M.M Bahramzadeh; B. Bavarsad; M. Jafarpour
Volume 17, Issue 1 , May 2010, , Pages 151-180
Abstract
The main goal of this study was to investigate the relationship between school climate and the tendency toward entrepreneurship in senior high school and pre-university schoolboys of Ahvaz. The method of research, with respect to its nature, is a description of correlation type. Statistical ...
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The main goal of this study was to investigate the relationship between school climate and the tendency toward entrepreneurship in senior high school and pre-university schoolboys of Ahvaz. The method of research, with respect to its nature, is a description of correlation type. Statistical samples include 162 school employees and 181 students who were selected through stratification and multi stage clustered sampling. Two questionnaires of organizational climate (OCDQ) and the researcher made questionnaire of entrepreneurial spirit were used for data collection. Data analysis was done by the SPSS software at two levels of descriptive and inferential statistics. The results revealed that entrepreneurial spirit indices (creativity, self-esteem, advancement motivation, internal control source, foresight and risk taking) are above average in students. Furthermore, there is a significant relationship between some of the indices of organizational climate i.e. (sincerity, lack of enthusiasm, prevention) and the entrepreneurial spirit at the level of p < 0/05. However there is no meaningful relationship between other indices of organizational climate i.e. (spirit, isolation, influence, emphasis on production, observance) and the entrepreneurial spirit.
shahideh hosseini; M Abughasemi; J Yadollahi Farsi; M Rezei zadeh
Abstract
Identification of entrepreneurial competencies of the faculty members of Iran's state universities (case study: Shahid Beheshti University) Abstract This study purports to identify the entrepreneurial competencies of the faculty members of the Iran's state universities. For this purpose, 17 faculty members ...
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Identification of entrepreneurial competencies of the faculty members of Iran's state universities (case study: Shahid Beheshti University) Abstract This study purports to identify the entrepreneurial competencies of the faculty members of the Iran's state universities. For this purpose, 17 faculty members of the Shahid Beheshti University, sampled using a purposeful sampling procedure, were interviewed in a semi-structured interview and their enrepreneurial competencies were identified. After thematic analysis of the data a sum of 69 sub-competencies were identified and categorized into 9 major categories using focus group procedure. These entrepreneurial competencies included opportunity competency, commitment competency, communication competency, management competency, reconciliation competency and acting as both a faculty member and an entrepreneur, growth and development competency, business competency, sterategic competency, and technical-expertise competency. Adding to our knowledge on the academic entrepreneurship, the results of this study can also be of help to policy-makers in the development of educational policies and supportive policies with regard to academic entrepreneurship. Keywords: entrepreneurial competencies, faculty member.
Philosophy of Education
S Kiyarsi
Abstract
Thesignificance of media awareness in Iran’s public schools is crucial in helpingChildren comprehend the visual media world in which they live. The world iscurrently a place where our youth are inundated with visual messages that areto be received, interpreted and critically analyzed. The aim of ...
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Thesignificance of media awareness in Iran’s public schools is crucial in helpingChildren comprehend the visual media world in which they live. The world iscurrently a place where our youth are inundated with visual messages that areto be received, interpreted and critically analyzed. The aim of this study wasto investigate the effects of the philosophy for children program on awarenessof media Violence and stereotypes in popular media of fifth grade elementaryschool students (Boys) of Dezful. A random sample of 50 fifth grade boystudents participated in this study. Experimental group participated for 20sessions in the community of inquiry to discuss their favorite media contentsuch as games to be aware of the phenomena of media violence and gender andsocial stereotypes. The control group subjects did not receive training. Thefindings of this investigation showed that utilizing philosophy for childrenprogram has a positive effect on awareness of media Violence and gender andsocial stereotypes.
Abstract
This research was done in order to study of social-emotional classroom climate optimization package effectiveness in primary schools. The present study has done through experimental method and pre-test/post-test control group design. The population was consisted of 12 public elementary schools in Noor ...
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This research was done in order to study of social-emotional classroom climate optimization package effectiveness in primary schools. The present study has done through experimental method and pre-test/post-test control group design. The population was consisted of 12 public elementary schools in Noor city that sample composed of 8 classes of fifth-grade was selected with use of convenience sampling method. The measurements included social-emotional class-room climate optimization package that researcher have made it, Classroom Assessment Scoring System (CLASS) (Pianta, La Paro, & Hamre, 2005, 2008), Perceived Emotional Intelligence Scale (Brackett, & Mayer, 2003), & Maslach Burnout Inventory (Maslach, Jackson, & Leiter, 1996). The results based on analysis of covariance & multiple analysis of hierarchical linear regression indicated that social-emotional classroom climate optimization package have made significant difference in various dimensions of classroom climate between control & experiment classes, and teacher variables when was entered in regression equation and was controlled, significantly moderated the effect of treatment. The findings of this study can be considered as a guide for curriculum planners and teachers to improving classroom climate, pay more importance to recognition the social and emotional factors of classes and reinforcing them. Also, this study can serve as a basis for other research at the national level and design a package with other items.
