داشتند. همچنین، گروهی که قبل از استدلال ورزی همیارانه پیش-آموزش دریافت کرده بودند در اکتساب مهارت تصمیم گیری، و انتقال آن به داستان اخلاقی جدید نسبت به گروهی که اسکریپت دریافت کرده بودند عملکرد بهتری داشتند. کاربردها و پیشنهادات برای پژوهش های آینده مورد بحث قرار گرفته است.}, keywords_fa = {واژه های کلیدی: مهارت های تصمیم گیری,استدلال ورزی همیارانه,پیش آموزش,اسکریپت}, url = {https://education.scu.ac.ir/article_17319.html}, eprint = {https://education.scu.ac.ir/article_17319_11f3e979b2a39fd67341ad93bf812bfd.pdf} } @article { author = {kheneyfar, khadijeh and Shahhosseini, Saeed and Bagheri, Mohsen}, title = {comparison of the effect of flipped learning through video images and multimedia methods on learning in the mathematical sciense course of sixth grad}, journal = {Journal of Educational Sciences}, volume = {28}, number = {2}, pages = {79-96}, year = {2021}, publisher = {Shahid Chamran University of Ahvaz}, issn = {2008-8817}, eissn = {2588-672X}, doi = {10.22055/edus.2021.36295.3174}, abstract = {AbstractIntroductionGiven the rapid developments in the field of science and knowledge, one has to look for ways to learn how to learn, and it can learn at any time and place, and among these methods, methods that are closer to the learning style of learning. And causing more conflict with content. The purpose of this study was to investigate the effect of flipped learning through video and multimedia methods on learning in the mathematical science course of sixth grade.MethodThis quasi-experimental study was a post-test pre-test with control group. The statistical population of this study includes all sixth grade elementary school students in Shoush city and its sample consists of sixth grade pupils of the School of Pooshinebaf, Reyhaneh and Danyal Shoush sity. At first, three schools were selected purposefully. Then, from these three schools, a school was selected as a draw for a flipped learnin through video, and a flipped learning school through multimedia and other school method for traditional methods. The study volume was 81 students. 30 students were in the reverse training group using video images and 30 students in the multimedia reverse learning group and 21 students in the traditional education group. In this research, a learning test, a movie CD of teacher teaching, and a researcher-made multimedia CD were used to collect the data. In order to infer the data, covariance analysis were used.Results The findings showed that flipped learning, using video and multimedia methods, has a significant effect on learning mathematical lessons. As well as between the two methods of flipped learning, flipped learning by multimedia method has a significant effect on reverse learning by means of video images on learning.Discussion flipped learning because the students were ready in class, the teacher had enough time to give more and diverse questions. As well as more practical application of the students' lessons learned, which leads to more learning. In between the two methods of flipped learning, flipped learning by the multimedia method is due to multimedia features such as interactivity, Being attractive, using animations and pictures, and singing various exercises, taking tests and giving feedback on the series It has more impact on learning.}, keywords = {Flipped learning,Multimedia,video images,learning}, title_fa = {مقایسه تاثیر آموزش معکوس به روش تصاویر ویدیویی و روش چندرسانه ای بر یادگیری درس ریاضی}, abstract_fa = {چکیدهپژوهش حاضر با هدف مقایسه تاثیر آموزش معکوس به روش چندرسانه‌ای و آموزش معکوس به روش تصاویر ویدیویی بر یادگیری درس ریاضی دانش‌آموزان پایه‌ی ششم در سال تحصیلی 96-95 صورت گرفت. روش پژوهش حاضر شبه تجربی ازنوع پیش آزمون- پس آزمون باگروه کنترل بود. برای نمونه‌گیری ابتدا سه مدرسه به صورت هدفمند انتخاب شدند سپس از این سه مدرسه به تصادف یک مدرسه برای آموزش معکوس به روش چندرسانه‌ای و یک مدرسه برای آموزش معکوس به روش تصاویر ویدیویی و مدرسه دیگر برای روش سنتی به عنوان گروه گواه انتخاب شدند. در این پژوهش جهت گردآوری داده‌ها از پیش آزمون و پس آزمون یادگیری محقق ساخته استفاده شد. به منظور بررسی تغییرات حاصله ابتدا یک پیش آزمون از هر سه گروه گرفته شد. و پس از آن یک گروه به صورت آموزش معکوس به روش چندرسانه‌ای و یک گروه به صورت آموزش معکوس به روش تصاویر ویدیویی و گروه گواه ه به صورت سنتی آموزش دیدند. پس از اتمام آموزش از هر سه گروه پس آزمون به عمل آمد.به منظور تحلیل آماری داده‌ها از آمار توصیفی شامل میانگین و انحراف معیار و برای تحلیل استنباطی داده‌ها از آزمون کوواریانس استفاده شد که این تحلیل‌ها به کمک نرم افزار spssانجام گرفت. یافته‌های پژوهش نشان داد که آموزش معکوس چه به روش تصاویر ویدیویی و چه به روش چند‌رسانه‌ای بر یادگیری درس ریاضی تاثیر معنی‌دار دارد و نیز بین دو روش آموزش معکوس، آموزش معکوس به روش چند‌رسانه‌ای نسبت به آموزش معکوس به روش تصاویر ویدیویی بر یادگیری تاثیر معنی‌دار دارد.