انجمن پژوهشهای آموزشی ایران
پژوهش در نظامهای آموزشی
2383-1324
2783-2341
5
14
2011
11
22
Electronic Non Formal Education: A Case Study of Tehran Municipality
3
24
FA
Nazila
Khatib Zanjani
Assistant Professor, Faculty member of Payam-e Noor University, Garmsar, Iran
Bahman
Zandi
Associate Professor, Payam-e Noor University, Tehran, Iran
Mehran
Farajollahi
Associate Professor, Payam-e Noor University, Tehran, Iran
Essa
Ebrahim Zadeh
Associate Professor, Payam-e Noor University, Tehran, Iran
Mohammad Reza
Sarmadi
Associate Professor, Payam-e Noor University, Tehran, Iran
<span>Considering the emergence of brand-new educational needs, non-formal education <span>as a prerequisite of a knowledge-based society is increasingly going popular among <span>nations in view of its continual nature. However, life-long learning as a key concept <span>of the modern education system stands clearly at odds with traditional learning in <span>every way of philosophy, objectives, strategies and policy-making. This research <span>aims to compare the efficiency of electronic non formal education with that of other <span>types of education for Tehran Municipality employees in 2009.<br /><span>This quasi-experimental study is an instrumental-developmental research based on <span>a pre-test/post-test plan for two groups. The sample of this research consists of (N= <span>114) voluntary people from the permanent employees of municipality. The nonelectronic learning group was provided with a pamphlet on verbal communication <span>and four sessions and the other group trained electronically. The data-gathering <span>instrument was a researcher`s questionnaire. The data gathered was analyzed <span>through both descriptive and inferential statistical techniques using SPSS V.11 <span>software. Findings suggest that both electronic and non-electronic methods have <span>been effective in learning but electronic education would be more effective in <span>citizenship and non formal education. Therefore, the electronic (web-based) method <span>is recommended as an effective method, for designing and delivering some topics of<br /><span>non formal education programs for citizenships.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span>
verbal communication education,non formal education,citizenship education,E-learning,Tehran Municipality
https://www.jiera.ir/article_85681.html
https://www.jiera.ir/article_85681_d41d8cd98f00b204e9800998ecf8427e.pdf
انجمن پژوهشهای آموزشی ایران
پژوهش در نظامهای آموزشی
2383-1324
2783-2341
5
14
2011
11
22
The Effect of Raising Morphological Decomposition Awareness on Lexical Knowledge of Complex English Words
25
40
FA
Fahimeh
Marefat
Associate Professor of the Department of English, Allameh Tabatabaeii University
Mohammad
Abbasnejad
Ph. D Candidate in Allameh Tabatabaeii University,
<span>Lexical knowledge of complex English words is an important part of <span>language skills and crucial for fluent language use. This study aimed <span>to assess the role of morphological decomposition awareness as a <span>vocabulary learning strategy on learners’ productive and receptive <span>recall and recognition of complex English words. University students <span>majoring English at the English department of Kerman University <span>were randomly assigned to three groups: form-focused group which<br /><span>learned the words by being morphologically decomposed to them; <span>meaning-focused group to which the glosses were presented by being <span>defined and used in a sentence; and a control group, rote memory, the <span>members of which were asked to only memorize the glosses. TOEFL <span>and VLT pretests showed comparable results among the three groups <span>(p>o.o5). However, in post-tests the participants in the form-focused <span>group achieved higher scores in all four aspects of lexical knowledge <span>than the other two groups (p<0.05). Morphological decomposition <span>strategy is recommended as a very useful strategy for learning<br /><span>complex English words.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span>
second language acquisition,morphological decomposition,productive recall,receptive recall,recognition
https://www.jiera.ir/article_85682.html
https://www.jiera.ir/article_85682_d41d8cd98f00b204e9800998ecf8427e.pdf
انجمن پژوهشهای آموزشی ایران
پژوهش در نظامهای آموزشی
2383-1324
2783-2341
5
14
2011
11
22
Partial Knowledge in Multiple-Choice Testing
41
56
FA
Ali Asghar
Rostami Abusaeedi
Associate Professor at Shahid Bahonar University of Kerman
<span>The intent of this study was to discover the nature of (partial) knowledge as <span>estimated by the multiple-choice (MC) test method. An MC test of <span>vocabulary, including 20 items, was given to 10 participants. Each examinee <span>was required to think aloud while focusing on each item before and while <span>making a response. After each test taker was done with each item, s/he was <span>required to provide answers to retrospective questions. The specific purpose <span>of the questions was to elicit the examinees’ ‘systemic knowledge’ of each <span>item (i.e., how much they knew about each component of the item as well as<br /><span>their knowledge as to the relationship between the components). Based on <span>the nature of the test takers’ protocols, task analysis, and objective of the <span>study, a coding scheme was developed for analyzing the protocols. Then, the <span>protocols were closely examined to find out the coding categories that <span>contributed to the basic identity of the two polar classes of knowledge (i.e., <span>Absence of Knowledge and Full Knowledge). The same approach was used <span>in the rest of the protocols to find out the possible subcategories of partial <span>knowledge. Similar codes were categorized into natural classes to develop a <br /><span>model of knowledge in MC testing which resulted in a model of knowledge <span>comprising five categories.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span>
