Zabihullah Khanjarkhany; Masoud Safaei Moghaddam; M.J. Pakseresht; S.M. Maradhi; A. Boostani
Abstract
This study aims at rethinking about the meaning and concept of "attendance and absence" in the field of education, on the one hand, and at illuminating its role and stance to meet the educational goals, on the other hand. In the common perception of attendance-absence concept, its meaning and role have ...
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This study aims at rethinking about the meaning and concept of "attendance and absence" in the field of education, on the one hand, and at illuminating its role and stance to meet the educational goals, on the other hand. In the common perception of attendance-absence concept, its meaning and role have been restricted to a certain place, and a certain time, and certain, individuals. Relying on Hans-Georg Gadamer's philosophical hermeneutics, the author tries to offer a new account of this concept. Philosophical hermeneutics speaks about the ontological understanding and its constituents and considers necessary a set of elements for reaching such understanding; fusion of horizons, play of understanding, and being non-systematic are three items of the mentioned elements. "Fusion of horizons" refers to the conversation between ideas,; "play of understanding" implies the pervasive involvement of someone in the game (activity); "being non-systematic" is to exceed the usual and quantitative methods. In this approach, conversation is felt through all mentioned elements; the conversation which is manifested sometimes through two ideas, sometimes between rules and their executive (human being) and sometimes through conversation between past and presence. According to the philosophical hermeneutics, whenever one of the mentioned parties is removed, then no more conversation and hence understanding is possible. Accordingly, in the new account, "absence" can be considered in several forms: absence of ideas; Physical absence; lack or absence of principle , absence of executive. Any failure to include each one of these forms may result in a certain type of education.
parvin kadivar; zahra tanha; soode rahmani
Abstract
The purpose of this study was to investigate the relationships between epistemological beliefs and learning approaches with academic achievement. Hence, a sample of 332 students (176 female, 156 male) were selected from mathematics students of Tehran Universities, using multistage cluster sampling. To ...
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The purpose of this study was to investigate the relationships between epistemological beliefs and learning approaches with academic achievement. Hence, a sample of 332 students (176 female, 156 male) were selected from mathematics students of Tehran Universities, using multistage cluster sampling. To collect data two questionnaires of epistemological beliefs (EQ, Schommer, 1990) and the revised study process (R-SPQ-2F, Biggs, Kember and Leung, 2001) were used. Results indicated a direct effect of complex knowledge on both deep and surface learning approaches. Furthermore, deep and surface approaches mediated the effect of simple knowledge on academic achievement. Finally, the results showed that the model adequately fit the data.
Yahya Maroofi; Zohreh Karami
Abstract
The aim of this research was obtaining the experiences of teachers who participated in the lesson study groups at schools. This research was conducted qualitatively using grounded theory method. Data were collected through semi-structured interviews, and purposive sampling was continued until reaching ...
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The aim of this research was obtaining the experiences of teachers who participated in the lesson study groups at schools. This research was conducted qualitatively using grounded theory method. Data were collected through semi-structured interviews, and purposive sampling was continued until reaching a saturation point. Analysis of the results showed that fron the wiewpoint of the teachers who participated in the research, lesson study could have contributed to their professional development in three areas of knowledge, skill, and attitude. Knowledge includes: content knowledge, teaching knowledge, and lesson study knowledge; skills include: thinking skills, teaching skills, and lesson study skills; and attitudes include: tendency to cooperate, tendency to negotiate, gaining inner satisfaction, and creating motivation and interest.Based on the results of this study suggest that teachers can employ lesson study for their professional development and solving teaching-learning problems, and the can participate actively in lesson study groups at schools. The results of this study suggest that teachers can employ lesson study for professional development and solving teaching-learning problems, and the can participate actively in lesson study groups at schools.
