Y Mehralizadeh; o mehni; h Elhampour
Volume 21, Issue 1 , May 2014, Pages 5-20
Abstract
This study was conducted to evaluate the performance of Board of trustees oriented schools (Heyat omana). Due to the characteristics and conditions of schools, to achieve the objective the Grounded theory was used. To collect the required data using a snowball sampling of 15 schools selected beneficiary ...
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This study was conducted to evaluate the performance of Board of trustees oriented schools (Heyat omana). Due to the characteristics and conditions of schools, to achieve the objective the Grounded theory was used. To collect the required data using a snowball sampling of 15 schools selected beneficiary groups and semi-structured interviews were conducted with these individuals. The information gathered in the interviews, based on the Grounded theory, the Foundation has three stages of coding (open, axial and selective) to open the 254, 68 and 19 categories of data were extracted. The categories below are the major components of the final Grounded Theory (condition, peripheral, intermediate, central, strategic and outcome) were formed and eventually the final research model
M Hassani; H Pozesh Shirazi
Volume 21, Issue 1 , May 2014, Pages 21-50
Abstract
Evaluation of student achievement as one of the pillars of the formal and public education system is very important. The change from quantitative to qualitative evaluation has been taking into consideration seriously and it is on the agenda of the Supreme Council of Education since the early years of ...
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Evaluation of student achievement as one of the pillars of the formal and public education system is very important. The change from quantitative to qualitative evaluation has been taking into consideration seriously and it is on the agenda of the Supreme Council of Education since the early years of 1980’s and with the approval of the Supreme Council of Education on 8th of September 2001 the possibility of its performance appeared. At first, the new model was piloted and gradually spread anywhere. During this study, many researches on the qualitative evaluation and its results in different cities have been done. Analyzing 30 researches in the field of qualitative evaluation, a comprehensive view was provided. Overall, researches have shown that this model did not reduce student learning. Moreover, in terms of reducing student stress it must be said that descriptive evaluation has been successful in this field.
A.R. Kiamanesh; S Aghdasi; M Mahdavi-Hezaveh
Volume 21, Issue 1 , May 2014, Pages 51-72
Abstract
The purpose of this study was to investigate and compare the trend of school climate change in primary schools of Iran as well as other countries in region who participated in TIMSS 2003 and 2007 study. Samples, instruments and data used in this study are exactly the same as those were used in TIMSS ...
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The purpose of this study was to investigate and compare the trend of school climate change in primary schools of Iran as well as other countries in region who participated in TIMSS 2003 and 2007 study. Samples, instruments and data used in this study are exactly the same as those were used in TIMSS 2003 and 2007. Using Trend Study, data from courtiers participated of the 2003 TIMSS study was compared to the data from the same courtiers in TIMSS 2007 study. From the Iranian school’s principals perspectives in both studies as well as fourth grade Iranian teachers in 2007 study, school climate in Iranian schools is more favorable than the other participated countries (except Dubai and Qatar). Based on the teachers’ perspective in 2003 study the average of school climate in Iranian schools was significantly less than the average in the other participated countries. Based on teachers and school principal’s perspective, the school climate in all participated countries improved from 2003 to 2007. From fourth grade students point of views in all participated courtiers in 2003 (except Armenia) and 2007 study (except Armenia, Kazakhstan, Georgia and Iran) the school climate in their schools was inappropriate.
G Makroni; k bolandhematan
Volume 21, Issue 1 , May 2014, Pages 73-92
Abstract
The aim of this study was investigating the multicultural education in primary schools of Iran. In this regard we analyzed the content of elementary textbooks to discover to what extent these books concentrate on multicultural education concepts. To attain this purpose, researchers used qualitative content ...
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The aim of this study was investigating the multicultural education in primary schools of Iran. In this regard we analyzed the content of elementary textbooks to discover to what extent these books concentrate on multicultural education concepts. To attain this purpose, researchers used qualitative content analysis method for analyzing the Persian and Social instruction textbooks of primary schools. Using content analysis method of the primary school text books showed that not much attention has been paid to the concepts of multicultural education
d mehri; M.H. Pardakhtchi; GH Shams Murkani; H Mahjub Eshratabadi
Volume 21, Issue 1 , May 2014, Pages 93-114
Abstract
The present study investigated the relationship between high schools principals support and self-directed teacher professional development. Based on scientific principles and formulas to determine sample size, 118 teachers from the district 14 of Tehran practices were randomly selected. Data were gathered ...
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The present study investigated the relationship between high schools principals support and self-directed teacher professional development. Based on scientific principles and formulas to determine sample size, 118 teachers from the district 14 of Tehran practices were randomly selected. Data were gathered by two surveys, including management support and self-directed professional development. The findings showed a strong relationship between management support and self- directed high school teacher there.(r =%76).two components of Principal as Leader of a Learning Organization and Principal as Resource Provider for both 61/1 percent of the variance was explained by self-directed professional development. Also their growth is not significant in orientation collaborative learning.
s ghanbari; A Asgary; H sarmadiansar
Volume 21, Issue 1 , May 2014, Pages 115-134
Abstract
The main purpose of this research was to analyze the factors affecting the primary school principals job motivation. A survey method was used. The statistical population (N= 1250) were included all administrative staff of Hamadan education organization. Using random sampling method, about 297 staff were ...