}, keywords_fa = {آموزش معکوس,تصاویر ویدیویی,چندرسانه‌ای,یادگیری}, url = {https://education.scu.ac.ir/article_17320.html}, eprint = {https://education.scu.ac.ir/article_17320_58b01e4db2f6ae7376d07cd961aad352.pdf} } @article { author = {saffari, shahrzad and Hakim zade, Rezvan and Dehghani, Marzieh and Gholamali lavasani, Masoud}, title = {A Conceptual Model of Game-Based learning with Emphasis on Skill Training: A meta-synthesis}, journal = {Journal of Educational Sciences}, volume = {28}, number = {2}, pages = {97-112}, year = {2021}, publisher = {Shahid Chamran University of Ahvaz}, issn = {2008-8817}, eissn = {2588-672X}, doi = {10.22055/edus.2021.37030.3206}, abstract = {IntroductionTeaching and learning in primary school require attention to the physical, cognitive, emotional and social needs of students in this period. In this regard, play is one of the mechanisms that can turn the flow of education and learning in the elementary school, especially in the first period (first, second, third) into an exciting, uplifting, enjoyable and creative process. The present study seeks to extract the most important components and dimensions of game-based education with emphasis on skills training in order to provide a comprehensive model as its main goal. The question is, what are the dimensions and elements of game-based education with emphasis on skill training?MethodThe present study is a qualitative study performed using metasynthesis method. In the present study, the use of metasynthesis method to identify elements related to the game-based education model with emphasis on skill training is such that researchers with a comprehensive and holistic view of the sources have done a thorough and in-depth review and related research findings combined to create comprehensive and interpretive findings. In order to achieve the purpose of the study, previous studies were reviewed and explored, and in this regard, the seven-step method of Barroso and Sandelowski (2007) was used.ResultsThe research was designed in the form of 8 dimensions and 19 components. The first dimension of a conceptual model is "motivation": the ability to achieve curriculum goals. The "individual" dimension includes: increasing self-confidence. The "skills": the ability to communicate effectively. The "cognitive": achieving mental development. The "learning" dimension includes: practical and experiential learning, the development of basic learning skills. "creativity": a platform for creating new ideas. The "physical": reduction of inactivity, physical growth and movment skills. The "therapy": expressing emotions. .DiscussionAccording to studies, cognitive processing of students is a very important issue; therefore, the results of the research in this dimension are consistent with the findings of Zeng et al. (2020) and Johann (2019). In terms of creativity and increasing creative thinking, it is consistent with the findings of Marcos et al. (2020) and in terms of physicality and energy depletion, which is accompanied by the development of movement skills, is also consistent with the findings of Chu, M. fowler (2020).}, keywords = {Game,educational game,skill training,Meta Synthesis}, title_fa = {ارائه مدل مفهومی آموزش مبتنی بر بازی با تاکید بر مهارت‌آموزی: مطالعه فراترکیب}, abstract_fa = {پژوهش حاضر با هدف شناسایی مولفه‌های آموزش مبتنی بر بازی با تاکید بر مهارت‌آموزی در دوره اول ابتدایی و ارائه مدل مفهومی انجام شده‌است. روش پژوهش، کیفی و متاسنتز است که به صورت فراترکیب و روش کتابخانه‌ای با استفاده از مدل هفت مرحله‌ای سندلوسی و باروس(2007) گردآوری شده‌است. در این مطالعه، پس از طراحی سوال پژوهشی، جستجوی سیستماتیک بر اساس کلمات کلیدی مربوط به بازی و تعاملات طی سال‌های (2010-2020) در پایگاه‌های اطلاعاتی ایرانی و خارجی شامل مورد بررسی قرار گرفت . پس از انجام 7 مرحله از روش متاسنتز و بازبینی، تعداد 30 مقاله از بین 9472 مقاله یافت شده، 8 بعد و 19 مولفه به عنوان عناصر آموزش مبتنی بر بازی با تاکید بر مهارت‌آموزی قابل استناد است. بر این اساس مولفه‌ها شامل: 1. انگیزش(توانایی دستیابی به اهداف برنامه درسی، لذت بردن از یادگیری با حس کنجکاوی)2. فردی(افزایش اعتمادبنفس، توجه به ارزش‌های اخلاقی وتربیتی) 3.مهارتی(توانایی برقراری ارتباط موثر و مهارت‌های اجتماعی، رشد مهارت-های زندگی)4.شناختی(رسیدن به رشد ذهنی، رشد مهارت‌های حل مساله)5. یادگیری(یادگیری عملی و تجربه‌ای) 6. خلاقیت(بستری برای آفرینش اندیشه‌های نو، آشنایی با تجربه‌های نو)7. جسمانی(تخلیه انرژی، رشد جسمی و مهارت‌های حرکتی) 8. درمانی(ابراز احساسات و رفع مشکلات رفتاری،کاهش اضطراب ) می‌باشد.