Hasan Shahrakipoor; Saeed Naseri; Ferdos Yadegari
Volume 16, Issue 56 , April 2022, , Pages 115-130
Abstract
The main purpose of the present study was to design and fit the optimal model of learning organization in education with emphasis on knowledge management. This study was conducted using consecutive exploratory design (qualitative and quantitative). In the qualitative phase, data was collected by in-depth ...
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The main purpose of the present study was to design and fit the optimal model of learning organization in education with emphasis on knowledge management. This study was conducted using consecutive exploratory design (qualitative and quantitative). In the qualitative phase, data was collected by in-depth interviews with 20 experts in the field of educational management and education managers of Education Department of Tehran, selected by theoretical sampling method. The research data was provided by the thematic analysis method, analyzed themes network and the conceptual model of network measurement of the learning organization in Education. The qualitative results indicated that the optimal model of learning organization in Education consisted of six comprehensive themes and in total of 259 basic themes has been theoretically saturated. In the quantitative phase using a researcher-made questionnaire tool which was based on basic themes of qualitative study, the data was collected from 226 managers and staff of Education Department of Tehran, selected by multistage cluster sampling. The quantitative section indicated that the empirical model of network measurement of learning organization in Education Department of Tehran has a quite optimal fit and the knowledge management dimension has the most significant contribution in evaluating the empirical model of the learning organization, compared to the other five dimensions. Upon results of thid research could be conclusion that em;hasising on knowledge management can help actualizing and developing organizations specially education. In other words, for recovering organizations performance and deferent institutes can laying on knowledge management developing in learning organizations.
Moharramali Hashemi; Jahanghir Yari Haj Atalou; Sadegh Maleki Avarsin
Volume 16, Issue 57 , July 2022, , Pages 119-130
Abstract
This study aims to identify the requirements and consequences of lean management in Iranian education using a qualitative approach. The field of research included professors of Iranian universities in the field of management as well as the field of educational administration in 2021. The measurement ...
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This study aims to identify the requirements and consequences of lean management in Iranian education using a qualitative approach. The field of research included professors of Iranian universities in the field of management as well as the field of educational administration in 2021. The measurement tool was an interview about the requirements and consequences of implementing lean management. Interviews with 15 academic experts continued until theoretical saturation was achieved. To ensure the validity of the instrument during the research, the review of participating experts as well as the supervision of three non-participating professors was used. The participants' repeated review method was used to ensure the reliability of the data. Using Maxqda software, 417 basic conceptual propositions in the requirements section and 346 basic conceptual propositions in the consequences section were identified. By combining and combining them, 18 central codes for requirements and 19 central codes for consequences were obtained. Introduce and promote pure methods, use of experts, conscious and step-by-step measures, stakeholder conditions, effective evaluation, identification of wastes, role of values and redefining values, under the heading of requirements and 7 categories of education excellence, establishing justice Educational, technological benefits, increasing stakeholder satisfaction, increasing educational productivity, responsibility and value creation of social leaders and scientific presence in the global arena were under the heading of the consequences of pure implementation in education.
marziye pirikamrani; hosein salimibejestani; kiumars farahbakhsh; abdolah motamedi
Volume 14, Special Issue , July 2020, , Pages 125-135
Abstract
The purpose of this study was to describe the living experiences of 12th grade students of academic motivation. The research method was qualitative and data collection tool was interview. The study population was 12th grade students. The sampling was purposeful so that until the new information was no ...
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The purpose of this study was to describe the living experiences of 12th grade students of academic motivation. The research method was qualitative and data collection tool was interview. The study population was 12th grade students. The sampling was purposeful so that until the new information was no longer available, the sampling would end, so the sample consisted of 19 students who participated in a semi-structured interview. The data obtained from the interviews were analyzed using the grounded theory method and the texts were analyzed by qualitative content analysis and the main categories of academic motivation were extracted. Thus, the factors affecting academic motivation were coded into three main categories, each with additional subcategories. The main categories obtained are: 1- Individual factors including sub-categories of goal-setting, energy, bright future, self-confidence, self-efficacy, success, interest and learning strategies; 2 family factors including parent support and encouragement; 3. Social factors including encouraging friends and peers, modeling who succeeded. In general, academic motivation is influenced by many factors such as the individual, family and community.