Educational Planing
Azadeh Dehghanpoor; Abdollah Parsa; yadollah Mehralizadeh
Abstract
With the purpose of understanding the relationship between school size, school culture and academic achievement on both middle & secondary girl schools of Ahvaz (2010-2011), a correlational survey was conducted by participation of 17 middle schools and 15 secondary schools that were selected by stratified ...
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With the purpose of understanding the relationship between school size, school culture and academic achievement on both middle & secondary girl schools of Ahvaz (2010-2011), a correlational survey was conducted by participation of 17 middle schools and 15 secondary schools that were selected by stratified random sampling. School Culture Questionnaire and It's parameters (salfi & saeed, 2007) was used to measures of school culture (teachers professional qualification, teachers' interactions with personnel and management (Staff and Row), teachers' interactions, parents' participation in school activities, and physical facilities) which completed by teachers; Second School's identify certification also completed by principal of each school. Reliability coefficients of school culture questionnaire (α= 0.95) and its fifth subscales (0.79 – 0.92) was very high and acceptable. Results showed that there was no significant difference in culture and its components between schools with different sizes (except physical facilities component); However there was a significant difference in academic achievement in the schools with different sizes. The results of regression analysis showed that school culture predicts 12% of variance of academic achievement and among the components of school culture just the impact of parents' participation on the academic achievement is significant. The school size, and school culture altogether could explain 12% of students' academic achievement. There is no significant difference between middle & secondary schools on school cultures as well as its entire components.
Educational Management
Abstract
The main purpose of this paper was to determine the basic and the explanatory components of distributed leadership model in secondary schools. In order to extract the main components of distributed leadership a quantitative approach and exploratory factor analysis of main components were applied. Participants ...
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The main purpose of this paper was to determine the basic and the explanatory components of distributed leadership model in secondary schools. In order to extract the main components of distributed leadership a quantitative approach and exploratory factor analysis of main components were applied. Participants were included 377 teachers (242 female and 135 male teachers) who were selected as in access sample from 31 of Sanandaj’s secondary schools. They were asked to complete a questionnaire which was developed by researchers during the research field work. The questionnaire reliability was assessed by internal consistency of the questionnaire reporting Cronbach's alpha coefficient which was 0.95. The findings of exploratory factor analysis showed that the model’s main components based on teachers’ views consisted of four dimensions including the school’s professional and development growth (utilizing of the individuals’ capabilities for their professional development), trust-based interactions (social interaction based on organization framework), democracy, and full support (decision making freedom and flexibility in work). These four components explained 59.036 percent of data variance about the model.
Elham Amiri; mostafa edjtehadi
Abstract
In education literature, motivation is considered a prerequisite. Education quality increase and educational progress of the learners require the motivation promotion. Many external and internal factors affect the learners' motivation. Recognition of these factors helps us promote the students' academic ...
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In education literature, motivation is considered a prerequisite. Education quality increase and educational progress of the learners require the motivation promotion. Many external and internal factors affect the learners' motivation. Recognition of these factors helps us promote the students' academic motivation in universities. This article attends to investigate the relationship of internal factors like attention, meaningfulness (the relevance of the material with their personal life) and academic self-efficacy with academic motivation. the research method is of a descriptive correlational research method. Statistical population of this research included the students of Human Science at B.A, level of Tehran Azad University. Sampling method is stratified random sampling of 400 people. In this research, Vallerand and et al (1992) Questionnaire on academic motivation and researcher-made Questionnaire on personal meaningfulness, attention and feeling of academic self-efficacy were used. The finding revealed that the three variable have a significant effect on academic motivation. The total variables explain the %37.7 of academic motivation changes. The variables effect on academic changes is as follows: Attention variable (Direct and indirect effect): .409 , Meaningfulness variable (Direct effect) : .399 , Academic self-efficacy variable: .361.
Educational Psychology
keivan moradi; Mozafaralldin Vaezi
Abstract
The present paper aims to investigate the relationship between teachers academic optimism and students academic achievement in public high schools of Tehran city. Descriptive- correlation method was used. The statistical population consists of all the teachers of those schools (2795 teacher). According ...