}, keywords_fa = {بازی,بازی آموزشی,مهارت‌آموزی,متاسنتز}, url = {https://education.scu.ac.ir/article_17366.html}, eprint = {https://education.scu.ac.ir/article_17366_3ba57d2452761577f8c98cade837e10b.pdf} } @article { author = {mansouri aval, atiye and Hosseingholizadeh, rezvan and Ebrahimy Kooshak Mahdi, Somaie}, title = {Exploring the characteristics of successful principals of elementary schools in Mashhad: A case study}, journal = {Journal of Educational Sciences}, volume = {28}, number = {2}, pages = {113-130}, year = {2021}, publisher = {Shahid Chamran University of Ahvaz}, issn = {2008-8817}, eissn = {2588-672X}, doi = {10.22055/edus.2022.37085.3214}, abstract = {This study was conducted toexplore and describe the characteristics and practices used by successful school principals in Mashhad city. The qualitative case study method was adopted. Participants included four principals of successful elementary schools in Mashhad city. In order to collect data, semi-structured interviews were conducted. To analyze data, Strauss and Corbin’s open and axial coding technique was used.Findings showed that the most important personal and professional characteristics of the principals included: playing the role of leader, constructive relationships with the staff, principals’ command of school affairs, principals’ self-development (attempts for professional learning), and achievement of administrative success. Furthermore, the participating principals often made use of the following for managing their schools: planning and goal setting strategies, division of labor, teacher co-operation and involvement in school affairs, creating a friendly and positive climate at school, utilizing parents and colleagues’ potentials, encouragement and appreciation of teachers, supervising and evaluating teachers’ performance, concerning on improving students learning, improving teaching through teachers’ professional learning and development, focusing on students’ life skills and conflict management. In doing this, they also faced important challenges include concerning financing school expenses, high workload pressures, the high number of students, and poor class management. This is while some prominent features of successful managers in international experiences include defining the mission, vision, and values of the school, concerning student and support, equality and cultural accountability, the participation of the local community, attention to the curriculum, and the use of a competent teacher were not observed in this study.In general, according to the findings of this study, playing a leadership role, constructive human relationships with staff, principal control over school affairs, principal self-development (striving for professional learning), administrative success, planning and goal setting, division of labor, cooperation and participation of teachers in school affairs, creating a friendly and calm climate of school, utilizing the capacities of parents and teachers in school, encouraging and appreciating teachers, monitoring and evaluating teachers' performance, concerns about improving students' learning, improving education through learning and developing teachers' professions, students’ life skills, conflict management, concerns about school funding, high levels of administrative workload, large number of students, and poor classroom management are also international experiences that are consistent with the characteristics of studied successful principals in this research.}, keywords = {Successful principal,Elementary schools,personal and professional characteristics,managerial strategies,school administration challenges}, title_fa = {توصیف و تحلیل ویژگی‌های مدیران موفّق مدارس ابتدایی شهر مشهد: مطالعه موردی}, abstract_fa = {هدف اصلی این پژوهش، توصیف و تحلیل ویژگی‌های فردی و حرفه‌ای مدیر، استراتژی‌های مدیریتی و چالش‌های پیش روی مدیران مدارس ابتدایی بر اساس تجارب بین‌المللی مدیران موفّق می‌باشد. از روش پژوهش مطالعه‌موردی با رویکرد کیفی استفاده شد. بنابراین، چهار نفر از مدیران موفّق مدارس ابتدایی شهر مشهد به عنوان نمونه مورد مطالعه انتخاب شدند. جهت گردآوری داده‌ها از روش مصاحبه نیمه ساخت‌یافته استفاده شد. تحلیل داده‌ها با استفاده از روش تحلیل تفسیری (کدگذاری باز و محوری) انجام شد. براساس نتایج حاصل از تحلیل داده‌ها، مهم‌ترین ویژگی‌های فردی و حرفه‌ای مدیران مورد مطالعه عبارتند از: ایفای نقش رهبری، روابط انسانی سازنده با کارکنان، تسلط مدیر بر امور مدرسه، خود توسعه‌ای مدیر