Farshad Solimani; Susan Laei; Mohammad Javad Karam afrooz; Elham Kaviani
Volume 15, Issue 53 , June 2021, , Pages 127-138
Abstract
The present study identifies and determines the components. The spiritual curriculum uses interpretive structural modeling. The research method was applied research in terms of orientation, descriptive approach in terms of deduction, descriptive purpose in terms of research philosophy and mixed (qualitative-quantitative) ...
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The present study identifies and determines the components. The spiritual curriculum uses interpretive structural modeling. The research method was applied research in terms of orientation, descriptive approach in terms of deduction, descriptive purpose in terms of research philosophy and mixed (qualitative-quantitative) in terms of research philosophy. The statistical population of the study consisted of experts in the field of educational management. The sampling method was purposive and the number of participants based on theoretical saturation was equal to 14 people. Data were collected in the qualitative part using semi-structured interviews and in the quantitative part using a questionnaire whose validity and reliability were confirmed by experts. The results showed that the components of the spiritual curriculum include self-improvement, self-worth, sociology, sociability, globalization, globalization, spirituality, spiritualization, the need for evolution, the need for meaning, introspection and between is individual. The findings of this study also showed that the components of self-improvement, self-worth and the need for further development are more effective than the components of globalization, sociology, spiritualization, intrapersonal, interpersonal and more sociability.
Seyed Kamal Vaezi
Volume 5, Issue 14 , November 2011, , Pages 129-145
Mozhgan Mohammadineeni; Narges Keshtiaray; Mohammad Hossein Yarmohammadian
Volume 12, Special Issue , June 2018, , Pages 131-145
Abstract
The study with the goal of identifying the role of the professors in the international sculpture curriculum higher education of Iran with the use of the analyze qualitative content of the category analogy from the standpoint of the professors and experts curriculum and with the purposeful, a plug of ...
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The study with the goal of identifying the role of the professors in the international sculpture curriculum higher education of Iran with the use of the analyze qualitative content of the category analogy from the standpoint of the professors and experts curriculum and with the purposeful, a plug of the textsThe results indicate that the presence and authority of the higher education system require efforts to internationalize the curriculum isAnd in this regard professors as key players this great movement to factors such as beliefs and attitudes, enrichment Professional professional qualifications, knowledge, scientific-technological, economic, political, cultural and reducing the barriers to political, economic, management in line with international higher education curriculum is the most important role of faculty development strategies, should be considered..
maryam hosseyni
Abstract
Academic burnout creates feelings of helplessness, irritability, and disappointment in students, which subsequently dwindles away their motivation, performance and academic achievement. Therefore, it is very important to identify the contributing factors to students’ academic burnout in order to ...
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Academic burnout creates feelings of helplessness, irritability, and disappointment in students, which subsequently dwindles away their motivation, performance and academic achievement. Therefore, it is very important to identify the contributing factors to students’ academic burnout in order to provide strategies and solutions for reducing them. The objective of this study is to investigate the factors affecting academic burnout among students of state-run universities in Iran’s higher education system. In this study, the qualitative method of content analysis was used. The population of the study was comprised of two main groups (students and professors) of the state universities of Iran in 2017, which were identified by the snowball sampling method. After two semi-structured group interviews with students (21 persons) and professors (10 people) and 6 individual interviews with professors and 14 individual interviews with students of the country's higher education system, including 31 provinces in 1396, data saturation achieved. Obtained data were coded and classified by using conventional content analysis. The results of the research showed that the main components of the conceptual model of the contributing factors on academic burnout of the students are: inefficiency of education, cultural factors, scientific fraud, education economics, family problems, academic and behavioral weaknesses of faculty, infrastructure problems were supportive-motivational factors and personality traits. The findings of this study provide good results for helping policymakers, planners and educators of Iran's higher education system to reduce academic burnout among students.
shahin mohamadi javid; Mansoureh Shahriari Ahmadi; Mozhgan Sepahmansour
Abstract
This study aims to compare the extent of effectiveness of training cognitive self-regulation and information technology on the organizational intelligence of employees in Ministry of Culture and Islamic Guidance. The statistical population consisted of all employees of Ministry of Culture and Islamic ...
