Educational Management
leila bahmaee
Abstract
Social reconstruction advocates from the attitude which encourages the people for the reconstruction of the cultural thoughts and values and the social structure in order to solve the social problems with the aim of constructing a better life.Reconstructionist considers the schools as a means for this ...
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Social reconstruction advocates from the attitude which encourages the people for the reconstruction of the cultural thoughts and values and the social structure in order to solve the social problems with the aim of constructing a better life.Reconstructionist considers the schools as a means for this purpose. They believe that the schools are not only the responsible for the preservation and transmission of the culture but they can create the new social and cultural patterns which incorporate the new and old patterns in a successful combination through the curricula and thereby help the social reconstruction. This research which is carried out by the documentary- analytical method tries to respond to these questions: firstly, what analyses have the reconstructionist in respect to school competency to address the reconstruction and to do this, what programs and constituents they offer? Secondly,in current state of our society,how is the necessity and possibility in using this theory?The results show that the existing educational and social problems in Iran require a redefinition of schools role by using some of the reconstructionist components and, the curricula should be developed and performed such that they can provide the opportunity for cultural changes and ability for problem solving in them by approaching to the realities of social life and providing an opportunity for critical thought in the students.They should also provide a condition for structural changes with the purpose of improvement and reconstruction in the schools and society. Keywords:Social reconstruction,Structural and cultural changes,School, Critical thought and Iran’s educational system
Philosophy of Education
mehrnoosh hedayati; hamed mahzadeh
Abstract
This study investigated the effect of “Philosophy for Children” (P4C) program on social problem-solving skills at high school boy students in Tehran. This study was conducted, using the quasi-experimental method. From all male students in the 6th district of Tehran, with using of a multistage ...
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This study investigated the effect of “Philosophy for Children” (P4C) program on social problem-solving skills at high school boy students in Tehran. This study was conducted, using the quasi-experimental method. From all male students in the 6th district of Tehran, with using of a multistage cluster random sampling, 60 students randomly were selected and assigned in the experimental and control groups. Initially, both groups completed the revised Social Problem Solving questionnaire (SPSI-R) in the pretest phase. After, the “Philosophy for Children” program was performed in 12 ninety-minute training sessions for the experimental group. The control group did not receive any training. In the end of this intervention, posttest was performed on participants of bouth groups. To analyze the data, covariance analysis (ANCOVA) was used. Results indicated that the "Philosophy for Children" program increased significantly RPS, AS, ICS, PPO and NPO components in social problem solving skills.
Educational Management
marziyeh abdolvahabi; yadolah mehralizadeh; abdolah parsa
Abstract
The main purpose of this study is study the barriers of implementation of smart schools in Ahwaz Girls secondary schools. In order to doing this study a mixed method of research was used. Also data collected via multi methods such as questionnaire, semi-interviews, checklist and researcher observation. ...
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The main purpose of this study is study the barriers of implementation of smart schools in Ahwaz Girls secondary schools. In order to doing this study a mixed method of research was used. Also data collected via multi methods such as questionnaire, semi-interviews, checklist and researcher observation. The sample of the study consisted of 100 teachers and 8 principles of secondary school which randomly selected from zone 1 of Ahwaz city using a cluster sampling method. The results of the questionnaire indicated that main barriers were: weakness of teaching and learning environment, a multimedia-based learning content, low level of IT infrastructure development, school management system, weakness of teachers it skills and lack of appropriated action regarding the it.
hossein eskandari
Abstract
This article has been originated from an analytic, theoretical and qualitative research. The aim of this study was analysis and classification of views and approaches toward application of modern technologies in education. There are two main questions: Is technology a cultural-value phenomenon? And second ...
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This article has been originated from an analytic, theoretical and qualitative research. The aim of this study was analysis and classification of views and approaches toward application of modern technologies in education. There are two main questions: Is technology a cultural-value phenomenon? And second one, which determiner has main role in usage and distribution of technology: user, society, technology? In regard to different philosophical and educational views, there would be different responses. In addition to classifying different responses, this article tried to explain Iranian educational system’s states in regard to these two questions. To what extent does the “Document of Fundamental Reform of Education” emphasize on "intelligent application of technology"? And on what meaning of “technology” is rooted? Analyzing the Document content and exploring the past two decades experiences showed that Iran’s education system, theoretically and practically, has followed instrumentalism approach. At the end, in addition to warning about negative outcomes of using instrumentalism, the article, suggested that “technology” should be seen from different perspectives, and for education system it is better to have a comprehensive approach in study technology.
Philosophy of Education
narges sajjadiyeh; saeed azadmanesh
Abstract
Functions of Philosophy of Education as an academic discipline from Tehran University Students’ Viewpoint: a Thematic Analysis The main objective of this study is to investigate the viewpoints of postgraduate and PhD students of Tehran University about the functions of philosophy of education as ...
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Functions of Philosophy of Education as an academic discipline from Tehran University Students’ Viewpoint: a Thematic Analysis The main objective of this study is to investigate the viewpoints of postgraduate and PhD students of Tehran University about the functions of philosophy of education as an academic discipline. To gather students’ viewpoints, we use semi-structured interviews and to analyze their responses, we apply thematic analysis method. A sample of 11 postgraduate students and 6 PhD students who are studying philosophy of education at Tehran University participated in this study. Findings of this paper demonstrate that the basic functions of this discipline can be classified in two functions include social functions (with ) and individual functions (18Items).The most basic social functions are: “macro policy making of formal educational system”, “proposing measure, criticism and analysis of educational space”, “inspiration for solving educational problems” and “deriving educational implications”. The most important individual functions are: “thinking and coherence of thought”, “changing attitudes and extent of their sight”.
Philosophy of Education
Afrouz Khoshkhahad; Kazem Barzegar
Abstract
The present study was conducted to investigate the relationship between epistemological beliefs and anti-intellectual beliefs with critical thinking disposition. Methode: The study sample consisted of 2180 M. A students of Yazd university that 360 person were selected random cluster as a sample according ...
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The present study was conducted to investigate the relationship between epistemological beliefs and anti-intellectual beliefs with critical thinking disposition. Methode: The study sample consisted of 2180 M. A students of Yazd university that 360 person were selected random cluster as a sample according to the Morgan-Krejcie table from the faculties of Humanities, Science and engineering. To measure the variables of the study three questionaires were used: Schommer’s epistemological beliefs questionaire with five dimensions of simple assuming of knowledge, definite assuming of knowledge, source of knowledge, innate assuming of learning ability and quick assuming of learning process., Eigenberger and sealander’s student anti-intellectualism scale and Ricketts’ critical thinking disposition inventory with three dimensions of innovativeness, maturity and engagement. The data was also analyzed using Pearson correlation and stepwise multiple regression. Results: The results showed that epistemological beliefs and anti-intellectual beliefs had a negative significant relationship with the critical thinking disposition. The results of multiple regression analysis was also showed that among the dimensions of the epistemological beliefs, source of knowledge with a positive beta (0.106), definite assuming of knowledge with beta (-0.11) and innate assuming of learning ability with beta (-0.23) predicts thecritical thinking disposition negatively. Anti-intellectual beliefs with a negative beta (-0.37) has a role in prediction of the critical thinking disposition. Generally, findings of the present study shows that it is necessary to identify the role of epistemological beliefs and recognition of the anti-intellectual beliefs in the quality of critical thinking disposition’s students.
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.