و کسب موفّقیّت‌های اداری. همچنین، مدیران مورد مطالعه اغلب از استراتژی‌های برنامه‌ریزی و هدف‌گذاری، تقسیم‌کار، همکاری و مشارکت معلمان در امور مدرسه، ایجاد جوّ صمیمی و آرام در مدرسه، بهره‌گیری از ظرفیت‌های اولیا و همکاران در مدرسه، تشویق و تقدیر معلمان، نظارت و ارزیابی کار معلمان، دغدغه بهبود یادگیری دانش‌آموزان، بهبود آموزش از طریق یادگیری و توسعه حرفه‌ای معلمان، مهارت‌های زندگی دانش‌آموزان و مدیریت تعارض جهت مدیریت مدرسه بهره می‌گرفتند و با چالش‌های مهمی مانند دغدغه تأمین منابع مالی مدرسه،حجم بالای مشغله‌های اداری مدیران و حجم بالای دانش‌آموزان و ضعف مدیریت کلاس‌ها نیز مواجه بودند. در مقایسه با ویژگی های بارز مدیران موفّق در تجارب بین‌المللی،فقدان توجه به ماموریت، بینش و ارزش‌های مدرسه، توجّه و حمایت از دانش‎آموز، برابری و پاسخگویی فرهنگی، مشارکت معنی‌دارجامعه ‌محلّی، توجه به برنامه‌درسی و به‌کارگیری معلمان توانمند در نتایج به دست آمده قابل ملاحظه است.}, keywords_fa = {مدیر موفّق؛ مدارس ابتدایی؛ ویژگی‌های فردی و حرفه‌ای؛ استراتژی‌های مدیریتی,چالش‌های پیش‎روی مدیریت}, url = {https://education.scu.ac.ir/article_17322.html}, eprint = {https://education.scu.ac.ir/article_17322_951be785ccb1515184b3f3f0d9c7e5dc.pdf} } @article { author = {Abdolmaleki, Jamal and ghanbari, Siroos}, title = {The Role of Servant leadership in Team Performance Mediated by Team Cohesion (Case Study: Teams of Secondary School Teachers in Kurdistan Province)}, journal = {Journal of Educational Sciences}, volume = {28}, number = {2}, pages = {131-152}, year = {2021}, publisher = {Shahid Chamran University of Ahvaz}, issn = {2008-8817}, eissn = {2588-672X}, doi = {10.22055/edus.2021.37191.3217}, abstract = {IntroductionIn recent decades, organizations around the world have done teamwork to provide faster, more flexible, and more adaptable responses in turbulent and complex work environments. The importance and application of teamwork has increased dramatically in the last three decades in the field of education and professional organizations. With the increasing use of teams in organizations, research has begun focusing on the role of leadership in increasing team success. Positive support from Servant leaders for all followers increases team cohesion, which affects team members' focus, enthusiasm and commitment to tasks and goals, thereby increasing team performance.But in order for servant leadership to gain more legitimacy as a theory of leadership, research needs to examine how this leadership style can play a role in team cohesion and teacher team performance. And is this valid in educational organizations as well or not? Take action. Therefore, the purpose of the present study is to investigate the role of servant leadership in team cohesion and team performance along with the mediating role of team cohesion in the relationship between servant leadership and team performance in teacher teams.MethodThe study population was all secondary school teachers in Kurdistan province, which was selected by stratified random sampling method and based on Cochran's formula, a sample of 346 teachers. The research method was quantitative and correlational and the modeling approach was covariance-based structural equation. Data were collected using the Leiden et al.'s (2015) Servant Leadership Questionnaire, Podsakoff and MacKenzie (1994) Team Cohesion Questionnaire, and the Puente-Palacios, Martins and Palumbo (2016) Team Performance Questionnaire. The reliability and validity of the questionnaires were assessed by Cronbach's alpha techniques and confirmatory factor analysis. Confirmation path analysis was used to analyze the data using lisrel software. ResultsThe results showed that servant leadership and team cohesion have a positive effect on teachers' team performance at the level of 0.05; Servant leadership due to team cohesion has a positive and significant effect on the variable of team performance of teachers at the level of 0.05.DiscussionBecause servant leadership at the team level is also involved in the exchange process, leaders help the team by acknowledging the team's strengths and potentials, as well as its overall support. It can be said that servant leadership is an important factor in creating team cohesion and improving team performance in teacher teams.