انجمن پژوهش‌های آموزشی ایران پژوهش در نظام‌های آموزشی 2383-1324 5 14 2011 11 22 Electronic Non Formal Education: A Case Study of Tehran Municipality Electronic Non Formal Education: A Case Study of Tehran Municipality 3 24 85681 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 Journal Article 2019 04 01 Considering the emergence of brand-new educational needs, non-formal education as a prerequisite of a knowledge-based society is increasingly going popular among nations in view of its continual nature. However, life-long learning as a key concept of the modern education system stands clearly at odds with traditional learning in every way of philosophy, objectives, strategies and policy-making. This research aims to compare the efficiency of electronic non formal education with that of other types of education for Tehran Municipality employees in 2009. This quasi-experimental study is an instrumental-developmental research based on a pre-test/post-test plan for two groups. The sample of this research consists of (N= 114) voluntary people from the permanent employees of municipality. The nonelectronic learning group was provided with a pamphlet on verbal communication and four sessions and the other group trained electronically. The data-gathering instrument was a researcher`s questionnaire. The data gathered was analyzed through both descriptive and inferential statistical techniques using SPSS V.11 software. Findings suggest that both electronic and non-electronic methods have been effective in learning but electronic education would be more effective in citizenship and non formal education. Therefore, the electronic (web-based) method is recommended as an effective method, for designing and delivering some topics of non formal education programs for citizenships.

انجمن پژوهش‌های آموزشی ایران پژوهش در نظام‌های آموزشی 2383-1324 5 14 2011 11 22 The Effect of Raising Morphological Decomposition Awareness on Lexical Knowledge of Complex English Words The Effect of Raising Morphological Decomposition Awareness on Lexical Knowledge of Complex English Words 25 40 85682 FA Fahimeh Marefat Associate Professor of the Department of English, Allameh Tabatabaeii University Mohammad Abbasnejad Ph. D Candidate in Allameh Tabatabaeii University, Journal Article 2019 04 01 Lexical knowledge of complex English words is an important part of language skills and crucial for fluent language use. This study aimed to assess the role of morphological decomposition awareness as a vocabulary learning strategy on learners’ productive and receptive recall and recognition of complex English words. University students majoring English at the English department of Kerman University were randomly assigned to three groups: form-focused group which learned the words by being morphologically decomposed to them; meaning-focused group to which the glosses were presented by being defined and used in a sentence; and a control group, rote memory, the members of which were asked to only memorize the glosses. TOEFL and VLT pretests showed comparable results among the three groups (p>o.o5). However, in post-tests the participants in the form-focused group achieved higher scores in all four aspects of lexical knowledge than the other two groups (p<0.05). Morphological decomposition strategy is recommended as a very useful strategy for learning complex English words.

انجمن پژوهش‌های آموزشی ایران پژوهش در نظام‌های آموزشی 2383-1324 5 14 2011 11 22 Partial Knowledge in Multiple-Choice Testing Partial Knowledge in Multiple-Choice Testing 41 56 85683 FA Ali Asghar Rostami Abusaeedi Associate Professor at Shahid Bahonar University of Kerman Journal Article 2019 04 01 The intent of this study was to discover the nature of (partial) knowledge as estimated by the multiple-choice (MC) test method. An MC test of vocabulary, including 20 items, was given to 10 participants. Each examinee was required to think aloud while focusing on each item before and while making a response. After each test taker was done with each item, s/he was required to provide answers to retrospective questions. The specific purpose of the questions was to elicit the examinees’ ‘systemic knowledge’ of each item (i.e., how much they knew about each component of the item as well as their knowledge as to the relationship between the components). Based on the nature of the test takers’ protocols, task analysis, and objective of the study, a coding scheme was developed for analyzing the protocols. Then, the protocols were closely examined to find out the coding categories that contributed to the basic identity of the two polar classes of knowledge (i.e., Absence of Knowledge and Full Knowledge). The same approach was used in the rest of the protocols to find out the possible subcategories of partial knowledge. Similar codes were categorized into natural classes to develop a model of knowledge in MC testing which resulted in a model of knowledge comprising five categories.