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This study aims to compare the extent of effectiveness of training cognitive self-regulation and information technology on the organizational intelligence of employees in Ministry of Culture and Islamic Guidance. The statistical population consisted of all employees of Ministry of Culture and Islamic Guidance, which were 1050 staff in Tehran according to the statistics office of this ministry in 2017-2018. Given the semi-experimental nature of the research, 60 employees were chosen randomly and after matching based on the criteria of age, gender, and working background, they were assigned into three 20-indivudal groups. The first group was trained information technology(According to Bayir & Keser, 2009, the electronic government and computer for all(, while the second group was trained cognitive self-regulation(According to the sociological cognitive theory of Bandura, 1993), with the control group receiving no training. The experimental and control groups responded to Albrecht organizational intelligence questionnaire (2003). For data analysis, correlated t-test and covariance analyses were used. The data were analyzed by SPSS 22. The research findings suggested that the difference between the experimental groups and the control group is significant at 0.001 level. This means that both educational methods for training information technology and cognitive self-regulation have caused enhanced organizational intelligence, while no significant difference was observed between the experimental groups (p>0.05). This, suggests that both trainings have had the same effectiveness on organization intelligence.
mohsen hajhoseini; Ramezan Jahanian; parisa irannezhad
Volume 14, Issue 49 , July 2020, , Pages 141-161
Abstract
Avalidation of the performance management model of faculty members based on the components of intellectual capital. From the viewpoint of information gathering, it is a survey descriptive. Survey research community, All faculty members of Karaj Islamic Azad University. . Data gathering tool, two researcher- ...
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Avalidation of the performance management model of faculty members based on the components of intellectual capital. From the viewpoint of information gathering, it is a survey descriptive. Survey research community, All faculty members of Karaj Islamic Azad University. . Data gathering tool, two researcher- made questionnaires design a performance management model for faculty embers based on the components of intellectual capital, one functional executive management, and a questionnaire on the appropriateness of the model from specialists and a standard capital questionnaire The Idea of Benati (2004) and the acquired data, Bastat In order to investigate the dimensions of performance management” intellectual capital and also to evaluate the appropriateness of the model with the opinion of experts, one- sample T- test was used. The results of this study showed that all variables were considered to be relevant. In other words , Performance management in the 27lh and 1,Z7th components an dimensions of intellectual capital in 3 dimensions of human capital , structural capital and customer (communication), and 42 components were identified.The Cronbach’s alpha coefficient of the performance management questionnaire (98%) and the questionnaire of the model’s appropriateness are obtained by experts (81%) . Also , the Cronbach’s alpha coefficient is the standard questionnaire of Intellectual Capital Benati (2004) of 87% . The confficients for the three questionnaires are indicative of the reliability of the instrument of measurements.The results of this research indicate that the model is highly specialized by experts
asad hejazi; saadolla hashemi
Volume 14, Issue 48 , April 2020, , Pages 145-160
Abstract
Objective: The purpose of this study was to predict emotional exhaustion based on the dimensions perfectionism and teachers, emotions. Method: The research method was correlation and the statistical population consisted of all elementary school teachers in Tehran during the academic year 1397-1396. The ...
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Objective: The purpose of this study was to predict emotional exhaustion based on the dimensions perfectionism and teachers, emotions. Method: The research method was correlation and the statistical population consisted of all elementary school teachers in Tehran during the academic year 1397-1396. The randomized cluster sampling method was selected randomly from regions 7, 2, 18, 5, and 10, and from each area 2 were girls' elementary schools and 2 boys and all elementary teachers who wanted to cooperate from each elementary school. The sample size was 225 (117 males and 108 females). The data were collected using Maslash et al. (2001) teachers, emotions of Chen teacher (2016) and Hill et al. (2004) perfectionism questionnaires. Results: The results showed from emotional dimensions of teachers, emotions, dimension happiness and love, with beta coefficient (-0/212) and (-0/201) predicted negative and significant emotional exhaustion. The dimensions of sadness, anger, and fear predicted positive and significant emotional exhaustion with beta coefficient (0.727), (0.414) and (0.159). Negative perfectionism with beta coefficient (0.186) predicted positive and significant emotional exhaustion. Positive perfectionism was able to negatively predict emotional exhaustion in elementary teachers, negatively and significantly with beta coefficient (-0/326). Conclusion: Creating the ground for positive emotions in teachers as well as teaching methods for coping with negative perfectionism can decrease emotional exhaustion in elementary school teachers in Tehran.