}, keywords = {servant leadership,Team Cohesion,Team Performance,Teacher Teams}, title_fa = {نقش رهبری خدمتگزار در عملکرد تیمی با میانجی گری انسجام تیمی (مطالعه موردی: تیم های معلمان مقطع متوسطه دوم استان کردستان)}, abstract_fa = {هدف پژوهش بررسی نقش رهبری خدمتگزار در عملکرد تیمی با میانجی گری انسجام تیمی بود. جامعه پژوهش کلیه معلمان مقطع متوسطه دوم استان کردستان بودند، که با روش نمونه گیری تصادفی طبقه ای و بر مبنای فرمول کوکران، نمونه‌ای به حجم 346 معلم انتخاب شد. روش پژوهش کمی و از نوع مطالعات همبستگی و رویکرد مدل سازی معادله ساختاری کوواریانس محور بود. جهت گردآوری داده ها از پرسشنامه های رهبری خدمتگزار لیدن و همکاران (2015)، انسجام تیمی پودساکف و مک کنزی (1994) و عملکرد تیمی پونته-پالاکیوس، مارتینز و پالومبو (2016) استفاده شد. پایایی و روایی پرسشنامه ها با تکنیک های آلفای کرانباخ و تحلیل عاملی تأییدی بررسی شدند، جهت تحلیل داده‌ها از تحلیل مسیر تأییدی با استفاده از نرم افزار lisrel استفاده شد. نتایج نشان داد که رهبری خدمتگزار و انسجام تیمی اثر مثبت بر عملکرد تیمی معلمان در سطح 05/0 دارند؛ رهبری خدمتگزار به واسطه انسجام تیمی اثر مثبت و معنادار بر متغیر عملکرد تیمی معلمان در سطح 05/0 دارد؛ همچنین متغیرهای رهبری خدمتگزار و انسجام تیمی قادر به تببین 20% واریانس عملکرد تیمی معلمان بودند.}, keywords_fa = {رهبری خدمتگزار,انسجام تیمی,عملکرد تیمی,تیم های معلمان}, url = {https://education.scu.ac.ir/article_17323.html}, eprint = {https://education.scu.ac.ir/article_17323_ba8568535355ed6205feaf19716121d3.pdf} } @article { author = {hajpirouzbakht, mohammad and Hosseini, Seyed Rasoul and Safari, Mahmood}, title = {Analysis of Personal Development Process in Human Resource Management Training System (Case study: with emphasis on the development of education in the insurance industry)}, journal = {Journal of Educational Sciences}, volume = {28}, number = {2}, pages = {153-168}, year = {2021}, publisher = {Shahid Chamran University of Ahvaz}, issn = {2008-8817}, eissn = {2588-672X}, doi = {10.22055/edus.2021.37252.3221}, abstract = {AbstractThe purpose of this study was to design a training model for the insurance industry with an individual development approach in Tehran. The research method was qualitative hybrid method by grounded theory method and structural equation model by quantitative method. The research population in the quantitative section consisted of elite professors in planning in thirty educational and sample in the quantitative section were 163 experts of Atieh Sazan Hafez Company in Tehran in 1399.MethodThe method in this research was the method of exploratory theory and then analyzed by testing the structural equation model in pls the research tools were a semi-structured interview and a researcher-made questionnaire measuring the educational pattern with an individual development approach in insurance employees. The data were collected in the qualitative section by the grounded software basic categories such as branding capability and providing desirable services, improving psychological knowledge, basic and advanced research training. Results Finally, in both Shahabad and sampled plans, background factors and power relations play a role in the evolution of the concepts. The results showed that 10 components were identified. The results of the exploratory analysis showed improving the quality of educational processes, codified career guidance, learning culture, transparency and efficiency of the executive process, development technologically, development of motivation and transparent feedback system was achieved.Discussion Finally, the model showed good validity and fit. To monitor the achievement of goals and needs of personal development of employees and the movement of the program and training model in the right direction, the insurance organization needs to clarify the program and Their skill level will increase. The insurance organization can use experts in this field and the results of this research in the form of specialized workshops to plan appropriate training with its employees in a specialized and direct field for the development of individuals}, keywords = {Education System,Insurance Industry,Personal Development.Human resources management}, title_fa = {واکاوی فرایند توسعه شخصی در سیستم آموزش مدیریت منابع انسانی (مطالعه موردی: با تأکید بر توسعه آموزش در صنعت بیمه)}, abstract_fa = {هدف از این مطالعه طراحی یک مدل آموزشی برای صنعت بیمه با رویکرد توسعه فردی در تهران بود. روش تحقیق روش اکتشافی( کیفی – کمی) با استفاده از روش تئوری زمینه ای و مدل معادلات ساختاری بود. جامعه پژوهش در بخش کیفی21 نفر متشکل از خبرگان حوزه برنامه‌ریزی آموزشی در صنعت بیمه و در قسمت کمی 163 کارشناس شرکت آتیه‌سازان حافظ در تهران در سال 1399 بودند که به روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. ابزار تحقیق، مصاحبه نیمه‌ساختاریافته و یک پرسش‌نامه محقق ساخته اندازه‌گیری الگوی آموزشی با رویکرد توسعه فردی در کارکنان بیمه می‌باشد. داده‌ها در بخش کیفی با استفاده از روش تئوری اکتشافی جمع‌آوری و سپس با آزمایش مدل معادلات ساختاری در نرم‌افزار pls تحلیل شد. نتایج نشان داد که 10 مؤلفه اساسی از جمله قابلیت نام تجاری و ارائه خدمات مطلوب از جمله خدمات آموزشی، بهبود دانش روان‌شناختی، آموزش مقدماتی و پیشرفته تحقیق، بهبود کیفیت فرایندهای آموزشی، راهنمایی شغلی مدون، فرهنگ یادگیری، شفافیت و کارایی فرایند اجرایی، توسعه از نظر فنی، ایجاد انگیزه در توسعه فردی مؤثر است.