R. Saberi; M. Akbari boreng; H. Shokoohifard; A.A. Ajam
Volume 20, Issue 2 , December 2014, , Pages 131-150
Abstract
Art literacy is multiple dimension activity that is increasing inherent and instrumental value in educational system . Educational systems can help to art education ...
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Art literacy is multiple dimension activity that is increasing inherent and instrumental value in educational system . Educational systems can help to art education in shape of approaches. One of the problems in Iran’s art education is the lack of correct understanding of art education approaches in Middle-school art education. The purpose of this research is to obtain information about the current approaches and knowledge domains in art education. In this content analysis and integration study, traditional, thinking disposition, integration, discipline-based art education, creative problem solving, preparing for the world of work, and promoting academic performance approaches were studied and explored in the current approved objectives for art education, the curriculum and syllabuses of art teacher training programs, the content of Middle-school art textbooks, and the National Curriculum Program in Iran's case. The results showed that the dominant approach in the current approved objectives is visual culture vision and in both the curriculum and syllabuses of art teacher training programs, and the content of Middle-school art textbooks is art production approach. In the National Curriculum Program have been considered perception of expressiveness and meaning, aesthetic, and discipline-based approaches. Knowledge-domains in the current approved objectives for art education more relates to knowing that, and knowing how is more obvious in both the curriculum and syllabuses of art teacher training, and the content of Middle-school art textbooks, while contains several knowledge kinds. Suitable model in Middle-school art education is as a way that can help to identification of approaches, curriculum characters and elements.
Educational Psychology
Abstract
The aim of this project is to construct, and to evaluate the validity and reliability of Caring Thinking Skill (CTS) questionnaire based on ‘Philosophy for Children’ educational approach, for first high school students in Tehran. For this purpose, a pilot study was carried out on 60 students. ...
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The aim of this project is to construct, and to evaluate the validity and reliability of Caring Thinking Skill (CTS) questionnaire based on ‘Philosophy for Children’ educational approach, for first high school students in Tehran. For this purpose, a pilot study was carried out on 60 students. Then, 742 students (358 girls and 384 boys) were selected by cluster sampling method and CTS questionnaire in Five subscales, including Valuative Thinking, Emotional Thinking, Normative Thinking, Active Thinking and Empathic Thinking, were distributed among them and the results were interpreted and analyzed. Content validity of the questionnaire was assessed by 16 local and foreign professors. The reliability of this test was also evaluated by using Exploratory Factor Analysis and Confirmatory Factor Analysis. The findings indicated the content validity was appropriate (CVR = 0/87), and in the construct validity, according to the results of EFA, 29 questions were deleted and the validity of the 60-item test was confirmed. Finally, from each of the sub skills, five questions that were the most frequent factors were selected and the form of the 25 questions was verified by using CFA. The findings also showed a significant difference between Caring Thinking, Valuative Thinking, Emotional Thinking and Normative Thinking skills among boys and girls. This research results indicated that the CTS questionnaire provides information on general skills and five sub skills, and can be used to measure and develop this skill for first high school students.
Educational Management
Hashem Mohammadi Chemardani; Mohamadnoor Rahmani
Abstract
Introduction Increasing advances in information and communication technology have affected all organizational activities including manpower training and have resulted in emergence and development of e-learning courses as a new educational technology. Success of e-learning courses depends on different ...
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Introduction Increasing advances in information and communication technology have affected all organizational activities including manpower training and have resulted in emergence and development of e-learning courses as a new educational technology. Success of e-learning courses depends on different factors and identifying these factors will significantly help in design and implementation of these courses. These factors can be related to the internal conditions of the courses or the external environment that influences it. This study aims to identify effective factors in success of e-learning courses.
Method We used exploratory mixed method design in this study. Qualitative part of the study was implemented using descriptive phenomenological method. The sample of study consisted of 16 experts selected by purposeful sampling. For data collection we used semi-structured interviews and for data analysis Colaizzi method was employed. Quantitative part of the study was carried out using survey method. Statistical population of the study were 212 employees of Hormozgan Province Gas Company and 136 individuals were selected through Morgan table. Research instrument was questionnaire and to test the research hypotheses we applied confirmatory factor analysis. Data were analyzed using SPSS and AMOS.