saeed ghaffari; Hossein sadeghi; leyla sobhani; Ramin Rafieipor
Abstract
The aim of the present research was to predict self-control based on excitement and self-centrism, and the mediating role of coping styles. The method of the study was descriptive and correlational with structural equations. The population of the study included the students in the second semester in ...
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The aim of the present research was to predict self-control based on excitement and self-centrism, and the mediating role of coping styles. The method of the study was descriptive and correlational with structural equations. The population of the study included the students in the second semester in 1396-97, who were 380 based on the statistics by the education department. The sampling technique was random clustering. Considering the Morgan table, 181 students were sampled for the purpose of the study. The instruments were Tony (2004) Questionnaire of Self-Control, Arnett’s excitement Scale (1992), Lopsly et al. (1997) Questionnaire of Self-Centrism, and Lazaro’s and Flookman (1985) Coping Styles Questionnaire. For data analysis, the SPSS version 21 was used for Multivariate Regression with the significance levels 0.05 along with Lizrel for structural equations. The results revealed that there is multiple relationship between self-control, excitement, and self-centrism and the mediating role of coping styles. There was also a relationship between self-control and excitement and the mediating role of coping styles. A relationship was also found between self-control and self-centrism and the mediating role coping styles. There was also a relationship between excitement and self-centrism and the mediating role of coping styles.
abolfazl bakhtiari; elahe salimi; reza najaf beigi
Volume 7, Issue 23 , February 2014, , Pages 155-178
Baharak Hamedi; Ali Akbar Seif; Alireza kiamanesh
Abstract
In this study, has been studied the effectiveness of close-reading strategies training on comprehension and test anxiety of students. The method of this research was the experimental design, using a pre and post-test exam with the control group. The statistical population of the study were female students ...
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In this study, has been studied the effectiveness of close-reading strategies training on comprehension and test anxiety of students. The method of this research was the experimental design, using a pre and post-test exam with the control group. The statistical population of the study were female students of 8th grade of district 5 Tehran city in 1395-96, and selected by cluster sampling method and randomly selected in 2 experiment groups & 2 control groups (a total of 4 groups). In the pre and post-test, subjects evaluated using the researcher - made test, comprehension and Friedban anxiety Questionnaire (1997). Experimental groups taught to training basic techniques of close reading during 8 sessions. During this period, the control groups did not receive this training. The results were analyzed using Covariance analysis showed as a result of close reading training there is a significant difference in the comprehension and anxiety of the test in the experimental groups than control groups in pre and post-test (p<0.05). Therefore, close-reading strategies training can increase comprehension scores and have a reduction effect on students ' anxiety test. Due to its usefulness, it can used as a study method in schools.
turaj falah mehneh; mohamad yamini; hosein mahdian
Abstract
The purpose of this study was to investigate the effect of the P4C content approach on the meta-cognitive beliefs and critical thinking of students and experimental method with pre-test, post-test design. The statistical population consisted of all sixth grade elementary school students in Torbat-e Heidariye ...
