Appropriate teaching methods
Mazhar Babaee
Abstract
The purpose of this research is to analyze the lived experiences of new teachers of the challenges they face in the schools of Kurdistan province and to provide solutions to reduce these challenges. The research approach was descriptive with a critical paradigm and the phenomenological and documentary-library ...
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The purpose of this research is to analyze the lived experiences of new teachers of the challenges they face in the schools of Kurdistan province and to provide solutions to reduce these challenges. The research approach was descriptive with a critical paradigm and the phenomenological and documentary-library approach was used. The statistical population included all new elementary teachers with experience of one to five years (2017-2022) in Kurdistan province. Sampling was purposeful, and 21 new elementary school teachers were selected until saturation was reached. The data collection tool was a semi-structured in-depth interview conducted by the researcher and the data analysis was done by deductive-inductive method and with the help of Van Manen's 4 stages. The findings showed that the challenges faced by new teachers were mostly centered around education, interaction with students, multi-level classes, online education, in-service courses, and curriculum content. And naturally, there are solutions in this direction and other prominent cases such as the effective use of active teaching methods, creative solutions in the educational field, increasing study related to the job field, teaching life skills, and general solutions related to the interaction of new teachers with parents and Improving your skills in the field of content analysis and e-learning by using them, you can be effective in your career. Therefore, it can be concluded that by investing in themselves and professional development training, new teachers can strengthen the knowledge, awareness, and skills necessary to become professional teachers. It is also recommended to educational planners design and implement more suitable programs to solve the challenges of new teachers.
Continuous education, educational management, educational technology and curriculum planning
katayoon Hamidizadeh; fatemeh Amirian
Abstract
Objective: This research has investigated the position of cultural capital components in elementary school textbooks.Metods: For this purpose, the method of content analysis has been used. The statistical population of the research included the content of all the textbooks of the second elementary school ...
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Objective: This research has investigated the position of cultural capital components in elementary school textbooks.Metods: For this purpose, the method of content analysis has been used. The statistical population of the research included the content of all the textbooks of the second elementary school in the academic year 2023-24, including the fourth, fifth, and sixth grades, and from this population, Persian books, social studies, and heavenly gifts were selected as samples. The research tool includes the content analysis list of cultural capital components according to Bourdieu's theory, which was prepared before this research, and its validity was recalculated through content validity and its reliability through Scott's method with 91.20%. Descriptive statistics and Shannon's entropy method were used to analyze the data.Results: The findings show that among the components of cultural capital, which include objectified cultural capital, institutionalized cultural capital, and embodied cultural capital; Objectified cultural capital has the largest share with 1837 frequency and 54.25%, and the lowest is related to institutionalized cultural capital with 86 frequency and 2.53%. The embodied cultural capital also consists of 1463 abundance and 43.20%. Also, the lowest information load and the importance factor related to the institutionalized dimension are equal to 0.25 and 0.03, and the highest information load and the importance factor related to the embodied dimension are equal to 0.37 and 0.18.Conclusion: Therefore, it can be concluded that considering By allocating 33.73% of the content of the elementary course books to the components of cultural capital, the authors of the textbooks of this course have been able to use the capabilities of the textbooks to reflect the components of cultural capital.
Educational psychology and learning
masumeh esmaeili; fariba tabebordbar; zahra fatemi haghighi
Abstract
Objective:The stress of academic expectations is the main cause of stress among students. The aim of the present study was to investigate the mediating role of school anxiety in the relationship between academic perfectionism and academic self-concept with academic expectations stress.Methods:The descriptive ...