Result Qualitative findings were obtained in 9 sub-categories and 3 main categories. The main categories of organizational factors included categories of management commitment and supportive laws and regulations, the main categories of technical factors included the categories of desirable hardware and appropriate software facilities, and the main categories of educational factors included primary user training, comprehensive course planning, appropriate educational content, effective implementation of courses and feedback. Quantitative findings demonstrated that regarding organizational factors, management commitment component, regarding technical factors, hardware facilities factor and regarding educational factors, comprehensive courses planning with factor load of 0.956, 0.912, and 0.914, respectively had the most impact on success of e-learning courses.
Discussion Qualitative results showed that effective factors in success of e-learning courses are three main categories of organizational, technical and educational factors. The main categories of organizational factors include sub-categories of management commitment and supportive rules and regulations, the main categories of Technical factors include sub-categories of appropriate hardware facilities and desirable software facilities and educational factors include sub-categories of primary user education, comprehensive courses planning, appropriate training content, effective implementation of courses, and feedback; In the quantitative section, the results of confirmatory factor analysis showed that the identified factors affect the success of e-learning courses and quantitative results confirmed qualitative results. The results of previous research were consistent with the results of this study. In order to use the results of this study, it is suggested that all the identified factors in the success of the electronic courses be taken into account prior to designing and implementing electronic training courses at Gas Company.
G Rahimidoost; S.A Razavi
Volume 19, Issue 2 , February 2013, , Pages 145-166
Abstract
E-learning as new educational technology is rapidly developing, expanding and changing. This rapid expanding has prompted administrators to follow scientific and rational methods in implementing, managing and evaluating e-learning projects. Need assessment as a scientific and rational method is a way ...
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E-learning as new educational technology is rapidly developing, expanding and changing. This rapid expanding has prompted administrators to follow scientific and rational methods in implementing, managing and evaluating e-learning projects. Need assessment as a scientific and rational method is a way to follow prior to adopting e-learning projects. The goal of present research was to measure ShahidChamranUniversity’s readiness for adopting e-learning. The Population of the research consisted of all students and faculty members in the second semester of the academic year 1385-1386. The Samples comprised 351 students and 129 faculty members selected by stratified random sampling method. Two standard tests were administered; one to students and the other to faculty members. In order to analyze data, both descriptive and inferential statistics (ANOVA) were used. Findings revealed that the students and faculty members of ShahidChamranUniversity are relatively ready for e-learning. In addition, inferential analysis of data showed that there is a significant difference between humanities and basic sciences students in readiness for e-learning, but the no significant difference between academic achievement of students and readiness for e-learning was discovered. According to another finding there is no significant difference between rank of faculty members and their attitudes towards university readiness for e-learning.
Educational Management
maryam nabavi; aliakbar aminbeidokhti; sakineh jafari
Abstract
Future developments of the country in terms of economic, social, cultural and political fields depend on students’ competencies and the programs offered by higher education and extending and improving the learning and teaching are the most important priorities of higher education. In this regard, ...
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Future developments of the country in terms of economic, social, cultural and political fields depend on students’ competencies and the programs offered by higher education and extending and improving the learning and teaching are the most important priorities of higher education. In this regard, one of the most important elements of higher education and universities is faculty members who play a decisive and undeniable role in achieving the goals and missions of higher education in quantitative and qualitative terms, so, examining their qualifications and competencies in different dimensions especially in the field of teaching and the impact they can have on improving the quality of learners’ learning and their achievements of education is very necessary. Accordingly, the aim of the present study is to examine the mediating role of cooperative learning in relation with teaching qualification and professional competence of faculty members with the students’ academic achievement at Semnan University. Method present study is regard, purpose is practical and is regard method of data collection, it is considered as descriptive-correlational. The statistical population of the study consisted of all B.A and M.A students (16,000 people) of Semnan University in the academic year 1394-95 of which 260 people were selected as the sample of the study using cluster sampling method (179 B.A students and 81 M.A students). All of them completed faculty members’ teaching qualification (Robert et al, 2009), faculty members’ professional competence (Robert et al, 2009), cooperative learning (Moghimi & Ramezani, 2013) and students’ academic achievement (Pace & Kuh, 2000) scales. The data were analyzed by using statistical correlation techniques and path analysis after the validity and reliability of the scales were assessed. Based on the purpose of the study, the following hypothesis was considered and followed up. Teaching qualification and professional competence of faculty members with the mediation of cooperative learning have an indirect and significant effect on students’ academic achievement. Results The findings showed that there is a significant positive relationship between teaching qualification, professional competence of faculty members, cooperative learning and students’ academic achievement. Teaching qualification of faculty members has an indirect and significant effect on students’ academic achievement with the mediation of cooperative learning, but the direct effect is not significant. Professional competence of faculty members has a direct and significant effect on students’ academic achievement but it does not have an indirect and significant impact on students’ academic achievement with the mediation of cooperative learning. Teaching qualification and professional competence of faculty members and cooperative learning explain 18% of variance of students’ academic achievement. Discussion The results of this study indicated the importance of paying attention to the teaching qualification and professional competence of faculty members and cooperative learning in increasing the students’ academic achievement. The use of question generation techniques in implementation of teaching, assessment of students’ knowledge, insight and skills in accordance with teaching objectives; challenging students in relation to teaching activities; using appropriate evaluation methods and providing proper learning opportunities by faculty members can improve students’ professional achievements. Also, fostering students’ mental achievement by faculty members through supporting students in solving problems associated with the lesson, challenging students’ ideas on educational activities; using different resources to improve educational activity, and students support in order to find suitable educational resources can also be another reason for the findings of this study.