انجمن پژوهش‌های آموزشی ایران پژوهش در نظام‌های آموزشی 2383-1324 5 14 2011 11 22 Educational Styles as Perceived by Tehran Pre-University Students Educational Styles as Perceived by Tehran Pre-University Students 57 72 85684 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 Journal Article 2019 04 01 The present study explores parents’ educational styles (or ‘parenting styles’ as used by previous researchers) as perceived by their pre-university-aged children. Sample size formula was administered to determine the number of participants; accordingly, 800 (380 males and 420 female) students studying at Tehran pre-university schools were selected through stratified random sampling. Participants were given a researcher-made, 35-item questionnaire devised to measure parenting styles. Data was then analyzed using the Factor Analysis method. Findings revealed four distinguished parenting styles, i.e. Decisive-kind, Decisive-unkind, Permissive-kind & Permissive-unkind styles.

انجمن پژوهش‌های آموزشی ایران پژوهش در نظام‌های آموزشی 2383-1324 5 14 2011 11 22 Matching Teaching/Learning Styles and Students’ Satisfaction Matching Teaching/Learning Styles and Students’ Satisfaction 73 89 85685 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, Journal Article 2019 04 01 Part of the theoretical literature and researches conducted in the western countries especially in the USA, concerning learning styles and teaching styles, hypothesize that: a) students’ learning styles are different based on their gender, college degree, and major, b) teachers’ teaching style is consistent with their learning style, and c) matching teaching style/learning style would result in better outcomes, including student satisfaction. The major purpose of the study, reported in this paper, was to investigate these postulates about the students and the faculty members of the School of Education and Psychology at Shahid Beheshti University of Tehran, Iran. The Learning Style Questionnaire (Peter Honey, 2006) and The Trainer Style Questionnaire (Peter Honey, 2007), which have identical categorization for teaching/learning styles, were used to identify styles, and for identifying students’ satisfaction, Siddharthan’s questionnaire (1999) was employed. The results of the study showed that there were significant differences in the students’ learning styles, based on their gender, college degree and major. The data also revealed that instructor’s teaching styles, whether indicated by themselves—considered as ‘intended teaching style’— or by their students—considered as ‘actualized teaching style’—were consistent with their learning styles, also significant differences were found in teaching styles of the instructors, based on gender and no differences based on academic discipline. The results also indicated that students whose learning styles were congruent with the instructor’s teaching style were more satisfied than those who did not enjoy this congruity.

انجمن پژوهش‌های آموزشی ایران پژوهش در نظام‌های آموزشی 2383-1324 5 14 2011 11 22 Improving Students Learning and Achievement in Mathematics by Using Smart board Improving Students Learning and Achievement in Mathematics by Using Smart board 91 98 85686 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 Journal Article 2019 04 01 Mathematics skill deficiencies for entrants into degrees are welldocumented. Quizzes at the first month of semester and mid-term test confirmed that incoming students to the Shahid Rajaee Teacher Training University lacked basic mathematical skills. In 2011 visual learning resources were created using smart board, an interactive whiteboard, to help students fill the gap between high school and university mathematics. They were also used to support student learning in subjects. The visual resources demonstrated and discussed how to start and complete mathematics problems. They enabled students to develop their conceptual understanding of mathematics at their own pace, in their own time and with feedback. The visual resources enabled weaker students to catch up and additional resources were subsequently developed to sustain improvements in new topics. This paper discusses the production process of the visual resources and provides an overview of their impact.