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Objective:The stress of academic expectations is the main cause of stress among students. The aim of the present study was to investigate the mediating role of school anxiety in the relationship between academic perfectionism and academic self-concept with academic expectations stress.Methods:The descriptive research method was correlation. A sample consisting of 390 students (289 girls, 101 boys) from three grades (7th, 8th, 9th) from public first secondary schools in one district of Shiraz were selected by multi-stage cluster sampling and responded to Academic expectations stress Inventory (Ang & Huan, 2006), academic perfectionism of Rasouli Soli and Bahrami (2015), School self-concept Inventory (Chen & Thompson, 2004) and school anxiety Scale (Philips, 1987).Results: Data analysis using the structural equation model showed that academic perfectionism and academic self-concept have a significant positive and negative direct effect on the stress of academic expectations, respectively. Also, the results showed that school anxiety does not have a significant direct effect on the stress caused by academic expectations, so it cannot play a mediating role in the relationship between academic perfectionism and academic self-concept with the academic expectations stress.Conclusion: In general, to reduce the stress caused by academic expectations in students, it is better to focus on strengthening self-concept and academic perfectionism and effective ways to deal with stress.
سیاستگذاری، برنامه ریزی و مدیریت آموزشی
Ghive Joudy Shahabad; Sadegh Maleki Avarsin; Zarrin Daneshvar Heris
Abstract
The present research was carried out by the purpose of determining the relationship among organizational loyalty and social undermining by mediating of organizational commitment of school managers in Miandoab. It is applied research considering its purpose and regarding the method of data collection ...
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The present research was carried out by the purpose of determining the relationship among organizational loyalty and social undermining by mediating of organizational commitment of school managers in Miandoab. It is applied research considering its purpose and regarding the method of data collection descriptive of correlational kind using modeling structural equations. The statistical population of the present study included all the managers of Miandoab schools in all grades of elementary, first period of high school, second period of high school, technical –professional instruction, vocational training in the educational year of 2021-2022 among them 262 people were selected by using relative class method. In order to collect the needed data, questionnaire of organizational loyalty of (Kumar & Shekhar, 2012) questionnaire of organizational commitment of (Belfor & Wechsler, 1996) questionnaire of social undermining of (Duffy et al, 2002) were used. In order to analyze data and examine causal relations among the variables, modeling structural equations were used. The results showed that organizational loyalty has significant negative relationship effect on social undermining (p<.01) and organizational commitment has significant negative relationship effect on social undermining (p<.01). Also, the mediating effect of organizational commitment in relationship between organizational loyalty and social undermining was confirmed (p<.01). Regarding the findings, it could be indicated that in order to control and decrease social undermining of school managers and avoid disruptive behaviors, considering the organizational commitment and organizational loyalty seems necessary.
Appropriate teaching methods
Fateme alsadat Ahmadi hoseinian nejad; Masoumeh Shariat Kiaei
Abstract
Objextive:The present study was conducted with the aim of evaluating the effect of critical thinking training on cognitive flexibility, academic vitality and academic self-concept in female high school students of the first year.Methods: The current research was practical in terms of its purpose and ...
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Objextive:The present study was conducted with the aim of evaluating the effect of critical thinking training on cognitive flexibility, academic vitality and academic self-concept in female high school students of the first year.Methods: The current research was practical in terms of its purpose and semi-experimental in terms of collection method with a pre-test and post-test design with a control group. The statistical population of this research was the female students of the first secondary school in the 5th district of Tehran in the academic year 2023-2024 and the sample size included 30 students (15 in the experimental group and 15 in the control group) and the available sampling method was used. became. In order to collect data, cognitive flexibility questionnaires of Dennis and Vanderwaal (2010), academic vitality of Martin and Marsh (2008) and academic self-concept of Yasen Chen (2004) were used, and the educational content of critical thinking was based on the views of Myers (1986) and Fisher and Hypel (1984) was prepared and given to the experimental group in 8 one-and-a-half-hour (90-minute) training sessions. The method of data analysis was multivariate covariance analysis.Results: Based on the findings of this research, there is a significant difference at the 0.01 level between the average scores of the subjects of the experimental and control groups in the post-test stage in the variables of cognitive flexibility, academic vitality and academic self-concept.Conclusion: Therefore, it can be said that critical thinking training can be a method to increase cognitive structures such as cognitive flexibility, and motivational factors such as academic vitality and academic self-concept.
Educational psychology and learning
Bahram Maleki
Abstract
Objective: Academic buoyancy is one of the factors influencing learning and can affect students' academic achievement in various ways. The present study was conducted the aim of explaining the academic buoyancy of students based on family communication patterns and academic support through the mediating ...