Volume 19, Issue 1 , September 2012, , Pages 151-170
Abstract
The purpose of this study was compare school connectedness, academic motivation and academic achievement between gifted school students and traditional school students. The research population of this study comprised all the gifted high schools in Esfahan and all the traditional schools is the in Esfahan ...
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The purpose of this study was compare school connectedness, academic motivation and academic achievement between gifted school students and traditional school students. The research population of this study comprised all the gifted high schools in Esfahan and all the traditional schools is the in Esfahan regions 1 & 3. Sampling method for gifted school students was census takiro and for traditional ones cluster sampling. The instrument used in this study included. The school connectedness questionnaire provided by Bery et al., for measuring academic motivation Hermes’ academic Motivation Questionnaire, and finally academic students GPAs as indices of academic achievement. Statistical methods used for analysis consisted of descriptive and non parametric methods. Results show that there are significant differences in school connectedness and its factors, academic motivation and academic achievement variables between gifted school students and traditional school students. All variables indicated the higher performance of the gifted students on the above variables compared to traditional school students.
A Naami; M Mehrabizadeh-Honarmand; F Gol-Pichi
Volume 18, Issue 1 , September 2011, , Pages 151-166
Abstract
This study explored the relationship between organizational commitment and organizational citizenship behavior. The sample consisted of 160 Schools principals in Dizful who were selected via simple random sampling method. Simple and multiple correlations were used to analyze the data. The results indicated ...
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This study explored the relationship between organizational commitment and organizational citizenship behavior. The sample consisted of 160 Schools principals in Dizful who were selected via simple random sampling method. Simple and multiple correlations were used to analyze the data. The results indicated that there is significant and positive correlation between effective and normative commitment and organizational citizenship behavior. There is not significant relationship between continuance commitment and organizational citizenship behavior. In addition, the results showed that effective commitment had the most important role in prediction of organizational citizenship behavior and its facets.
R Hakimzadeh; K Dorani; M abolghasemi; F Nejati
Volume 21, Issue 1 , May 2014, , Pages 151-166
Abstract
The aim of this research was to study the relationship between school connectedness with academic achievement and academic motivation among high school students of Isfahan. Research sample was including 423 high school students and selected based on multi-stage cluster sampling method. School connectedness ...
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The aim of this research was to study the relationship between school connectedness with academic achievement and academic motivation among high school students of Isfahan. Research sample was including 423 high school students and selected based on multi-stage cluster sampling method. School connectedness was measured by Bety and Bery's school Connectedness Questionnaire (2005). Validity of this questionnaire was established by professionals. Cronbach's Alpha 92% showed us that this questionnaire is reliable. Hermnes's questionnaire (29 Items form) was used for academic achievement motivation assessment. Validity of this questionnaire was established by professionals too and its reliability was 82% based on Cronbach Alpha. Student's academic achievement was measured by their average s of high school scores. data analyzed by Pearson Correlation Coefficient and multiple Regression. Based on obtained results, we found that correlation between school connectedness and academic motivation of high school students are positive and high. Also regression analyzed results showed that relatedness of self with school, Educational engagement and of fairness and respect at school are powerful factors to predict academic motivation. In Isfahan,s high schools, Educational engagement, Relatedness of self with school and teacher support are main factors to predict the academic achievement.
educational technology
Abstract
The main objective of this study was to investigate the e-learning opportunities and threats in Razi University of Kermanshah. The methodology was based on a mixed approach consisting of a qualitative components plus a descriptive one. The population consisted of administrators, faculty members and students ...