MC,multiple-choice,partial knowledge,model of (partial) knowledge,think-aloud,retrospection,coding scheme
https://www.jiera.ir/article_85683.html
https://www.jiera.ir/article_85683_d41d8cd98f00b204e9800998ecf8427e.pdf
انجمن پژوهشهای آموزشی ایران
پژوهش در نظامهای آموزشی
2383-1324
2783-2341
5
14
2011
11
22
Educational Styles as Perceived by Tehran Pre-University Students
57
72
FA
Abbas
Khorshidi
Associate professor at Islamic Azad University, Islamshahr branch
Mehdi
Mahdavi
Assistant professor at Islamic Azad University, Khodabandeh branch
Homeira
Khalily Samany
University Instructor
<span>The present study explores parents’ educational styles (or ‘parenting styles’ <span>as used by previous researchers) as perceived by their pre-university-aged <span>children. Sample size formula was administered to determine the number of <span>participants; accordingly, 800 (380 males and 420 female) students studying <span>at Tehran pre-university schools were selected through stratified random <span>sampling. Participants were given a researcher-made, 35-item questionnaire <span>devised to measure parenting styles. Data was then analyzed using the Factor <span>Analysis method. Findings revealed four distinguished parenting styles, i.e. <span>Decisive-kind, Decisive-unkind, Permissive-kind & Permissive-unkind <span>styles<span>.</span></span></span></span></span></span></span></span></span><br /></span></span>
Educational Style,pre-university student,Factor analysis
https://www.jiera.ir/article_85684.html
https://www.jiera.ir/article_85684_d41d8cd98f00b204e9800998ecf8427e.pdf
انجمن پژوهشهای آموزشی ایران
پژوهش در نظامهای آموزشی
2383-1324
2783-2341
5
14
2011
11
22
Matching Teaching/Learning Styles and Students’ Satisfaction
73
89
FA
Mohammad Hassan
Pardakhtchi
Associate Professor of Educational Administration, School of Education and Psychology, Shahid Beheshti University
Ahmad
Saidee
Assistant Professor, School of Education and Psychology, Shahid Chamran University,
Ahwaz, Iran,
<span>Part of the theoretical literature and researches conducted in the western <span>countries especially in the USA, concerning learning styles and teaching <span>styles, hypothesize that: a) students’ learning styles are different based on <span>their gender, college degree, and major, b) teachers’ teaching style is <span>consistent with their learning style, and c) matching teaching style/learning <span>style would result in better outcomes, including student satisfaction. The <span>major purpose of the study, reported in this paper, was to investigate these <span>postulates about the students and the faculty members of the School of<br /><span>Education and Psychology at Shahid Beheshti University of Tehran, Iran.<br /><span>The Learning Style Questionnaire (Peter Honey, 2006) and The Trainer <span>Style Questionnaire (Peter Honey, 2007), which have identical <span>categorization for teaching/learning styles, were used to identify styles, and <span>for identifying students’ satisfaction, Siddharthan’s questionnaire (1999) was <span>employed. The results of the study showed that there were significant <span>differences in the students’ learning styles, based on their gender, college <span>degree and major. The data also revealed that instructor’s teaching styles, <span>whether indicated by themselves—considered as ‘intended teaching style’— <span>or by their students—considered as ‘actualized teaching style’—were <span>consistent with their learning styles, also significant differences were found <span>in teaching styles of the instructors, based on gender and no differences <span>based on academic discipline. The results also indicated that students whose<br /><span>learning styles were congruent with the instructor’s teaching style were more <span>satisfied than those who did not enjoy this congruity.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span>
Learning Style,teaching style,matching hypothesis
https://www.jiera.ir/article_85685.html
https://www.jiera.ir/article_85685_d41d8cd98f00b204e9800998ecf8427e.pdf
انجمن پژوهشهای آموزشی ایران
پژوهش در نظامهای آموزشی
2383-1324
2783-2341
5
14
2011
11
22
Improving Students Learning and Achievement in Mathematics by Using Smart board
91
98
FA
Elahe
Aminifar
Assistant Prof., Faculty of Science, Shahid Rajaee Teacher Training University
Ali
Zaeembashi
Assistant Prof., Faculty of Science, Shahid Rajaee Teacher Training University