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Objective: Academic buoyancy is one of the factors influencing learning and can affect students' academic achievement in various ways. The present study was conducted the aim of explaining the academic buoyancy of students based on family communication patterns and academic support through the mediating role of self-directed learning.Methods: The research method was correlational of structural equation modeling type. The statistical population included all male and female students of junior high school in Sanandaj in the academic year of 2022-2023, from which 390 students were selected by multi-stage cluster sampling method. They answered Dehghanizade & Hosein chari’s Academic Buoyancy questionnaire (2013), Koerner & Fitzpatrick’s Family Communication Patterns questionnaire (2006), Sands & Plunket’s Academic Support questionnaire (2005) and Self-Directed Learning questionnaire of Cheng et al (2010). The data were analyzed with the structural equations modeling via Spss-24 and Amos-24 softwares.Results: The findings corroborated the good fitness of the model with research data. According to the findings, the direct paths from the conversational pattern, academic support and self-directed learning to academic buoyancy were positive and significant and for the conformity pattern was negative and significant. Also, the indirect paths from family communication patterns and academic support to self-directed learning to academic buoyancy were positive and significant and for the conformity pattern was negative and significant.Conclusion: In conclusion, the self-directed learning can play a mediating role in the relationship between family communication patterns and academic support with academic buoyancy in students.
mihamad darini; Aliakbar aghajaniafrozi; neda tahmasbiroshan
Volume 16, Issue 56 , April 2022, , Pages 131-145
Abstract
The purpose of this study was to investigate the effect of entrepreneurship education on entrepreneurial intention with the mediating role of self-confidence, entrepreneurial attitude, mentality towards entrepreneurship. The research method of the present study was descriptive-correlational. The sample ...
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The purpose of this study was to investigate the effect of entrepreneurship education on entrepreneurial intention with the mediating role of self-confidence, entrepreneurial attitude, mentality towards entrepreneurship. The research method of the present study was descriptive-correlational. The sample consisted of 482 students of universities in Mazandaran province who were selected using stratified random sampling. The instruments of this study included the scales of measuring entrepreneurship education , attitude towards entrepreneurship (Jena, 202) and feeling of self-efficacy, entrepreneurial mentality and entrepreneurial intention (wardena et al., 2020) which after calculating the validity and reliability They were analyzed between the distribution sample and the data using a structural equation model. Findings showed that entrepreneurship education had a positive and significant effect on self-confidence, mentality and attitude (emotional, cognitive and behavioral) and entrepreneurial intention and self-confidence had a positive and significant effect on mentality and attitude (emotional, cognitive and behavioral) and entrepreneurial intention and so on. Emotionally, behavioral attitude had an effect on entrepreneurial intention but cognitive dimension did not affect entrepreneurial intention. Because, education can be the bedrock for the development of skills and abilities of entrepreneurs, and this factor, by affecting people's attitudes about their capabilities, increases their sense of self-efficacy and a positive mentality towards entrepreneurship. Creates in them and strengthens their entrepreneurial intention
Elaham Tabatabai adnan; Ali Jalili shishavan; Hossin Bigdeli; Zohreh Moosazadeh
Volume 15, Issue 53 , June 2021, , Pages 139-149
Abstract
This study aimed to explain the teachers' job involvement based on goal orientations by the mediating role of teaching emotions. Using random sampling method, 228 females (135) and male (116) high school teachers were selected from areas of the Tabriz Education Organization. Participants completed the ...
