Y. Adib
Volume 17, Issue 2 , August 2010, Pages 5-36
Abstract
In recent years, education for the skills due to its role and significance in promoting adaptive and positive behavior and the past its may play in preparing individuals to face life challenges, has received due attention by educational systems. Developing a curriculum based ...
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In recent years, education for the skills due to its role and significance in promoting adaptive and positive behavior and the past its may play in preparing individuals to face life challenges, has received due attention by educational systems. Developing a curriculum based on a model commensurate white students needs may facilitate the requisition of the goals of education for life skills. In this article an optimal model of a curriculum for teaching life skills to elementary schools will be proposed. The methodology employed is a combination of survey analytical inferential method. For identifying educational needs of the objects via a survey method, the optimal model is developed through the use of analytical inferential method. The validity of the approach was confirmed by expects. The findings of the study indicate that the proposed optimal model should: 1) be integrate small from the point of view of content and streamline; 2) reflect everyday needs of student in term of goals; 3) be based on social interaction with regard to methodology of instruction and the development of personality traits; and 4) involve both quantitative and qualitative methods in evaluation.
A. gholtash; M.H Yarmohammadian; A.A Forughi abri; S.E. Mirshahejafari
Volume 17, Issue 2 , August 2010, Pages 37-62
Abstract
The aim of this study a critical analysis of progressive citizenship education approach, highlighting its evidence, and examining its status in Iran’s elementary school curriculum. Used method was made of a descriptive approach and content analysis to critically examine the ...
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The aim of this study a critical analysis of progressive citizenship education approach, highlighting its evidence, and examining its status in Iran’s elementary school curriculum. Used method was made of a descriptive approach and content analysis to critically examine the relevant curriculum content. The samples of the content analysis involved fourth and fifth grade curricular textbooks sampled purposively from the elementary textbooks of humanities. Data collection instruments included objective an inventory of objectives analysis, inventory of textbook content analysis and am inventory of teacher's books content. Their validity was established by professors who have researched citizenship education. The unit of analysis involved sentences contained in the body of textbooks, objectives, as well as in teacher’s guides. The content analysis of the objectives, most importantly, indicated that there was in the average of 21.93 percent agreement between the objectives analyzed and those suggested by progressive citizenship education which falls short of a desirable an average. indices extracted from textbooks analysis showed in average agreement of 3.87% and these obtained from teachers book provided an average of 1.70%, both of which are too low to fulfill the goals of citizenship education great extent by the curriculum.
F. Ghasemi; J. Jahani
Volume 17, Issue 2 , August 2010, Pages 63-82
Abstract
This paper aimed at a survey and comparison of the effect of teaching creativity to elementary school children based on Plsek Model. To do this, 275 Grade 5 elementary school students in 8 classes were randomly selected from two districts of Shiraz city .and divided into 4 experimental ...
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This paper aimed at a survey and comparison of the effect of teaching creativity to elementary school children based on Plsek Model. To do this, 275 Grade 5 elementary school students in 8 classes were randomly selected from two districts of Shiraz city .and divided into 4 experimental groups in the basis of the treatment each was to receive as follows: 1) Creative content and method, 2) Creative content, but ordinary method, 3) Ordinary content, but Creative method, and 4) ordinary content and method. (2 classes were arranged to each group) For this purpose the contents of 3 chapters of grade 5 science book along with the teachers' manual were designed based on Plsek model .In the next step, experimental group teachers received the required instruction. The research method was quasi-experimental, and Torrance pretest was employed then all groups received their respective instruction under experimental conditions. Finally, performance they were tested based on Torrance test. The results of factorial design ANCOVA and analyses showed significant difference among the creativity score of the groups. That is, the creative content group, creative method group, and creative content and method group showed higher creative performance than the other group.
M. Shehniyailagh; Z. Bonabi mobarakey; H. Shokrkon; J. Haghighi
Volume 17, Issue 2 , August 2010, Pages 83-110
Abstract
The present study examines the effects of classroom-based "Tools for Getting Along" to decrease anger, aggression and increase social skills and problem-solving skills among students. The related population includes all female 4th- and 5th-grade primary students in Ahvaz city. The sample ...