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The main purpose of this research was to analyze the factors affecting the primary school principals job motivation. A survey method was used. The statistical population (N= 1250) were included all administrative staff of Hamadan education organization. Using random sampling method, about 297 staff were selected as study sample. The data gathering instrument was researcher made questionnaire that were made based on the motivation theory, and its reliability using Cronbach’ alpha coefficient was computed equal to (0/92). The factor analysis showed that structural-managerial, recreational- possibilities, motivational- individual, attitude and mental factor play important role in creating job motivation among primary school principals, in addition findings showed that from different factors, the structural-managerial factor has the highest effect on principals job motivation. According to research findings, for increasing job motivation the planners needs to consider these factors and its priorities.
K Barzegar Bafrooee
Volume 21, Issue 1 , May 2014, Pages 135-150
Abstract
The purpose of this research was the comparison between epistemological beliefs of the students in the first high school to pre-university, and also to consider the relationship of these beliefs with their academic performance. For gathering the data in the field of four general beliefs of the ...
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The purpose of this research was the comparison between epistemological beliefs of the students in the first high school to pre-university, and also to consider the relationship of these beliefs with their academic performance. For gathering the data in the field of four general beliefs of the students such as the nature of the knowledge and learning in one time I used the survey method with the sectional method. All the girls and the boys of Yazd schools in 89-90 were statistical population. Sample size of this study is 690 people. I used Schommer's questionnaire who reviewed by Edward Bayless for gathering the data. Using the T and F test, the results of data analysis demonstrated that between the belief of the first, second, third and pre-university students about the simple Knowledge, certain knowledge, quick learning and certain ability was significantly different. It demonstrated the significant difference between epistemological beliefs of the girl and the boy students, too. While epistemological beliefs of the students on academic field and the type of the school didn't demonstrate significant difference. The results of the analysis of the multiple regression demonstrated that the most important predictor factor of the academic performance of high school students is simple knowledge. Based on the findings, since the epistemological beliefs are associated with academic performance of students I recommended the teachers to promote these beliefs.
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.
M Dehbash; M Hakimjavadi; M Lavasani
Volume 21, Issue 1 , May 2014, Pages 167-188
Abstract
Purpose of this study was investigating reciprocal teaching impact on improving mathematical comprehension skills in first guidance grade female students. Comprehension is a significant tread on math's issues solving and students could be successful on math's issues with comprehending math's issues. ...
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Purpose of this study was investigating reciprocal teaching impact on improving mathematical comprehension skills in first guidance grade female students. Comprehension is a significant tread on math's issues solving and students could be successful on math's issues with comprehending math's issues. Reciprocal teaching is a way of increasing cognitive and metacognitive skills. The method of this research was a semi experimental study with pre-post test method. Statistical sample of this research were 2488 female first guidance grade students in Gorgan. From them a sample of 38 female first Guidance grade students in Gorgan city were randomly selected (19 control, 19 experimental). A teacher made test with 111 items was used to evaluate the students, mathematical problems solving skills. The reciprocal teaching was done in 8 sessions and it took 1 month. Results showed a significant difference between experimental and control groups. Reciprocal teaching method makes students, mathematical problem solving skills better
Y Adib
Volume 21, Issue 1 , May 2014, Pages 189-210
Abstract
This research, investigates in identifying the barriers ofapplying process oriented curriculum in experimental science in guidance schools from view point of female teachers. The statistical population included all experimental science teachers of female guidance schools in Tabriz. 140 teachers were ...
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This research, investigates in identifying the barriers ofapplying process oriented curriculum in experimental science in guidance schools from view point of female teachers. The statistical population included all experimental science teachers of female guidance schools in Tabriz. 140 teachers were selected as sample group by using Cochran formula. The method of sampling was based on cluster random sampling. The method of this research was descriptive-survey and the research instruments were two researcher-made questionnaires designed by Likert scale, one questionnaire for gathering barriers and the other for evaluating teachers’ view point. The reliability and validity of questionnaires were statistically acceptable. The obtained data statistically analyzed using descriptive statistic and one sample t test. The findings of this research showed: The curriculum disconsistensy, elements of the methods of teaching and learning activities, time and evolution were conducted as barriers according to teachers’ view point. The results of one sample t test showed significant difference between calculated mean and hypothetical mean. As well as, the elements of learning facilities and material conducted as medium barriers. Teachers didn't have negative view point to process-orientation of experimental science curriculum. Then it cannot be referred to as barrier in achieving educational objectives.
R Mahdiuon; M Ghahramani; M Farasatkhah; M Abolghasemi
Volume 21, Issue 1 , May 2014, Pages 211-230
Abstract
Purpose of this study was presenting a quality assurance and enhancement model in e-learning institution and centers at higher education level. For this goal we used the grounded theory as the qualitative research method. Statistical population of this research constitute of e-learning center managers, ...
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Purpose of this study was presenting a quality assurance and enhancement model in e-learning institution and centers at higher education level. For this goal we used the grounded theory as the qualitative research method. Statistical population of this research constitute of e-learning center managers, instructors, e-learning specialists, specialists of quality in higher education and policy makers. From this population 16 member in a purposeful way was selected for intense interview and interviews continued until theoretical saturation. Validity of findings granted by member checking, Peer examination, participatory research and researcher reflexivity methods. We used open coding, axial coding and selective coding for data analysis. The results indicate that 173 initial conceptual propositions with 35 sub categories and 15 main categories in the form of six-fold paradigmatic model consisting of casual conditions (3 categories), main phenomenon (Learning Quality) strategy (3 categories), context (2 categories), environmental conditions (3 categories) and outcome (3 categories), identified. And the relationships between them were drawn on the paradigmatic model.
