heshmatollah nazari; Ebrahim Talaee; Javad Hatami; Abdolzahra Timas
Abstract
Introduction
A writing rubric is a guideline that outlines the criteria and levels of performance for a writing-specific task. The research discussed in the passage focused on designing and validating a rubric specifically for writing in the upper elementary education.
Method
The study was ...
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Introduction
A writing rubric is a guideline that outlines the criteria and levels of performance for a writing-specific task. The research discussed in the passage focused on designing and validating a rubric specifically for writing in the upper elementary education.
Method
The study was generally a type of measurement research, specifically scaling research. The study explains the methods and main stages of designing and implementing a scale in detail.
Results
After reviewing the rubrics used in primary education and determining custom rubrics for different types of writing (descriptive, narrative, explanatory, and argumentative), the researcher extracted the objectives of the Persian language curriculum in the field of writing. Then, among the components of each type of writing, they selected general components and finally designed a 9-component rubric. After designing the rubric, its validity was examined.
Discussion
The lack of a standard rubric for writing is one of the reasons for the unclear situation of elementary school students' writing skills in Iran. The presence of a rubric not only provides a clear view of the student's writing skills but also makes them aware of the expectations and goals of the writing curriculum. This awareness leads to an improvement in their writing skills.
Ali Noferesti; Bakhtiar Shabani Varaki; Rezvan Hosseingholizadeh
Abstract
Introduction
Throughout the history of human societies, the educational organization has served as a fundamental framework for managing teaching and learning processes. From ancient Greece to the present day, it has evolved through two distinct periods, each heavily influenced by the industrial revolution. ...
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Introduction
Throughout the history of human societies, the educational organization has served as a fundamental framework for managing teaching and learning processes. From ancient Greece to the present day, it has evolved through two distinct periods, each heavily influenced by the industrial revolution. However, in today's rapidly changing society, characterized by the repercussions of the industrial revolution, we are confronted with new challenges and complexities that necessitate a critical reevaluation of this foundational concept.
Method
Using logical inference as the primary research method, our study embarked on two key phases. Firstly, a comprehensive review of historical documents was conducted to trace the evolution of the educational organization concept from ancient Greece to the modern era. Subsequently, employing the conceptual analysis method, we synthesized insights to propose a novel framework for conceptualizing educational organizations.
Results
This article delves into the evolutionary trajectory of the educational organization concept from ancient Greece to the present day. Furthermore, it introduces an alternative interpretation of educational organization through the lens of neurophenomenology. Initially, the study highlights two distinct historical periods characterized by ambiguity and dependence for educational organizations. Preceding the industrial revolution, educational structures lacked definitive characteristics, with education being dispersed among various institutions and individuals. Post-industrial revolution, influenced by management theories and governmental and industrial organizations, educational organization acquired a more defined structure and purpose, as elucidated through relevant theories. Subsequently, the discourse shifts towards exploring a novel conception of educational organization, grounded in the creative insights of neurophenomenological approaches to learning and cognition.
Discussion
With our redefined concept of educational organization, we observe a significant expansion in the role of "place" within the broader context of environment and society. Meanwhile, the traditional constraints of "time" are rendered obsolete, allowing for more flexible learning experiences. The notion of the "learner" is no longer confined but rather shaped by the dynamic interplay of conditions, paths, and the temporal and spatial dimensions of learning. Similarly, the conventional perception of the "teacher" extends beyond a mere hired individual to encompass anyone or anything that facilitates the learning journey for students. Moreover, the teaching-leadership paradigm of educational organizations undergoes a profound shift from static to dynamic, monophonic to polyphonic, and centralization to decentralization. This transformative approach epitomizes the ethos of innovative educational organizations, which aim to reintegrate the fundamental elements of "humanity" and "life" into the educational landscape.
Hassan Jorfi; gholamhossien ebadi
Abstract
Introduction
The current research aimed to investigate the effectiveness of the teaching method based on the constructivist approach achievement motivation, academic achievement, and Reading Performance of fifth-grade students in Ahvaz.
Method
The current research design is a semi-experimental ...
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Introduction
The current research aimed to investigate the effectiveness of the teaching method based on the constructivist approach achievement motivation, academic achievement, and Reading Performance of fifth-grade students in Ahvaz.
Method
The current research design is a semi-experimental type of pre-test-post-test-follow-up with experimental and control groups. The statistical population of the research includes all fifth-grade male students of Ahvaz city in the academic year of 1402-1403, who were selected through the multi-stage cluster sampling method of two classes (25 people in each class) and were randomly assigned to two experimental and control groups. The research tools included Hermans's (1970) achievement motivation questionnaire, Pham and Taylor's (1999) academic achievement questionnaire, and Karami Nouri and Moradi's (2007) standard test of reading performance and dyslexia, the number of sessions and teaching topics were the same in both classes and only in the teaching method that has been applied has been different. In the first group, the teaching method was based on constructivism, and in the second group, the lecture method was implemented. In this research, to test the hypotheses, repeated measures variance analysis has been used.
