M. Safaei Moghaddam
Abstract
For educationalists, especially those who are working on moral education, it is crucial to establish a relation between morality and reason. This is because the moral theories can be regarded as foundations for moral education only if they see morality as a rational matter and moral statements as cognitive ...
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For educationalists, especially those who are working on moral education, it is crucial to establish a relation between morality and reason. This is because the moral theories can be regarded as foundations for moral education only if they see morality as a rational matter and moral statements as cognitive statements. In this article, the theory of ethical egoism will be examined by referring to its relation with reason and rationality. In order to explain the problems besetting the matter, and to defend the rationality of ethical egoism, some suggestons for solving the problems will be made. At the end, by providing an interpretation of ethical egoism on the basis of which this theory is shown not to be against altruism but a kind of altruism, the rationality of ethical egoism will be defended. On this basis, the theory of ethical egoism can be seen as moral a theory which provides groundwork for moral educational theory.
H. Sepasi
Abstract
In order to find a reasonable solution to measurement problems in education and psychology, new test theories have recently been proposed by test specialists. The purpose of this paper is to survey the theoretical concepts and assumptions underlying the two very popular psychological and educational ...
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In order to find a reasonable solution to measurement problems in education and psychology, new test theories have recently been proposed by test specialists. The purpose of this paper is to survey the theoretical concepts and assumptions underlying the two very popular psychological and educational test theories. The classical test theory (CTT) first proposed by Spearman, the English psychologist, in early twentieth century, also called today the old theory, is based originally on three basic concepts: observed score, true score and error score. Most of the studies conducted in the field of education and psychology have used CTT in order to interpret the reliability and validity of their research data. Due to the limitations that were found in old theory (CTT), a new test theory, the item response theory (IRT), has been proposed by modern test specialists. On the basis of the assumptions of IRT, many logical interpretations could be made in solving measurement problems in constructing educational and psychological tests. In this paper, attempts have also been made to compare the basic assumptions of these two theories. A further analysis is made to clarify the similarities and differences between item parameters used by these two test theories. In addition, advantages and limitations of each theory that test constructors believe should be considered in item writing are discussed. Finally, based on the findings of this paper, it is suggested that graduate students and faculty members who are interested in measurement and evaluation of student learning or in doing research in education or psychology, should he familiar with the basics of the old theory (1T) and the new one (IRT).
H. Elhampour; M.J. Pakseresht
Abstract
This study was conducted to realize two aims: 1) to identifi the spectrum of Shahid Chamran University students’ leisure- time activities, and 2) to survey how leisure- times are spent considering factors such as gender, socioeconomic status, field of study, academic performance, place of residince ...
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This study was conducted to realize two aims: 1) to identifi the spectrum of Shahid Chamran University students’ leisure- time activities, and 2) to survey how leisure- times are spent considering factors such as gender, socioeconomic status, field of study, academic performance, place of residince (on vs off campus) and place of birth of students. The statistical population of this study consisted of all students admitted to the University in 1378 (1999), from whom a sample of 640 students (300 male 340 female) were randomly selected The research data were gathered by using a purpose- designed questionnaire on the basis of students’ opinion survey. It was tested on 60 students before the final version was arrived at. The research data covers a wide range of activities extending from various sport activities to watching TV, reading for pleasures etc. Statistical tests show meaningful differences between male and female students across various activities with regard to both the kinds of activities and time devoted to them. Socio- economic status is also a source of some meaningful differences, particularly distinguishing between the interests of high vs low economic status students. Field of study, academic performance and place of living also demonstrated important differences. Female, students seem to face limitations regarding both leisure time facilities and access to them. On the basis of the data a number of suggestions have been made to improve conditions.
K. Beshlideh; Gh Maktabi; M. Taghi Pour; H. Shokrkon
Abstract
The present study was designed to investigate factors that attract students to praying. The statistical population of this study consisted of all day students attending junior high school. The sample included 1062 subjects from both sexes, who were selected by a random multistage sampling method. The ...
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The present study was designed to investigate factors that attract students to praying. The statistical population of this study consisted of all day students attending junior high school. The sample included 1062 subjects from both sexes, who were selected by a random multistage sampling method. The instruments used in the study were as follows: 1) Preliminary questionnaire about attractive factors with 70 items; 2) The main questionnaire made through factor analysis for the whole sample (31 items); 3) Two specific questionnaires for male and female students, with 38 items and 52 items, respectively. The results obtained from factor analysis for the whole sample revealed two strong factors; one factor with 18 items mostly related to incentive issues and the other factor with 13 items was seen to be attributable to humane relationship with students. The results obtained from discriminant analysis showed that three factors can be extracted for both genders separately. The internal consistency by Cronbach’s Alfa coefficient for the general, male and female questionnaires were 90%, 90% and 89%, respectively. To evaluate the hypotheses, some statistical methods such as t-test, one-way analysis of variance and the Scheffe test were applied. Analysis indicated that there was significant difference between sexes in GQ (P <0.028) and the difference favored female subjects. Another comparsion for SES groups revealed that the students of middle SES obtained significantly higher scores than low and high SES students. Finally a comparsion among three academic grades showed no significant difference in school performance.