}, keywords_fa = {نظام آموزشی,صنعت بیمه,توسعه فردی,مدیریت منابع انسانی}, url = {https://education.scu.ac.ir/article_17324.html}, eprint = {https://education.scu.ac.ir/article_17324_a7c5d00fbea42f2ec813b0fb27ebd6a5.pdf} } @article { author = {Badeleh, Alireza and Sameie, Rohollah}, title = {Developing and Validating the Model for the Measurement of Productivity at Farhangian University}, journal = {Journal of Educational Sciences}, volume = {28}, number = {2}, pages = {169-186}, year = {2021}, publisher = {Shahid Chamran University of Ahvaz}, issn = {2008-8817}, eissn = {2588-672X}, doi = {10.22055/edus.2021.37055.3212}, abstract = {Abstract Introduction The current study seeks to develop the Productivity Measurement Model (PMM) at Farhangian University to maximize the use of resources, manpower, facilities, reduce production costs, expand markets and increase employment.Methodology In the qualitative phase, using an exploratory data collection, the participating team including academic experts in different fields of humanities including the directors of Farhangian University (n=50), were selected by a non-probability (purposive) manner and the snowball method to develop and validate the PMM. Fifteen interviews were conducted with university faculty members until theoretical saturation was reached. To rank and fit the PMM, a questionnaire consistent with the findings of the qualitative section was sent to the academic staff at random. The validity and reliability indices of the questionnaires were calculated by experts; factor analysis and Cronbach's alpha-test of 0.70 were all confirmed. Out of 274 questionnaires distributed, 221 complete questionnaires were returned used as the basis for statistical analysis. Findings After conducting interviews and reviewing previous research, indicators related to productivity measurement by content analysis method (142) and interviews with experts (34) were identified and finally by Delphi method 138 indicators in the areas of "design, planning and resource development" "Education", "Research and Technology" and "Student, Cultural and Social" were approved. In the quantitative phase, the structural equation model was used for validation.DiscussionConsidering that all productivity measurement indicators in Farhangian University have been approved using confirmatory factor analysis in each field, the indicators in the field of research and technology with a path coefficient of 0.977 have a value of t, higher than 1.96. The coefficient of determination of this index is 95.4% of the productivity measurement and it has the first rank and the indicators of the student, cultural and social field with a path coefficient of 0.947 have a value of t, higher than 1.96. The coefficient of determination of this index (89.7%) explains the productivity measurement and is in the second place, and the indicators of the field of education with a path coefficient of 0.937 have a value of t, higher than 1.96. The coefficient of determination of these indicators of 87.9% explains the productivity measurement and has the third rank and the coefficient of determination of this index of 87.7% explains the productivity measurement and ranks fourth among other factors. After determining the productivity indicators, calculations related to productivity indicators and factors affecting productivity changes can be determined.}, keywords = {Model Validation,","Farhangian University","Productivity Measurement"}, title_fa = {تدوین و اعتباریابی مدل سنجش بهره‌وری‌ در دانشگاه فرهنگیان}, abstract_fa = {هدف پژوهش کاربردی-توسعه‌ای حاضر تدوین و اعتباریابی مدل ‌سنجش ‌بهره‌وری‌ در دانشگاه‌ فرهنگیان بوده که ماهیت آن اکتشافی و گردآوری داده‌ها در آن آمیخته می‌باشد. در فاز‌کیفی پژوهش، به روش نمونه‌گیری‌ گلوله برفی، 15مصاحبه با اعضای هیأت علمی دانشگاه تا رسیدن به اشباع نظری صورت گرفت که در مصاحبه‌ی نهم این مهم محقق شد. پس از انجام مصاحبه‌ها و بررسی تحقیقات پیشین، شاخص‌های مرتبط با سنجش بهره‌وری به روش تحلیل‌محتوا(142) و مصاحبه با خبرگان(34)‌‌ شناسایی و در نهایت با روش دلفی 138 شاخص در حوزه‌ها‌ی "طرح، برنامه و توسعه‌ی منابع"،"آموزش"،"پژوهش و فناوری" و "دانشجویی، فرهنگی و اجتماعی" تأیید شد و براساس آن پرسشنامه‌ای تنظیم و جهت اعتباریابی مدل‌ بین نمونه‌ی ‌آماری توزیع گردید. در فاز‌کمی، برای اعتباریابی، از مدل معادلات‌ ساختاری استفاده شد؛ بدین‌ترتیب که به‌طور‌تصادفی 274 پرسشنامه‌ طبق یافته‌های بخش‌ کیفی در اختیار مدیران، معاونین و اعضای هیأت علمی دانشگاه ‌فرهنگیان قرار گرفت و 221 پرسشنامه‌ی عودت داده شده، ملاک تحلیل‌ آماری برای رتبه‌بندی و برازش مدل سنجش بهره‌وری شدند. روایی محتوایی پرسشنامه‌ها توسط افراد خبره، روایی سازه توسط تحلیل ‌عاملی و پایایی پرسشنامه با آزمون آلفای ‌کرونباخ، 70/0محاسبه و همگی مورد تأیید قرار گرفتند. نتایج پژوهش نشان داد که تمامی شاخص‌های شناسایی شده در مدل‌ سنجش ‌بهره‌وری، تأیید و مدل از برازش مناسبی برخوردار است.