<span>Mathematics skill deficiencies for entrants into degrees are welldocumented. Quizzes at the first month of semester and mid-term test <span>confirmed that incoming students to the Shahid Rajaee Teacher Training <span>University lacked basic mathematical skills. In 2011 visual learning <span>resources were created using smart board, an interactive whiteboard, to help<br /><span>students fill the gap between high school and university mathematics. They <span>were also used to support student learning in subjects. The visual resources <span>demonstrated and discussed how to start and complete mathematics <span>problems. They enabled students to develop their conceptual understanding <span>of mathematics at their own pace, in their own time and with feedback. The <span>visual resources enabled weaker students to catch up and additional <span>resources were subsequently developed to sustain improvements in new <span>topics. This paper discusses the production process of the visual resources<br /><span>and provides an overview of their impact<span>. </span></span></span></span></span></span></span></span></span></span></span></span><br /></span></span>
Mathematics,smart board,high school,university
https://www.jiera.ir/article_85686.html
https://www.jiera.ir/article_85686_d41d8cd98f00b204e9800998ecf8427e.pdf
انجمن پژوهشهای آموزشی ایران
پژوهش در نظامهای آموزشی
2383-1324
2783-2341
5
14
2011
11
22
How to Gain Respect as an Educator
99
108
FA
Fatemeh
Kateb
Faculty member of Alzahra University
<span>Respect is often mentioned spontaneously when people talk about <span>relationships in society, and intuitively everyone seems to know its <span>meaning. In any kind of relationship, respect is often said to contribute <span>to successful interactions. Scientists, politicians, writers and <span>journalists commonly use the term ‘respect’ in their arguments with <span>remarkable conviction. Throughout every segment of our society there <span>is an increasing demand for respect (Hill Jr., 2000; O’Connell, 2000).<br /><span>A common belief has been that there is a lack of respect among the <span>young for the older generation, while young people often argue that <span>respect is not returned and their views are repeatedly ignored.<br /><span>Politicians tell us that many of the complex problems facing our <span>modern, multicultural societies are due to a lack of respect. Educators <span>must gain the respect of those they wish to teach in order to obtain <span>their attention.</span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span>
Respect,educator,generation
https://www.jiera.ir/article_85687.html
https://www.jiera.ir/article_85687_d41d8cd98f00b204e9800998ecf8427e.pdf
انجمن پژوهشهای آموزشی ایران
پژوهش در نظامهای آموزشی
2383-1324
2783-2341
5
14
2011
11
22
Translation Evaluation in Educational Settings for Training Purposes
109
127
FA
Masoud
Sharififar
Assistant Professor, Shahid Bahonar University of Kerman
Mina
Zand Rahimi
M. A in Shahid Bahonar University of Kerman
<span>The following article describes different methods and techniques used in <span>educational settings for translation evaluation. Translation evaluation is the <span>placing of value on a translation i.e. awarding a mark, even if only a binary <span>pass/fail one. In the present study, different features of the texts chosen for <span>evaluation were firstly considered and then scoring the text based on their <span>difficulty was discussed. For translator teachers and evaluators a key <span>problem is assessing the difficulty of source texts used in tests and <span>examinations. Thus, the significance of corpus as a large collection of texts <span>in electronic format which can be a useful performance-enhancing tool in <span>translating and evaluating was described.</span></span></span></span></span></span></span></span></span><br /></span>
translation evaluation,binary pass/fail,Corpus
https://www.jiera.ir/article_85688.html
https://www.jiera.ir/article_85688_d41d8cd98f00b204e9800998ecf8427e.pdf
انجمن پژوهشهای آموزشی ایران
پژوهش در نظامهای آموزشی
2383-1324
2783-2341
5
14
2011
11
22
Monitoring and Evaluation of Higher Education in Islamic Republic of Iran
129
145
FA
Seyed Kamal
Vaezi
Faculty member of University of Tehran
<span>This study analyzes the monitoring and evaluation of higher education in the <span>field of higher education development program, evaluation and monitoring <span>procedures and standards, including the different actions taken by evaluation<br /><span>and monitoring agencies and association in Islamic Republic of Iran <span>(governmental and nongovernmental). In an indirect process for determining <span>the eligibility of higher education institutions to participate in state <span>development higher education programs it has directed that institutions are <span>eligible for participation if they meet two fundamental conditions: <span>1. Be able to evaluate, monitor, analyze and predict fundamental changes <span>in science and technology in order to keep abreast of the global fundamental <span>changes in science and technology.