M.R. Davarpanah
Abstract
In this research, by using bibliometric method the status of translated books in humanities and social sciences based on variables such as subject, language, author, place of publication, translator, and publisher has been studied. The subject orientation of transferred knowledge and its relationship ...
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In this research, by using bibliometric method the status of translated books in humanities and social sciences based on variables such as subject, language, author, place of publication, translator, and publisher has been studied. The subject orientation of transferred knowledge and its relationship with original language and country have been surveyed. The result of the study shows that most of the translated books belong to three subject categories of philosophy, social sciences, and history. About 71% of the books have been translated from English language. The publication place of 69.03% of the translated books is America and England.
S.M. Sajjadi
Abstract
One of the developments of the contemporary period that has had and continues to have tremendous effects in the economic, social and cultural spheres is the issue of globalization. Globalization with its dimensions (social, cultural and economic) has many effects (positive and negative effects) on all ...
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One of the developments of the contemporary period that has had and continues to have tremendous effects in the economic, social and cultural spheres is the issue of globalization. Globalization with its dimensions (social, cultural and economic) has many effects (positive and negative effects) on all areas, including education. Today, one of the symbols of the impact of globalization on education is global learning and changing the paradigm of education. In other words, the impact of globalization on the education system means change in the paradigm of learning and education. This article seeks to answer some basic questions about the impact of globalization on the basic components of education; What is the relationship between globalization and education? What are the changes in the goals of education resulting from the impact of globalization? What changes are there in the curriculum and the content of education and training? What are the challenging aspects of the effects of globalization on the components of education (goals, content, structure)? Of course, in this article, in order to achieve the desired goals, a brief review of the history of the emergence of globalization and its dimensions has also been considered.
M. Shehni Yailagh; J. Karami; H. Shokrkon; M. Mehrabizadeh Honarmand
Abstract
Dysgraphia is a term used to describe children who have specific difficulties in perception or production of written language. In order for this diagnosis to be made, an individual is assumed to display writing skills substantially below those expected, given the person’s chronological age, measured ...
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Dysgraphia is a term used to describe children who have specific difficulties in perception or production of written language. In order for this diagnosis to be made, an individual is assumed to display writing skills substantially below those expected, given the person’s chronological age, measured intelligence, and appropriate education. This disoder does not include those students who have learning difficulties because of visual, hearing or physical disabilities, mental retardation or poor environmental, social or economical conditions. Two goals were pursued in this study: investigating the prevalence of dysgraphia in primary schools of Ahvaz, and the effects of multi- sense therapy on reduction of writing difficulties. The experimental- control, with pretest- posttest design, was used in this study. The prevalence sample size was 4000 students (2000 boys and 2000 girls) selected randomly from primary schools in Ahvaz. Results indicated that the prevalence of dysgraphia was higher for boys than for girls (%7.6 for boys and %6.4 for girls). Also the results of ANOVA (repeated measures) showed that the use of multi-sense therapy significantly reduces dysgraphia. In addition, the effects of therapeutic intervention stayed after a month later.
Z. Hiati; Z. Shariefpour
Abstract
This study aims to investigate the rate of internet use among academic staff at the Persian Gulf University and the University of Medical Sciences of Bushehr considering factors such as sex, teaching experience, education and academic ranks. The study of these factors supplies the administrators at ...
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This study aims to investigate the rate of internet use among academic staff at the Persian Gulf University and the University of Medical Sciences of Bushehr considering factors such as sex, teaching experience, education and academic ranks. The study of these factors supplies the administrators at both universities with required information to provide suitable conditions and facilities and to make productive investments in information infrastructure. To carry out this study, four research questions covering different aspects of the problem were raised. In order to answer these questions a survey research based on a questionnaire has been conducted. The results show that except for the difference between the rate of the internet use for men and women of academic staff in the Persian Gulf University, there is no significant difference in the rate of the internet use regarding other factors in both universities. This research concludes that the rate of the internet use among academic staff is very low. However, their willingness to increase the use of internet in the near future is high.