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The present study examines the effects of classroom-based "Tools for Getting Along" to decrease anger, aggression and increase social skills and problem-solving skills among students. The related population includes all female 4th- and 5th-grade primary students in Ahvaz city. The sample includes 20 schools that were selected randomly from the four educational districts in Ahvaz. All of the aggressive students in these schools were selected as target students. Two kinds of sampling were used. The validation sample included 200 aggressive students, and the hypothesis-testing sample included 128 aggressive students (71 students in intervention classrooms and 57 students in control classrooms). In this research experimental-control groups, with pretest-posttest design was used. The questionnaires used in this research were as follows: the Anger Expression Scale for Children, Reactive–Proactive Aggression Scale, Social Skills Rating System and Problem-Solving Questionnaire. In order to analyze the data both Hierarchical Linear Modeling and descriptive statistics were used. The results showed significant treatment effects on knowledge of problem-solving concepts and teacher ratings of reactive and proactive aggression, self control, externalizing behavior, and self-rated trait anger, anger-out, and anger control. There was no significant treatment effect on anger-in. Outcomes differed across teachers/ classrooms, and teacher ratings of social validity were generally positive.
A. Zahedbabelan; M. Moenikia
Volume 17, Issue 2 , August 2010, Pages 111-126
Abstract
This study was carried out to explore the verbal interaction between the teacher and students during teaching and its relation with students' academic achievement in primary schools. To this end, using multistage sampling, 400 teachers were randomly sampled from an original pool ...
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This study was carried out to explore the verbal interaction between the teacher and students during teaching and its relation with students' academic achievement in primary schools. To this end, using multistage sampling, 400 teachers were randomly sampled from an original pool of 1600 primary school teachers in Ardabil. The students of these teachers totaling 10831 were asked to participate in the study. Flanders Interaction Analysis Categories System (FIACS) and documents were used for data collection ( the average score of every single students over one semester was used as an index of academic achievement and the number of codes registered for each factor of Flanders system was used as the predictor variable). Using Scott's formula, inter-rater reliability was calculated to be 0.81. Data were collected through observation. The study was correlational. The data collected were analyzed through multiple regression. The findings of the study can be summarized as follows: The greater part of classroom interaction centered on the teacher's lecture, whereas interactions concerning the under standing and appreciation of student's feelings were minimal. A positive correlation was observed between the teacher-students verbal interaction and the academic achievement of primary school students (P<0.01).
M. Bahramian; Y. Mehralizadeh; H. Sepasi
Volume 17, Issue 2 , August 2010, Pages 127-148
Abstract
This research which is an exercise in the field of descriptive evaluation aimed at composing the academic achievement and test anxiety of third grade students of Ahvaz elementary schools in academic year of 1386/1387 ...
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This research which is an exercise in the field of descriptive evaluation aimed at composing the academic achievement and test anxiety of third grade students of Ahvaz elementary schools in academic year of 1386/1387 (2007/2008) the statistical universe of the study consisted of 3rd grade students enrolled in the primary schools of three educational districts of Ahvaz. (districts 1, 2, 4). Sampling method used was multi-stage random sampling and, on the whole, 150 students participated in this study. To collect data Ahvaz anxiety questionnaire and achievement tests in math and science were used. Data analysis showed that there was a significant difference between the performance in mathematics of 3rd grade students on account of the type of evaluated by use of descriptive method had a better performance. However, this was not the case regarding the science performance of the students, indicating that description evaluation had no effect on the student's performance in science. Results also showed that student's test anxiety proved to be significantly different under the two regimes of evaluation tended to reduce test anxiety of students participating in this study.
A.A Sheikhyfini; E. Zarei
Volume 17, Issue 2 , August 2010, Pages 149-180
Abstract
This research was conducted to compare the effective –ness of special (formal) classroom teaching methodology with non-special teaching approach on the writing skills of the 3 rd Grade girl students in RamhormozCity. The research methodology was field experimental. Three ...
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This research was conducted to compare the effective –ness of special (formal) classroom teaching methodology with non-special teaching approach on the writing skills of the 3 rd Grade girl students in RamhormozCity. The research methodology was field experimental. Three groups of students were selected by using simple random method, from Ramhormoz 3rd grade students. One group received special classroom method another was exposed to non- special out- of –classroom method, and the 3 rd group received no instruction. The sample size totaled 52. Research data consisted of students' score on & writing skills and mean 3 cores of students' composition tests of the 1st and 2nd semesters. The experimental group received 8 session (of one hour durative) instruction in 8 areas including: oral composition, blackboard composition, in-class written composition, at home composition, precise writing, and drawing. The students were post-tested at the end of the 2nd semester and their composition papers were graded. The scores of the groups were subjected to t-test (independent group) and one way ANOVA. The results showed that there was a significant difference between performance of the 2 experimental groups and the witness group. The performance of the 2 experimental groups did not exhibit a significant difference.