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This study aimed to explain the teachers' job involvement based on goal orientations by the mediating role of teaching emotions. Using random sampling method, 228 females (135) and male (116) high school teachers were selected from areas of the Tabriz Education Organization. Participants completed the Goal Orientations for Teaching (GOT: Butler, 2007), the Achievement Emotions Questionnaire for Teachers (AEQ Teacher: Frenzel et al., 2010), and the Utrecht Work Engagement Scale (UWES-9: Schaufeliet al., 2006). Data analysis was performed by structural equation modeling. The results showed that mastery goal orientation positively predicts teachers' job engagement both directly and indirectly through the mediation of positive teaching emotions. In contrast, work-avoidance goal orientation negatively predicts job engagement both directly and through positive emotions. Also, ability-approach and ability-avoidance goal orientations predicted more job engagement only indirectly and mediated by positive emotions. Despite the significant direct effect of mastery goals and work avoidance goals on the teaching of negative emotions, but this emotion did not have a significant effect on teachers' job engagement. These results highlighted the role of adaptive goal orientations in increasing and in contrast, maladaptive goal orientations in reducing teachers' job engagement.
Farzaneh Askary; Rezvan Hakimzadeh
Volume 15, Issue 53 , June 2021, , Pages 150-162
Abstract
The present study, with the purpose to compare the literacy curriculum in Australia and New Zealand in order to benefit from the experiences of these countries to improve the level of literacy education in Iran in 2020. The approach used in the research is qualitative and comparative in which Australia ...
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The present study, with the purpose to compare the literacy curriculum in Australia and New Zealand in order to benefit from the experiences of these countries to improve the level of literacy education in Iran in 2020. The approach used in the research is qualitative and comparative in which Australia and New Zealand, due to the high index of human development in 2020, obtaining favorable results in the PIRLS International assessment 2016 and effective activities in the field of literacy, by purposeful sampling have been selected. The data were collected by referring to valid scientific papers and websites of the Ministry of Education and the curriculum and valid documents related to literacy education in selected countries, and were analyzed and compared by Bereday’s four-step method and the similarity and difference method. The findings showed that the goals of literacy education in Iran are well explained and not much different from the literacy goals in selected countries, but determining the levels of literacy in each educational level and standards related to each level as well as education to thematic teachers have been neglected in extending concepts to other subjects that need to be revised and corrected.
Yazdan Shirmohammadi; Wali mohammad Drini; Badri sadat Zahedi
Volume 14, Issue 51 , January 2021, , Pages 159-174
Abstract
Due to importance of educational tourism and the role of parents as determining the destination and motivating children, this study tries to; examine the benefits of educating children in cultural heritage sites and buildings. The purpose of this study is to investigate the effect of children's educational ...
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Due to importance of educational tourism and the role of parents as determining the destination and motivating children, this study tries to; examine the benefits of educating children in cultural heritage sites and buildings. The purpose of this study is to investigate the effect of children's educational trips on their experiential learning. The statistical population of the study includes all parents of children (4 to 7 years old) who have visited the cultural heritage site of Kashan Fin Garden for a week with a recreational tour. This research is a descriptive survey in terms of applied purpose and method. The sampling method of this study was available and its number was 384 people. The assessment tool in this study was a researcher-made questionnaire. Statistical analyzes were performed using structural equation method and SPSS and Amos software. To determine the causal relationship between the variables using the structural equation model method and significance levels in order to test the hypotheses p_value less than 0.05 was considered. Findings this study showed that children's experiential learning has an effect on children's educational advantages through interactions and also brand awareness of historical sites affects motivation for children's experiential learning and children's educational advantages. Findings indicate that brand awareness of historical sites affects Motivation for children's experiential learning and children's educational benefits have a positive and significant effect. The results showed that children's educational travel also has a positive and significant effect on increasing children's educational capacity by increasing participation in social activities, .
Siroos Ghanbari; Hosein Majooni
Volume 15, Issue 53 , June 2021, , Pages 163-178
Abstract
The aim of this study was to investigate the effect of ethical leadership on the organizational effectiveness of schools with the mediating role of creativity and psychological empowerment of teachers. The research method was descriptive-correlational. The study population consisted of 2209 teachers ...