Results
The results showed that the constructivist teaching method is effective in improving students' achievement motivation, academic achievement, and reading performance.
Discussion
The teaching method that follows the constructivist approach is effective in motivating students and enhancing their academic achievement and reading performance. It is recommended that teacher training courses incorporate the constructivist approach. However, one limitation of this research was that some teachers demonstrated resistance to new teaching methods, as they were accustomed to traditional approaches.
javad pourkarimi; mahsa azizi; seyed hosein mousavi
Abstract
Introduction
In today's rapidly changing world, teachers play a crucial role in fulfilling and promoting educational objectives. The present research was conducted with the aim of identifying the self-development competencies of teachers.
Method
The present research used a qualitative approach ...
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Introduction
In today's rapidly changing world, teachers play a crucial role in fulfilling and promoting educational objectives. The present research was conducted with the aim of identifying the self-development competencies of teachers.
Method
The present research used a qualitative approach and a meta-synthesis method. All scientific documents found between the years 2016 to 2023, totaling 267 scientific documents, form the population of this research, which were found in seven foreign databases and four domestic databases. Ultimately, 22 scientific documents were selected and analyzed after reviewing their titles, research methods, and findings. The analysis of the findings was conducted using thematic analysis method, and in order to control the research quality, the analysis and review of documents were meticulously documented; furthermore, the Critical Appraisal Skills Program (CASP) tool was used to evaluate the quality of the findings by expert evaluators.
Results
The self-development competencies of teachers were categorized in five
dimensions of skills, abilities, knowledge, attitudes, and personal and professional organizational characteristics. The skill domain encompasses components of professional self-regulation, leadership in the teaching-learning process, professional networking, self-directedness, and technological skills. The ability domain includes components of self-awareness, self-management, self-motivation, cognitive and emotional maturity, and the knowledge domain consists of pedagogical knowledge and extrinsic organizational knowledge. Enthusiasm for change and improvement, and occupational motivation are components included in the attitude domain. Personal and ethical professional and organizational characteristics are also identified components in the characteristic’s domain. In conditions of continuous changes and turbulent educational environment, the key to the quality of the teaching-learning process and the professional advancement of teachers is the Self-Development competence.
Discussion
This research discovers the components of self-development competency, its results can be used to recruit and educate competent teachers and can be helpful in teaching and learning.
reza masouminejad
Abstract
Introduction
The present study was conducted with the aim of identifying and explaining the concept of "reparation Narrative" in order to shape the true self of teachers in the curriculum based on autobiographical identity.
Method
In terms of the data collection method, the research is of ...
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Introduction
The present study was conducted with the aim of identifying and explaining the concept of "reparation Narrative" in order to shape the true self of teachers in the curriculum based on autobiographical identity.
Method
In terms of the data collection method, the research is of a qualitative type with an exploratory nature. In this study, in the framework of the qualitative approach, the narrative research method was used with an emphasis on thematic analysis.The research field included 12 teachers with experience between 5 and 20 years in West Azerbaijan province in the academic year of 1402-1403, which was selected by the purposeful sampling method of the desired type and data collection continued until its saturation. In line with the implementation of the research, reparation narrative was Description and explained as an open attitude of continuous improvement in the teaching activities for teachers. In order to collect information, in-depth narrative interviews were used, in which the teachers' personal experiences were emphasized individually, in such a way that the teachers based on the nature of subjective experiences of lesson concerns, which are considered a stimulus for more activity, draw a work plan in line with resolving the deficiencies and compensating them in the form of narratives were discussed in a reflective manner. To validate the obtained findings, techniques such as researcher self-review, member control method and systematic comparison method were used in data recording.
Results
The findings showed that 7 components of publishability, comprehensibility,
curriculum discourse creation, and philosophizing, intellectual property, motivationalism, and teacher conceptualization are the main codes, which are effective with 21 core codes and 131 primary codes in the framework of the reparation narrative process in the direction of the real self-development of teachers in curricula. Reparation narrative is ability that teachers can acquire a progressive mindset towards their teaching activities. As a result, teachers are in a dynamic situation by reparation attitudes in their profession and narrating the performance or functions of the lesson that can bring them to the real self determined in the curriculum, and they try to implement the curriculum to separate the individual's reality from the defined ideal self and internalize what is related to their core identity. Therefore, as reparation narrative deals with the development and completion of the real self of teachers, it gradually makes the goals of the ideal self a part of the real self by achieving its components, an identity that was defined before, but with the passage of time and the compensation of teaching capabilities It becomes real and forms the autobiographical nature of teachers.