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The main objective of this study was to investigate the e-learning opportunities and threats in Razi University of Kermanshah. The methodology was based on a mixed approach consisting of a qualitative components plus a descriptive one. The population consisted of administrators, faculty members and students of Razi University of Kermanshah in the academic year 1394-95. 534 participants were selected via random stratified sampling in the quantitative part and 10 participants of in qualitative section. For collecting data a questionnaire (khoshrang et al., 1393) and interviews were used. The reliability measure of questionnaire was a= 0.89. To analyze the quantitative data, Spss 19 and Amos 22 soft wares and for the qualitative analysis, open coding were used. The quantitative results of this study showed that the cost-effectiveness component of learning component was the most important opportunity and mental – emotional component, professor- student communicational component and teaching - learning component were identified as threats for e-learning. In the qualitative analyses, ways of overcoming threats and obstacles to e-learning were identified in the three main categories of organizational instructional and user levels.
N Behrouzi; M Shogabi; M Mehrabizadeh honarmand; GH Maktabi
Volume 20, Issue 1 , May 2013, , Pages 155-170
Abstract
The present study attented to examine the relationship of self directed learning with life satisfaction and academic performance of female students. The population of this study included all of the female student of high school in Bushehr. The sample used in this study consisted of 246 female students ...
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The present study attented to examine the relationship of self directed learning with life satisfaction and academic performance of female students. The population of this study included all of the female student of high school in Bushehr. The sample used in this study consisted of 246 female students who were selected randomly by multistage sampling method. The scales used this study were Self Directed Learning Scale and Multidimensional Students Life Satisfaction Scale. The average of student was used as index of academic performance for analyzing the data simple correlation and multiple regression were used. For analyze the data, both descriminant analysis and descriptive statistics were used. The results of this study showed that the correlation of self directed learning and its dimension with life satisfaction, and academic performance were significantly positive. In addition, the results of regression indicated that self management was best predictor of life satisfaction, and desire for learning was best predictor of academic performance in students. the results of regression indicated that dimension of self directed learning were best predictor of life satisfaction and academic performance. These findings were discussed in the light of related theories and past research results. Some educational implications were offered.
R. Badri Gargari; R. Ahmadian
Volume 18, Issue 2 , February 2012, , Pages 155-176
Abstract
Achievement goals have been described as cognitive representations of both children’s reasons for engaging in academic tasks and the standards that will be used to judge or evaluate their performance. Recent research on achievement motivation has focused on the effects ...
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Achievement goals have been described as cognitive representations of both children’s reasons for engaging in academic tasks and the standards that will be used to judge or evaluate their performance. Recent research on achievement motivation has focused on the effects of environmental factors affecting students’ motivational beliefs and goal tendencies. This research examines students’ perceptions of the achievement goals parents and teachers emphasize for them in academics, and the relation of these goals to students’ personal achievement goals and coping strategies. 250 students were selected through cluster random sampling method. The instruments employed in the study were Perceived Parent Goal Emphasis, Perceived Teacher Goal Emphasis, Academic Goal Orientation Questionnaire and the Academic Coping Inventory. Data were analyzed by AMOS software and through path analysis. Student’s performance-approach orientation was strongly predicted by perceived parental performance emphasis and perceived parental performance emphasis where as student’s mastery orientation was not significantly predicted by perceived teacher mastery emphasis. In addition, it was found that positive coping strategies are also substantially predicted by children’s mastery orientation and projective coping, denial, non-coping are positively predicted by children’s performance-approach orientation. Implications of this research for future research. Is that more attention should by Paid to the roles played by inner family processes on children’s perceived achievement goal and their adaptive beliefs and behaviors in schools, are discussed.
Amir Masnavi; Seyed Abbas Razavi
Abstract
Introduction. This Study to aim was conducted to investigation to prediction students perceived feedbach basedon the constractivist learning context in a correlation design. Method The purpose of this study was to investigate students' perceived feedback and its predictability based on components of ...