}, keywords_fa = {"اعتباریابی‌مدل","دانشگاه‌فرهنگیان","سنجش‌بهره‌وری"}, url = {https://education.scu.ac.ir/article_17325.html}, eprint = {https://education.scu.ac.ir/article_17325_c11487a5e56b44a3d87aeafc92fa3033.pdf} } @article { author = {Yamani Douzi Sorkhabi, Mohammad and Mahjoubian, Ahmad and Pardakhtchi, Mohammad-Hasan and Farjadi, Gholamali}, title = {Doctoral Supervision Stylistics}, journal = {Journal of Educational Sciences}, volume = {28}, number = {2}, pages = {187-208}, year = {2021}, publisher = {Shahid Chamran University of Ahvaz}, issn = {2008-8817}, eissn = {2588-672X}, doi = {10.22055/edus.2021.35742.3149}, abstract = {IntroductionThe doctoral program plays an important role in the implementation of university missions and scientific development through original research and training of future scientists and researchers. On the other hand, research shows that the success of this course is influenced by factors, one of the most important of which is supervision. Supervisors have different methods, tastes and beliefs in providing supervision. The study of these characteristics and their integration in the theoretical frameworks (academic supervision styles) is an approach that can pave the way for a deeper understanding of the supervisory phenomenon as well as build tools for identifying and evaluating doctoral supervision status.Methodin this study, using the method of narrative review, the literature in the field of higher education in internal resources (25 articles) and external (58 articles) was examined and analyzed.Results6 stylistics were identified for doctoral supervision, which are stylistics: Anderson, Gurr, Gatfield, Mainhard et al., Murphy et al., And Vilkinas. These stylistics are described in the article and a general comparison is made between them.DiscussThe study of these stylistics showed that the educational and moral dimensions of academic supervision, as well as the differences between the guidance of different educational groups, are the most important issues neglected in these stylistics. In addition, it was found that the main focus of these stylistics is on one of the goals of the doctoral course (educating researchers) and it can be suggested to provide stylistics focusing on another important goal of the doctoral course (science production).It should be noted that stylistic studies due to the practical approach as well as conceptual coherence, can help to improve the status of doctoral guidance, because contemplation of different styles of academic supervision and attention to their various dimensions by supervisors can by creating knowledge of different angles of academic supervision will lead to improving the quality of this process.}, keywords = {Supervision,Doctoral course,Stylistics,Supervisor,Supervision style}, title_fa = {سبک‌شناسی راهنمایی تحصیلی در دوره دکتری}, abstract_fa = {راهنمایی تحصیلی دوره دکتری نقش مهمی در موفقیت این دوره دانشگاهی دارد. اساتید راهنما در ارائه راهنمایی تحصیلی شیوه‌ها، سلایق و باورهای مختلفی دارند. مطالعه این ویژگی‌ها و انسجام‌بخشی آن‌ها در چارچوب‌هایی نظری (سبک‌های راهنمایی تحصیلی) رویکردی است که می‌تواند زمینه‌ساز پدید آوردن فهمی عمیق‌تر از پدیده راهنمایی و همچنین ساخت ابزارهایی برای شناسایی و ارزیابی وضعیت راهنمایی تحصیلی دوره دکتری باشد. بر همین اساس در این پژوهش با استفاده از روش مرور روایتی، ادبیات حوزه آموزش عالی در منابع داخلی (25 مقاله) و خارجی (58 مقاله) مورد بررسی و تحلیل قرار گرفت و 6 سبک‌شناسی برای راهنمایی تحصیلی دوره دکتری شناسایی شد که عبارتند از سبک‌شناسی اندرسون، گور، گاتفیلد، مینهارد و همکاران، مورفی و همکاران، و ویلکیناس. این سبک‌شناسی‌ها در مقاله توصیف شده و یک مقایسه کلی نیز میان آن‌ها صورت گرفته است. بررسی این سبک‌شناسی‌ها نشان داد که ابعاد تربیتی و اخلاقی راهنمایی تحصیلی و همچنین تفاوت‌های موجود میان راهنمایی گروه‌های تحصیلی مختلف، مهم‌ترین موضوعات مغفول در این سبک‌شناسی‌ها می‌باشد. به علاوه مشخص شد که عمده‌ی تمرکز این سبک‌شناسی‌ها بر یکی از اهداف دوره دکتری (پرورش پژوهشگران) بوده و می‌توان ارائه سبک شناسی‌هایی با تمرکز بر هدف مهم دیگر دوره دکتری (تولید علم) را نیز پیشنهاد نمود.