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The purpose of this study was to investigate the effect of the P4C content approach on the meta-cognitive beliefs and critical thinking of students and experimental method with pre-test, post-test design. The statistical population consisted of all sixth grade elementary school students in Torbat-e Heidariye city who studied in the academic year of 2016-2017, of whom through cluster sampling and after screening, 50 students randomly divided into two experimental and control groups. Measurement tools included the Children's meta-cognition questionnaire (MCQ_C) (Bekaw et al., 2009, Modified by Qaderi et al., 2012) and the Sasu critical thinking Scale (2013). At first, both groups were tested. Then, for the experimental group, 10 sessions of 1 hour content approach of P4C was provided, and the control group did not receive any special training during this period. At the end, again from both groups received a post-test, Data were analyzed by SPSS software using multivariate covariance test and variance analysis, and the results showed that using content approach of P4C with 95% probability with metacognitive and critical thinking of students has a significant relationship, So that the average scores of meta cognitive beliefs in the experimental group after the practice of teaching philosophy have been significantly decreased, so average scores of critical thinking increased, if there is no significant change in the control group. Finally, the research hypothesis that the content approach of P4C has a significant effect on the meta-cognitive and critical thinking of male students in the sixth grade of elementary school students has been confirmed.
reza mohammady
Volume 7, Issue 20 , May 2013, , Pages 163-216
Seyed Ali Madani; Elham Kavyani; Bahman Saeidipour; Susan Laei
Abstract
Even though there is a general agreement on the importance of the role of Persistence in higher education, a model that uniquely assesses the role and impact of Dynamism and Persistence on universities has not been presented and no explicit explanation has been made. Considering the pivotal role of the ...
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Even though there is a general agreement on the importance of the role of Persistence in higher education, a model that uniquely assesses the role and impact of Dynamism and Persistence on universities has not been presented and no explicit explanation has been made. Considering the pivotal role of the Dynamism and Persistence of higher education in the framework of the qualitative approach and applying the research methodology of Grounded theory, we are going to explain the Dynamism and Persistence model of the higher education system in the universities. Semi-structured interviews were conducted in order to collect information and use a targeted sampling method with 18 experts familiar with the topics of higher education. Data analysis was performed in three stages: open coding, axial coding and selective coding. The results show that 390 codes or the initial concept of interviews, as well as 40 concepts and 23 categories, are presented in the form of a paradigmatic model, including the development of multiple capacities and capabilities of higher education as the core category and the causative conditions (qualified faculty, diversity Educational and research programs, development of applied research, combined training capacity, university interaction with industries, flexible and practical curriculum), underlying factors (multiple educational facilities, motivation of professors, student attraction at all levels, appropriate social communication, development of online systems ), Interventional conditions (attraction and promotion, student empowerment, Q. Development strategies, appropriate image of universities), strategies (foreign students, human resource empowerment, new training capacities), post-secondary factors (individual-organizational levels).
sh bar; mar hos; kyo zar; ali por
Volume 6, Issue 19 , February 2013, , Pages 167-194
Sara Akbarzadeh; Esmael Sadipoor
Volume 8, Issue 25 , September 2014, , Pages 179-191
mahsa zolfagharian; aliakbar aminbeidokhti; sakineh jafari
Abstract
The aim of this study, was to investigate the structural relationship of faculty-student interaction and faculty’s active teaching method with students’ competencies development by mediating the knowledge acquisition among the students of Semnan University. The present study was an applied ...
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The aim of this study, was to investigate the structural relationship of faculty-student interaction and faculty’s active teaching method with students’ competencies development by mediating the knowledge acquisition among the students of Semnan University. The present study was an applied research on the basis of purpose and was a type of descriptive-correlative studies on the basis of data collection method. Statistical population included all the undergraduates and masters of Semnan University (10950 people) in the academic year 1396-97 that 266 students (183 undergraduates and 83 masters) were selected as study sample using stratified sampling method. All of them completed the faculty-student interaction (Hernández-López et al, 2016), faculty’s active teaching method (Hernández-López et al, 2016), knowledge acquisition (Hernández-López et al, 2016) and students’ competencies development (Hernández-López et al, 2016) scales. After calculating the validity and reliability of the instruments, the data was analyzed by correlation and path analysis methods. The findings showed that there was a positive and significant relationship between faculty-student interactions, faculty’s active teaching method, and knowledge acquisition with students’ competencies development. Faculty-student interaction has a direct and significant effect on students’ competencies development. Also, faculty-student interaction with the mediation of knowledge acquisition had an indirect and significant effect on students’ competencies development. Faculty’s active teaching method has a direct and significant effect on students’ competencies development. Faculty’s active teaching method with the mediation of knowledge acquisition has an indirect and significant effect on students’ competencies development. Faculty and student interaction, faculty’s active teaching method and knowledge acquisition explain 33% of variance of students’ competencies development. The results indicated the importance of paying attention to the teaching method, how to interact with the student and knowledge acquisition in increasing the students’ competencies.