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Introduction. This Study to aim was conducted to investigation to prediction students perceived feedbach basedon the constractivist learning context in a correlation design. Method The purpose of this study was to investigate students' perceived feedback and its predictability based on components of constructivist learning environment. This study is an applied research in terms of the purpose and is a type of descriptive-correlational researches in terms of data collection method. The population of the current study consisted of all undergraduate and master of art students of Shahid Chamran Universtiy of Ahvaz. 166 students were selected using simple random sampling method. The participation completed: the Perceived Feedback Scale (Haghani et al) and Constructivist Learning Environment Scale (Tylor). Data were analyzed using multiple regression analysis, Pearson correlation coefficient and independent t-test. Result The results showed that there is a positive and significant relationship between students’ perceived feedback and constructivist learning environment, Also regression analysis revealed that constructivist learning environment components (such as: relation to life, uncertainty, critical statement, shared control, student negotiation are predictions significant students’ perceived feedback and (%59 variance). In additions there aren’t difference between male and female students and in the rate of receiving feedback undergraduate and graduate students. Discussion The evidence from this study suggests that creating a constructivist learning environment through attention to its components can improve feedback in the teaching-learning process. Given the importance of feedback in the communication process, constructivist learning environments improve communication and improve the quality of education. Based on the findings of this study, it is suggested that teachers use active and learning-based approaches to teaching. Traditional approaches that are often teacher-centered and teaching-oriented, passive learners whom lack the opportunity to understand and create the structure of knowledge. It is also suggested that teachers in educational design take in to account the characteristics of a constructivist learning environment and adapt their teaching to them. In this way, students will experience a more effective environment and can adjust their performance by receiving more effective feedback.
Curriculum Development
zohre ababaf; maghsood ferasatkhah; yadolah mehralizade; koorosh fathi vajargah
Volume 21, Issue 2 , December 2015, , Pages 157-182
Abstract
The purpose of this paper is to reflect on the requirements in teachers' professional competencies in correspondence to worldwide social, information and communication technology developments and the effect that this development had on the curriculum. If we are trying to reduce the gap between the intended ...
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The purpose of this paper is to reflect on the requirements in teachers' professional competencies in correspondence to worldwide social, information and communication technology developments and the effect that this development had on the curriculum. If we are trying to reduce the gap between the intended curriculum, the taught curriculum and experienced curriculum, it is necessary to pay attention to the hidden and neglected curriculum in our educational system. Current and emerging social facts and developments in digital world constitute considerable aspects of the hidden and neglected curriculum and effective on three curriculum types mentioned above. Since teachers are the key factor contributing to the success of curriculum, specially intended curriculum, they need the appropriate competencies to make these changes. Understanding these competencies can provide the basis for reflection on teacher training curricula. The methodology of this study is a survey involving a review – analysis and the author has applied her long-term experience as an educator in teacher education domain to enrich the theoretical aspects of study. The main topics of this study are organized in two sections: In the first section, features of curricula influenced by global social and ICT developments are reviewed, and in the second part teachers' professional competencies in accordance with these developments are reviewed. The findings of this study indicate teachers' professional competencies in two areas: professional competencies in accordance with knowledge of curriculum and practice of curriculum, each of which consists of several professional components and are illustrated in the form of a diagram.
educational technology
Amir Mashhadi
Abstract
With the rapid advancements in new communication technologies, the authorities of Iranian educational ministry emphasized opening a new room in teaching and learning with the application of the new medium of mobile communication from the early childhood so as to attract the learners as well as to improve ...
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With the rapid advancements in new communication technologies, the authorities of Iranian educational ministry emphasized opening a new room in teaching and learning with the application of the new medium of mobile communication from the early childhood so as to attract the learners as well as to improve their main skills of learning. The current study was conducted to examine the effect of combining two main non formal media of gaming and mobile communication with face to face teaching on learning English language. To that purpose, the performance of 270 Iranian students ranging from 12 to 17 with pre-intermediate proficiency level was traced to highlight their blended learning of new words while being provided with marginal introduction to the contents via digital games within three groups. While the face to face instruction was common to all the participants in the education context, the first group did the prefabricated games and the second and third ones did the native Iranian game of 'Xhane Bazi', which was modified for the purpose of English language instruction, both in real and virtual environments. The assessment of students' performance was not limited to mere reliance on the traditional methods of pretest. Instead, posttest and the formative assessment, survey, and summative assessment were also utilized. The qualitative and qualitative analysis of data revealed a meaningful effect of indigenous instructional games on learning English language.
A Naisi; A Namaki
Volume 17, 3,4 , February 2011, , Pages 171-192
Abstract
The main purpose of this study is to investigate the extent to which knowledge sharing affect levels of organizational learning. The research samples have been selected from all employees among faculties and other organizational units in Shahid Chamran University of ...
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The main purpose of this study is to investigate the extent to which knowledge sharing affect levels of organizational learning. The research samples have been selected from all employees among faculties and other organizational units in Shahid Chamran University of Ahvaz. The Jacobs & Roodt’s knowledge sharing and Watkins & Marsick’s long version DLOQ questionnaires were distributed to 130 participants and finally, the analysis was based on 101 usable questionnaires. The regression analysis results suggest that there is a significance relation between knowledge sharing and levels of organizational learning, and provided models fit to the data. Path analysis revealed that some of the learning variables are not correlated with knowledge sharing.