}, keywords_fa = {راهنمایی تحصیلی,دوره دکتری,سبک‌شناسی,استاد راهنما,سبک راهنمایی}, url = {https://education.scu.ac.ir/article_17327.html}, eprint = {https://education.scu.ac.ir/article_17327_a65d4b8a686b972989869ed2cb943a0c.pdf} } @article { author = {Astaraki, Marziyeh and Hadipeykani, Mehraban and Etebarian, Akbar}, title = {Designing a model for changing student admission policy with learning approach}, journal = {Journal of Educational Sciences}, volume = {28}, number = {2}, pages = {209-226}, year = {2021}, publisher = {Shahid Chamran University of Ahvaz}, issn = {2008-8817}, eissn = {2588-672X}, doi = {10.22055/edus.2021.36443.3196}, abstract = {A review of changes in student admission policy over the last four decades has shown that these policies still need to be changed, because in many of the applied changes there is a lack of attention to learning approach. Learning enables successful policy changes to be made that reflect changes in external environmental conditions and requirements, as well as the evaluation of previous policies. The methodology of the present study is applied in terms of results and mixed in terms of implementation method; which has been performed in two parts, quantitative and qualitative. According to the nature and objectives of the research, inductive content analysis has been conducted. Accordingly in the qualitative section, research data is qualitative and its approach is inductive content analysis. The statistical population of the study included experts and specialists familiar with the process of changing student admission policy with a learning approach. Through purposive sampling, 12 of them were interviewed. Similarly, in order to confirm the presented model in the quantitative section, The data collection tool in this section is a researcher-made question.For data analysis in a quantitative part, the SmartPLS software was used, which finally confirmed the proposed model.In this study, the researcher respect to the exogenous dimension requires attention to the wishes and needs of the community, the role of advocacy groups,interest groups and the media, population developments and ideological issues, political and economic conditions governing society and the status of volunteers. In the endogenous dimension, it requires the consideration of policies and politics proposed by the government, political attitudes and opinions by avoiding politicization, opinions and views of experts and thinkers, goals and programs of related and synchronized organizations and decisions of decision-making councils. The study shows that the policy of student admission has changed significantly over the years, Basically, these changes are apparent and there is always a lack of attention to the learning approach.Student admission policy is important because of the learning approach because it has potentially more desirable outcomes for the higher education system so that policymakers can have a more appropriate policy for student admissions policy.}, keywords = {Policy Change,Student Admission,policy}, title_fa = {طراحی مدل تغییر خط مشی پذیرش دانشجوبا رویکردیادگیری}, abstract_fa = {هدف این تحقیق طراحی مدل تغییر خط مشی پذیرش دانشجوبارویکردیادگیری است که براساس روش ترکیبی(آمیخته)می باشد.روش شناسی تحقیق حاضرازحیث نتیجه،کاربردی وازحیث روش اجرا کارآمیخته؛که دردوبخش کمی وکیفی انجام گردیده وباتوجه به ماهیت واهداف پژوهش ازروش تحلیل محتوااستقرایی استفاده شده است.براین اساس دربخش کیفی جامعه آماری پژوهش راکارشناسان ومتخصصان آشنابافرایندتغییر خط مشی پذیرش دانشجوبارویکردیادگیری شکل داده اندکه براساس قاعده اشباع نظری وازطریق نمونه گیری هدفمندوباتکنیک گلوله برفی با12نفرازایشان مصاحبه انجام گردید. دربخش کمی، جامعه آماری مشتمل براعضاءهئیت علمی دانشگاه لرستان ودانشگاه علوم پزشکی لرستان می باشدکه حجم نمونه برای این بخش براساس جدول مورگان229نفربرآوردشده که ازروش نمونه گیری ساده برای انتخاب آنان استفاده شد.برای جمع آوری داده های کیفی ازروش مصاحبه نیمه ساختاریافته وبرای داده های کمی ازپرسشنامه محقق ساخته استفاده شد.تجزیه وتحلیل مصاحبه هابراساس روش تحلیل محتوای استقرایی ودربخش کمیبرای تجزیه وتحلیل داده ها ازتکنیک مدل یابی معادلات ساختاری بااستفاده ازنرم افزارهای spss22وsmart plsاستفادهشده است.نتایج بدست آمده نشان می دهدکه ابعادیادگیری(درون زا وبرون زا)برخط مشی پذیرش دانشجوتاثیرداشته وبایدموردتوجه قرارگیرد.}, keywords_fa = {خط مشی,تغییرخط مشی,پذیرش دانشجو,یادگیری خط مشی}, url = {https://education.scu.ac.ir/article_17326.html}, eprint = {https://education.scu.ac.ir/article_17326_5de2ce8003fdd487ad434bc65a41523a.pdf} }