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The aim of this study was to investigate the effect of ethical leadership on the organizational effectiveness of schools with the mediating role of creativity and psychological empowerment of teachers. The research method was descriptive-correlational. The study population consisted of 2209 teachers in Shiraz District 1 in the academic year 2020-2021. Which was selected using a simple random sampling method and based on Cochran's formula, a sample of 327 teachers from this community. To collect data from four ethical leadership questionnaires (Kalshoven, Den Hartog & De Hoogh, 2011); Psychological empowerment (Spreitzer, 1995); Staff Creativity (Torrance, 1963) and the School Organizational Effectiveness Questionnaire (Serjivani, Strata & Robert, 1992) were used. Data analysis was performed using structural equation modeling. Findings showed that: Ethical leadership, psychological empowerment and creativity have a direct, positive and significant effect at the level of 0.05 on organizational effectiveness; Ethical leadership also has an indirect, positive and significant effect on organizational effectiveness through the mediation of psychological empowerment and creativity. From the findings, it can be concluded that ethical leaders, along with the mediating role of psychological empowerment and creativity of teachers, have an effective role in the organizational effectiveness of schools. Therefore, if school principals and leaders have positive qualities of ethical leadership and in this process use strategies such as psychological empowerment and creativity of teachers, they can create favorable conditions for cooperation and participation of teachers in various school affairs and ultimately. Provide school effectiveness.
Haniyeh Yavari; Ali Jalili Shishavan
Volume 14, Issue 51 , January 2021, , Pages 175-190
Abstract
Aim: The aim of present study was to investigate the effectiveness of a brain based learning on everyday memory functioning and academic help seeking of students with learning disability. Method: This study was a research design was quasi experimental with pretest-posttest and control group. The statistical ...
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Aim: The aim of present study was to investigate the effectiveness of a brain based learning on everyday memory functioning and academic help seeking of students with learning disability. Method: This study was a research design was quasi experimental with pretest-posttest and control group. The statistical population included p students with learning disability in Hamadan city in academic year 2018-2019. 30 students with learning disability were chosen as samples and randomly were divided in 2 groups of individuals as control and experimental. Initially, the pretest was performed on two groups. The experimental groups practiced the brain based learning 8 session and 60 minutes in each session. Then, post-test was performed for them. For data collecting, questionnaire of memory measure of everyday memory functioning of Geurten, Majerus, Lejeune and Catale (2018), academic help seeking scale of Ryan and Pintrich (1997) and Colorado learning difficulties questionnaire Willcutt, Boada, Riddle, Chhabildas, DeFries and Pennington (2011) were used. Data analysis was done by using multivariate analysis of multi covariance. Results: Statistical data analysis illustrated brain based learning that amounts of everyday memory functioning and academic help seeking were significantly improve in experimental than control group (p < 0/05). Conclusion: brain based learning might be an efficient way to improve everyday memory functioning and academic help seeking of students. Also, teachers can use this educational approach for improving problems students with learning disability. Keywords: brain based learning, everyday memory functioning, academic help seeking, learning disability.
seyyed jalal hosseini iraj; hossein mahdian; mahmoud Jajarmi
Volume 14, Issue 50 , October 2020, , Pages 191-204
Abstract
The purpose of this study was to investigate the relationship between basic psychological needs and the sense of connectedness with School with the role of social self-efficacy mediators in secondary high school students. The research method was descriptive- correlational. The statistical population ...
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The purpose of this study was to investigate the relationship between basic psychological needs and the sense of connectedness with School with the role of social self-efficacy mediators in secondary high school students. The research method was descriptive- correlational. The statistical population of the study consisted of all secondary high school students in mashhad in the academic year of 1397-98. The sample consisted of 369 students (boys and girls) selected by multistage cluster sampling. the tools of this study included the satisfaction psychological needs scale in relationship (La Guardia, Ryan, Couchman, & Deci, 2000), the Adolescents' Social Self-efficacy Questionnaire (Connolly,1989), and the sense of connectedness with School questionnaire (Brew, Beatty, and Watt , 2005). Data were analyzed using pearson correlation coefficient and structural equation modeling. The results of the path analysis showed that there is a direct and significant effect between satisfying the basic psychological needs of teachers with social self-efficacy and the sense of connectedness with School. So that the basic Psychological needs and social self-efficacy account for 55 percent of the change in the sense of connectedness with School. Students social self-efficacy seems to play a mediating role in relation to basic Psychological needs and the sense of connectedness with School.