Sh. Mohammadi; E. Parvin; S Ghiasi; O Khorasani
Abstract
The purpose of this study was recognition of the strengths, weaknesses, threats and opportunities of Applied Science University of Zahedan and selection of the best strategy to improve the operation of this university. By studying the internal and external environment of the university, the most important ...
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The purpose of this study was recognition of the strengths, weaknesses, threats and opportunities of Applied Science University of Zahedan and selection of the best strategy to improve the operation of this university. By studying the internal and external environment of the university, the most important strengths, weaknesses, opportunities, and threats of these Applied Science Centers were identified. By using these strategic factors, the SWOT matrix was formed and the appropriate strategies were codified in order to improve the operation. To determine the priority of suggested strategies and choosing the best integrated strategy, the SWOT model and ANP model were used. Based on the results the highest priority was given to ST strategy with a weight of 0.324. The second, third and fourth priorities were given to WT (weight 0.324) strategy, WO (0.131) strategy, SO (0.123) strategy. Therefore, the Applied Science University of Zahedan should concentrate on ST (0.399) strategy, as the highest priority.
Abstract
Explain the preventing and promoting quality factors in Engineering and Technology higher education (Case: Engineering Faculty at public universities in Tehran) This research was conducted with the aim of design cognitive pattern for quality in higher education and and identify promoting and preventing ...
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Explain the preventing and promoting quality factors in Engineering and Technology higher education (Case: Engineering Faculty at public universities in Tehran) This research was conducted with the aim of design cognitive pattern for quality in higher education and and identify promoting and preventing factors from the perspective of higher education stakeholders. Qualitative research method used was Grounded Theory. For this study was conducted semi-structured interview with four groups of stakeholders include managers and policy makers, faculty, alumni and employers. After the implementation of interviews, the data was analyzed using qualitative data analysis approach based on open coding, axial and selective with documentary evidence at the end were presented analyzing qualitative data of the determinants of quality in higher education. In terms of quality in Engineering and Technology higher education identified and recognized five general categories which include: Serving the community, serving the industry, serving learners, serving science, and the balance between the four types of service. The affecting factors in Engineering and Technology quality in higher education were two general categories: the internal factors, external factors and the balance between them. In relation to the preventive factor of quality in Engineering and Technology higher education two categories were identified: internal factors and external factors.
M. Abedini baltork; E. Mirshahjaferi
Volume 20, Issue 2 , December 2014, , Pages 151-170
Abstract
Principles of peace are worth living. Events honest moment that can help experienced social their lives. Peace, major prerequisite for the continued existence of human life, the generations are. As peace is important. Trained in this way lead like many problems. Fighting to remove or reduce. Peace education ...
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Principles of peace are worth living. Events honest moment that can help experienced social their lives. Peace, major prerequisite for the continued existence of human life, the generations are. As peace is important. Trained in this way lead like many problems. Fighting to remove or reduce. Peace education is one of the most compelling moral imperative for all people who live on this Belief. The main purpose of this study is to analyze the content of primary textbooks, basedon peace education components. The components considered in this study are Sense of solidarity, of forgiveness, Sense of responsibility to others, recognizing diversity and individual differences, Rejection of ethnic differences, racial, religious, loving others. Used method in analyzing of present study content was Shannon Entropy Method and unit of analyzing is also pages of (text, questions, practices and pictures) that include in sum of 3467 pages. Statistical society all of primary books .Sense of solidarity components more than other components and the less amount of consideration is relate to recognizing diversity and individual differences.
educational technology
Nori Barari; Abasalt Khorasani; Morteza Rezaeizadeh; Farnoosh Alami
Abstract
Introduction Understanding and applying are the most common goals of learning. In the e-learning environments; the only way to ensure that goals are achieved is through feedback. Despite this, there is no comprehensive framework based on the science of education, so that how to create educational feedback ...
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Introduction Understanding and applying are the most common goals of learning. In the e-learning environments; the only way to ensure that goals are achieved is through feedback. Despite this, there is no comprehensive framework based on the science of education, so that how to create educational feedback based on learning objectives. Method The purpose of this study was to compilation the educational standards and their indicators for design effective feedback for the first three layers (remembering, understanding and applying) of the Bloom-Anderson’s taxonomy. The qualitative research approach is used and based on this approach, the phenomenological design strategy has been used. The population included 12 people of subject matter and faculty members in academic e-learning centers which were selected through purposeful sampling. Qualitative data generated from interviews were coded and analyzed by Corbin and Strauss method and Maxquda software. To ensure the consistency of the coding in the qualitative section, inter-coder reliability analysis was performed. To this end, initially, the transcribed data of the interview files (3 random interviews) was scrutinized by a fellow researcher with expertise and experience in research and emerging characteristics noted. Next, through matching the fellow researcher’s noted concepts with those observed by the author(s) of the present study, the percentages of the inter-coding agreement and discrepancy of the extracted concepts were reviewed and modified accordingly.