Discussion
The results show that the educational system should seek to develop the narrative skills of teachers as a developing mentality in the field of curriculum activities and try to define the reparationary nature of the narrative in the framework of the process of recreating the role of teachers in the curriculum.
Zargham yousefi; Tahereh Azmsha; maryam karimi; Esamaeel Veisia
Abstract
Introduction
To achieve important goals in the field of physical education, the country's education and training organization needs teachers with strong communication skills, high social skills, and motivated and creative teachers to implement the set programs and realize the objectives of the physical ...
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Introduction
To achieve important goals in the field of physical education, the country's education and training organization needs teachers with strong communication skills, high social skills, and motivated and creative teachers to implement the set programs and realize the objectives of the physical education lesson.
Method
In this research, the mediating role of communication skills in the influence of metacognitive beliefs on the creativity of physical education teachers was investigated. This research was of applied research type and in terms of purpose, it was descriptive-correlation type of structural model type, which was conducted in the field and using a questionnaire. The statistical population of the research included all physical education teachers of the first secondary school in the 4 regions of Ahvaz city, numbering 425 people; According to the table of Karjesi and Morgan, the statistical sample was determined as 182 people. The sampling method in this research was relatively random. The data collection tools include 3 standard questionnaires of seven communication skills (Qassimi, 2017), the creativity questionnaire of Lee et al. (2014), and the questionnaire of Beyer's metacognitive beliefs (2011), which were used after checking validity and reliability. In this research, descriptive statistics were used to organize, summarize, classify the raw scores, describe the sample sizes, and analyze the data, first, the assumption of using modeling, i.e. the collinearity test, was examined, and then to test the hypotheses from the structural equation modeling method and specifically from Partial least squares approach was used using Smart-PLS and SPSS software.
Results
The results of the research showed that metacognitive beliefs have a direct and significant effect on the communication skills of physical education teachers in Ahvaz. It was also found that metacognitive beliefs have an effect on the communication skills of physical education teachers in Ahvaz, and communication skills had a direct effect on the creativity of physical education teachers in Ahvaz by 0.38.
Discussion
According to the results of the research, holding conferences, workshops, and training courses to improve the abilities and creativity of physical education teachers to succeed in teaching and achieve educational goals, as well as planning to design a system for selecting physical education teachers based on appropriate personality traits and planning It is recommended to select and employ teachers with creative talents and communication skills.
Saeed Azadmanesh; Hamideh Khademi
Abstract
Introduction
The concept of childhood has been the subject of much debate and discussion throughout history. There is no single definition of childhood that is universally accepted, as the concept has evolved over time and varies across cultures. However, some common themes emerge in discussions of ...
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Introduction
The concept of childhood has been the subject of much debate and discussion throughout history. There is no single definition of childhood that is universally accepted, as the concept has evolved over time and varies across cultures. However, some common themes emerge in discussions of childhood, such as the idea that childhood is a time of innocence, play, and learning. In recent years, there has been growing interest in the study of the characteristics of Generation Z and Generation Alpha. These two generations are the first to grow up in the digital age, and their experiences and perspectives are significantly different from those of previous generations. The people of this generation are connected through digital devices and social media. They are the first generation to have known the world with the possibility of having infinite information and the opportunity for infinite connection in the digital age. Technology is deeply intertwined in the lives of this generation. They take for granted the internet, networks, and related digital tools, and have incorporated technology and online activities into everything. As Generation Z and Alpha become the main audiences for current and future education, it is crucial to understand their unique characteristics to organize education, especially in childhood. Considering this necessity, this research aims to reflect on the concept of childhood in light of the characteristics of these two generations.
Method
The method in this research is Conceptual Analysis, which emphasizes on providing a correct and clear explanation of the meaning of concepts through a detailed explanation of its relationships with other concepts.
Results
Using the Conceptual Analysis, we identified ten key characteristics such as “Real Life in the Virtual World”, “Acceptance of New Virtual Behavioral Codes”, “Fluid and Multifaceted Identities”, “Continuous and Lifelong Learning” and “Individualism and Social Isolation versus the Extent of Virtual Interactions”. Based on these traits, we called the concept of childhood as “Netizen” or “Networked Child” which includes conceptual components; “Virtual-Real Dual Life”, “Experience of Living in a Pluralistic World”, “Self-Learning and Self-Articulating” and “Social Isolation within Group Activity and Cooperation” are four conceptual components.
Discussion
Finally, we conclude that “Recognition of the Virtual World in Childhood Education” is essential in educational interaction, ignoring it can create a fundamental gap in the education process and even more importantly lead to the disappearance of childhood.