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Volume 10, Issue 32 , July 2016, , Pages 186-207
Abstract
The purpose of this study was to investigate the relationship between religious orientation and moral intelligence with marital commitment of married students of Sistan and Baluchestan University. This descriptive correlation study was a regression model. Using stratified random sampling, 308 marital ...
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The purpose of this study was to investigate the relationship between religious orientation and moral intelligence with marital commitment of married students of Sistan and Baluchestan University. This descriptive correlation study was a regression model. Using stratified random sampling, 308 marital students from Sistan and Baluchestan University in 1394 were selected through three Alport religious orientation questionnaires (1950), Lanik and Kiel (2005) and Marital Engagement Adams and Jones (1997) studied. Data were analyzed by Pearson correlation coefficient and multiple regression with SPSS 21 software. Findings showed: a) There is a positive and significant relationship between religious orientation and marital commitment (p <0.01). B) There is a positive and significant relationship between moral intelligence and marital commitment (p <0.01). (C) Both dimensions of external and internal religious orientation and elements of integrity, accountability and forgiveness (components of moral intelligence) are capable of predicting marital commitment. According to the findings, more attention is needed to the role of religious beliefs and ethical intelligence in increasing marital commitment in all societies, especially families, education, higher education and national media
Narges Feizabadi; Narges Khatun Oveisi
Volume 10, Issue 35 , July 2017, , Pages 188-199
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Volume 10, Issue 33 , July 2016, , Pages 190-209
Abstract
The purpose of this study was to investigate the relationship between emotional intelligence and creativity among high school students. The statistical population of the present study is high school students in Karaj, who are studying in the academic year of 1994-94. In this research, random sampling ...
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The purpose of this study was to investigate the relationship between emotional intelligence and creativity among high school students. The statistical population of the present study is high school students in Karaj, who are studying in the academic year of 1994-94. In this research, random sampling was used. The number of subjects is 342. Using the pilot and then placing the highest standard deviation and the mean in the formula for determining the sample size, the research tool, Barley Emotional Intelligence Test, and Abedi's creativity test were used by the high school students, questionnaires These two tests have been completed. Data analysis was performed using descriptive statistics (mean-frequency, ...), t-test and Pearson correlation test in inferential statistics. The results showed that there is a significant relationship between emotional intelligence and creativity among high school students.
nagme hamid; magid eidi; vahid atayi; soraya motalby
Volume 7, Issue 22 , November 2013, , Pages 191-207
mohamad hatami; alireza ahmadian; atoosa khanjani; mahnaz vafayi
Volume 8, Issue 24 , June 2014, , Pages 195-218
Marziyeh Sadat Eatemad Al Eslami; Reza Morad Sahraee
Abstract
One of the most controversial issues in the history of second/foreign language teaching is error and error correction which has given rise to many studies. Some scholars believe that the corrective feedback in classrooms is a joint part of the natural process of learning a language, and also the types ...
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One of the most controversial issues in the history of second/foreign language teaching is error and error correction which has given rise to many studies. Some scholars believe that the corrective feedback in classrooms is a joint part of the natural process of learning a language, and also the types of errors made by learners are indicative of the development process of their second language. Since the different second language learning theories such as universal grammar theory, cognitive-interactionist theory, and sociocultural theory have different perspectives about the importance of corrective feedback, the purpose of this study is to elaborate on these theories and to delineate the types of feedback by various examples in the Persian learning classes. The present study is a classroom-observation classroom-research field study which focuses on the resources published during 1997 to 2016. Reviewing these studies results in the conclusion that in SLA classes, six types of feedback have been observed; i.e., explicit correction, recast, clarification requests, metalinguistic feedback, elicitation, and repetition. Moreover, two adjunct types, namely "peer feedback" and "correction by changing the turn" are used only in the Persian learning classes.