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The present paper aims to investigate the relationship between teachers academic optimism and students academic achievement in public high schools of Tehran city. Descriptive- correlation method was used. The statistical population consists of all the teachers of those schools (2795 teacher). According to cochrane formula, 142 teacher were selected as samples. Multiple cluster sampling method was used in this research. Teacher academic optimism questionnaire (Beard et al, 2010) and the average student scores was used for data collection. The questionnaire reliability was evaluated based on cronbach’s alpha (teachers academic optimism =α 0.982). To analyze data, descriptive statistics (mean, standard deviation and percent) and inferential statistics (pearson coefficient of correlation and step wise regression) were used. The findings are as follows: [1] There was a significant positive relationship between teacher's academic optimism and student's academic achievement in public high schools of Tehran city. [2] Among teacher academic optimism dimensions (academic emphasis, sense of self efficacy, trust in student and parents), teacher sense of self efficacy accounted for the highest degree of variance in students academic achievement.
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.
Curriculum Development
Abstract
In this research it has been tried to use the teaching methods of ‘Kinesthetic intelligence theory’ of Gardner to evaluate the effectiveness of these methods on the science lesson and compare it with traditional methods. Research method Quasi-experimentalism, Nonequivalent control-group. ...
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In this research it has been tried to use the teaching methods of ‘Kinesthetic intelligence theory’ of Gardner to evaluate the effectiveness of these methods on the science lesson and compare it with traditional methods. Research method Quasi-experimentalism, Nonequivalent control-group. Statistical community includes by 1st class boy students of Ghods city in the educating year 2011-2012. Then by using test method, the preferences of multiple intelligences of both group (control & experiment) determined. One week before beginning of experiment a pretest was taken from both groups, and then experiment group passed eight week training trail, when the controlling group was training with traditional method. Then by taking a post test, the learning level of these students was evaluated and was compared by the marks of witness group. The statistical data was analyzed by covariance test. The results showed that there is a significant relation between learning based on Kinesthetic intelligence and science lesson, and also there is a significant difference between 2 groups of students that learned from Kinesthetic intelligence and students that were not thought by this method (significant level of test that the measure was 0.00 and less than 0.05) and the experiment group had more efficient result compared with control group because of methods based on Gardner’s ‘Kinesthetic intelligence’ method. Therefore this researcher suggests using this teaching method at schools for students.
hossein hafezi
Abstract
The present study aims to design a conceptual model for commercialization of knowledge in the system of higher education with the study put the payame Noor University was carried out. Research method, is Qualitative and based on Grounded Theory with the systematic approach. The statistical population ...
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The present study aims to design a conceptual model for commercialization of knowledge in the system of higher education with the study put the payame Noor University was carried out. Research method, is Qualitative and based on Grounded Theory with the systematic approach. The statistical population consists of all members of Faculty and specialized doctoral students' payame noor university. On the this research, theoretical purposive sampling method was used in such a way that using the 29 subjective (19 members of the Faculty and 10 doctoral students) the data required that to theoretical saturated were reached was assemble. The research instrument was also included half-structured interview. In order to analyze the data from the three-stage process of coding based on a systematic approach of grounded theory was used. The implementation of open coding process was led to the identification of the 133 concept (the initial open codes) and summarize their in the form of 8 main categories with 33 subcategories (the secondary open codes). Then, paradigm model based on the axial coding process in the form of the causal conditions (environmental capabilities), the contextual conditions (organizational capabilities), the intervening conditions (individual knowledge builder features, characteristics of productived knowledge and knowledge customers), the core phenomenon (knowledge commercialization), strategies (designing and implementation of facilititater mechanisms) and consequences (society of knowledge-based) were graph and finally, The conceptual ultimate model of research using the selective coding process in the form of propositions that had narrative the relationship between the main categories were depicted.