Results The results of the study led to the development of 4 educational standards and 21indicators based on Bloom-Anderson’s taxonomy to design comprehensive feedback in the field of e-learning. According to the results of this study, educational technologists and assessors can evaluate or design more effective E-learning environments. Developing standards and indicators for feedback methods in e-learning environments can provide a practical guide for instructors and explain the minimum requirements for implementing effective teaching. To ensure the comprehensiveness of these indicators and the ability to cover different learning objectives, these indicators were compared with the Bloom-Anderson taxonomy.
Discussion According to the analysis of interviews; Feedback based on action, Multichannel feedback, Feedback based on the future and Feedback based on obstacles of learning are the indicators for achievement situational learning. Also, Assist leveling feedback, feedback fits user level understanding, Transitional feedback and feedback with dual and delayed are the indicators for feedback based on scaffolding. Finally, it should be said that despite limitations such as the limited number of educators with experience in and expertise on e-learning, the limited number of universities that provide formal education through a learning management system, and the constraints in communication with overseas experts on e-learning, the results of the present study succeeded in developing important indicators of feedback methods in virtual learning environments (VLEs) based on the Bloom-Anderson taxonomy.
Hossein Bagherpour
Abstract
Introduction The rapid development of information and communication technology in teaching and learning has changed the main approach of pen and paper-based test system to a technology-based test. Computers and related technologies provide powerful tools for solving evaluation challenges and facilitate ...
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Introduction The rapid development of information and communication technology in teaching and learning has changed the main approach of pen and paper-based test system to a technology-based test. Computers and related technologies provide powerful tools for solving evaluation challenges and facilitate the recording of a wider set of cognitive skills. The study aims to Compare the technology-based proficiency tests and paper-based tests from the perspective of General Department of Vocational and Technical Education of Alborz test applicants has been conducted. Method The research method is a descriptive method. The population of this study were 420 examinees from Alborz Vocational and Technical Educational Department which 201 subjects were selected as cluster sampling using Cochran formula as sample size. This study in a pilot study terms of functional and data collection method. Data collection consisted of researcher- made questionnaire with 5-point scale Likert with reliability of 0.89. The questionnaire was prepared in three dimensions: Technical, environmental and managerial factors. The reliability of the questionnaire has been satisfied by AMOS software, factor analysis based on structural equations. The significance of factor loadings indicated the significance of all factor loads at the level of 0.001. The fittest indices indicated that the model has a relatively good fit. Questionnaire administered in two independent subject groups including computer-based and paper-based subject groups. Data analysis was conducted based on two levels of descriptive and inferential statistics using SPSS software, and analyzing the results was performed by the analysis of variance and t independent samples. Results The research results indicates the higher average level of electronic examinees' comments and meaningful difference between the average valuations via technology-based tests compared with traditional or paper-based tests. Discussion Also, the results of the research indicate that the average level of e- readership is higher and the mean value of the evaluation is significantly different from the traditional tests or paper tests. Regarding the results of the research, it seems that planning for implementation of new models of evaluation and the implementation of a variety of technology-based tests for the types of tests should take place.
P Saketi; L Dehghani
Volume 18, Issue 1 , September 2011, , Pages 167-186
Abstract
The main purpose of this study was a comparative evaluation of the quality of personnel training cycle at shiraz university (SU) and shiraz university of medical sciences (SUMS).To conduct the study a questionnaire containing four sub-scales (policy making, curriculum planning, program management, and ...
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The main purpose of this study was a comparative evaluation of the quality of personnel training cycle at shiraz university (SU) and shiraz university of medical sciences (SUMS).To conduct the study a questionnaire containing four sub-scales (policy making, curriculum planning, program management, and training evaluation) was developed and its validity and reliability were tested and verified. All university and college level administrators (65 SU, 75 SUMS) of both institutions and a random sample of trained personnel (100SU, 100 SUMS) participated in the study by responding to the questionnaire. The collected data was analyzed via repeated measure procedure. The following results were concluded: A significant difference was observed in the quality of personnel training cycle between the two institutions. At SU it was observed that "program management" ranks higher than other three sub-scales and "training evaluation" was evaluated lowest in comparison to other three sub-scales. At SUMS, it was observed that "policy making" and "program management" were practiced better than other sub-scales whereas "training evaluation" was evaluated lowest in comparison to other three sub-scales.