<br /><span>2. Be able to develop priorities to plan and organize technological <span>activities of the country to reengineer nationwide development of science <span>and technology and to provide a sustainable structure for higher education <span>developmental program. It emphasizes the choices made by monitoring and <span>evaluation agencies at different times as how they would conduct <span>evaluations and what standards they would use. This issues and <span>circumstances are surrounding the initial development of evaluation and <span>monitoring and major changes in procedure and standards. Also attention is <span>given to some of the challenges that presently are posing for evaluation<br /><span>procedures as growing complexity, globalization and advances in <span>instructional uses of electronic technology allow new forms of higher <span>education provision to emerge. The existing policies need to be re-examined, <span>and new policies be developed. While higher education innovations must be <span>recognized, it is also true that monitoring agencies have greatly assisted their <span>career. In this process monitoring agencies serve as a public brain system to <span>advocate changes that will improve higher education practice</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span>
Higher Education development,monitoring,evaluation
https://www.jiera.ir/article_85689.html
https://www.jiera.ir/article_85689_d41d8cd98f00b204e9800998ecf8427e.pdf
انجمن پژوهشهای آموزشی ایران
پژوهش در نظامهای آموزشی
2383-1324
2783-2341
5
14
2011
11
22
Internal Evaluation in the Higher Education System: A Case Study in Iran
147
167
FA
Mohammad
Sharaf
Ph. D student at Allameh Tabataba’i University
Alireza
Mirzaei Karzan
Evaluation expert of Medical University of Ilam
Saeed
Mazbuhi
Ph. D student at Allameh Tabataba’i University
<span>This paper aims to report on the implementation of internal evaluation in the <span>departments of the college of human sciences (theology, Persian language <span>and literature, and accounting and economics) in Ilam University, Iran, in<br /><span>order to improve educational quality. This paper points out the findings <span>obtained from a case study of implementing internal evaluation, <span>encompassing 12 steps, in the departments of a university in Iran. Qualitative <span>and quantitative methodologies were used to collect data from the heads, <span>faculty members, students, alumni, and library staff of the departments, as <span>well as the immediate managers of the alumni. The methods of data <span>collection included interviews, group discussions, questionnaires, and <span>checklists. The results of the study show that two departments, Theology and <span>Persian Language and Literature, were desirable in terms of the quality of <span>the seven criteria under evaluation (department management and structure, <span>faculty members, students, alumni, teaching and learning processes, <span>implemented courses, equipment and resources of libraries), and the <span>of Accounting and Economics was quite desirable in this <span>respect. The study also indicated that there were differences among the <span>departments in terms of the quality of the factors under evaluation<span>.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span></span>
Internal evaluation,Higher education,Quality Assurance,Iran
https://www.jiera.ir/article_85690.html
https://www.jiera.ir/article_85690_d41d8cd98f00b204e9800998ecf8427e.pdf
انجمن پژوهشهای آموزشی ایران
پژوهش در نظامهای آموزشی
2383-1324
2783-2341
5
14
2011
11
22
From Internal Evaluation toward Quality Assurance in Distance Higher Education of Iran
169
183
FA
Reza
Mohammadi
Faculty member in national Organization for Educational Testing, Ph.D Candidate of higher
education management in Shahid Beheshti Uniersity
Faranak
Mokhtarian
Expert of research in National Organization for Educational Testing, Ph.D student of
educational Administration in University of Tehran.
Atefeh
Saed
Teacher College & research associate of National Organization for Educational Testing
<span>Iranian higher education (HE) includes two headquarters named Ministry of <span>Science, Research and Technology and Ministry of Health and Medical <span>education; it also contains about 1500 universities and HE institutions. There <span>are presence and distance courses in HE. But because of the existing variety <span>and flexible courses in distance education it attracts considerable notice to <span>itself. This kind of education is mainly fulfilled through Payam-e-nour <span>University (PU). Therefore, expansion of this education necessitates an <span>evaluation of its quality and assurance system. PU with having 45 involved<br /><span>departments<span>4 <span>is considered among universities providing distance education. <span>Results of doing internal evaluation (IE) in departments of this university <span>indicate the requirement of university attention to its input, process and <span>output quality. Considering the diffuseness in educational region and centre <span>of this university, existence of inequality in educational, studious and <span>professional service exposure is unavoidable; however these cases with the <span>mechanism of evaluation and accreditation could be recognized, and through <span>their recognition or reduction, quality improvement would be possible. <span>Hence, after reviewing of Iranian HE, with emphasizing on internal <span>evaluation, achievements of one decade quality management in HE in <span>general and in distance education in particular will be discussed.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /></span></span></span>
Payam-e-nour,Higher education,Internal evaluation
https://www.jiera.ir/article_85691.html
https://www.jiera.ir/article_85691_d41d8cd98f00b204e9800998ecf8427e.pdf