انجمن پژوهش‌های آموزشی ایران پژوهش در نظام‌های آموزشی 2383-1324 5 14 2011 11 22 How to Gain Respect as an Educator? How to Gain Respect as an Educator 99 108 85687 FA Fatemeh Kateb Faculty member of Alzahra University Journal Article 2019 04 01 Respect is often mentioned spontaneously when people talk about relationships in society, and intuitively everyone seems to know its meaning. In any kind of relationship, respect is often said to contribute to successful interactions. Scientists, politicians, writers and journalists commonly use the term ‘respect’ in their arguments with remarkable conviction. Throughout every segment of our society there is an increasing demand for respect (Hill Jr., 2000; O’Connell, 2000). A common belief has been that there is a lack of respect among the young for the older generation, while young people often argue that respect is not returned and their views are repeatedly ignored. Politicians tell us that many of the complex problems facing our modern, multicultural societies are due to a lack of respect. Educators must gain the respect of those they wish to teach in order to obtain their attention.

انجمن پژوهش‌های آموزشی ایران پژوهش در نظام‌های آموزشی 2383-1324 5 14 2011 11 22 Translation Evaluation in Educational Settings for Training Purposes Translation Evaluation in Educational Settings for Training Purposes 109 127 85688 FA Masoud Sharififar Assistant Professor, Shahid Bahonar University of Kerman Mina Zand Rahimi M. A in Shahid Bahonar University of Kerman Journal Article 2019 04 01 The following article describes different methods and techniques used in educational settings for translation evaluation. Translation evaluation is the placing of value on a translation i.e. awarding a mark, even if only a binary pass/fail one. In the present study, different features of the texts chosen for evaluation were firstly considered and then scoring the text based on their difficulty was discussed. For translator teachers and evaluators a key problem is assessing the difficulty of source texts used in tests and examinations. Thus, the significance of corpus as a large collection of texts in electronic format which can be a useful performance-enhancing tool in translating and evaluating was described.

انجمن پژوهش‌های آموزشی ایران پژوهش در نظام‌های آموزشی 2383-1324 5 14 2011 11 22 Monitoring and Evaluation of Higher Education in Islamic Republic of Iran Monitoring and Evaluation of Higher Education in Islamic Republic of Iran 129 145 85689 FA Seyed Kamal Vaezi Faculty member of University of Tehran Journal Article 2019 04 01 This study analyzes the monitoring and evaluation of higher education in the field of higher education development program, evaluation and monitoring procedures and standards, including the different actions taken by evaluation and monitoring agencies and association in Islamic Republic of Iran (governmental and nongovernmental). In an indirect process for determining the eligibility of higher education institutions to participate in state development higher education programs it has directed that institutions are eligible for participation if they meet two fundamental conditions: 1. Be able to evaluate, monitor, analyze and predict fundamental changes in science and technology in order to keep abreast of the global fundamental changes in science and technology. 2. Be able to develop priorities to plan and organize technological activities of the country to reengineer nationwide development of science and technology and to provide a sustainable structure for higher education developmental program. It emphasizes the choices made by monitoring and evaluation agencies at different times as how they would conduct evaluations and what standards they would use. This issues and circumstances are surrounding the initial development of evaluation and monitoring and major changes in procedure and standards. Also attention is given to some of the challenges that presently are posing for evaluation procedures as growing complexity, globalization and advances in instructional uses of electronic technology allow new forms of higher education provision to emerge. The existing policies need to be re-examined, and new policies be developed. While higher education innovations must be recognized, it is also true that monitoring agencies have greatly assisted their career. In this process monitoring agencies serve as a public brain system to advocate changes that will improve higher education practice

انجمن پژوهش‌های آموزشی ایران پژوهش در نظام‌های آموزشی 2383-1324 5 14 2011 11 22 Internal Evaluation in the Higher Education System: A Case Study in Iran Internal Evaluation in the Higher Education System: A Case Study in Iran 147 167 85690 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 Journal Article 2019 04 01 This paper aims to report on the implementation of internal evaluation in the departments of the college of human sciences (theology, Persian language and literature, and accounting and economics) in Ilam University, Iran, in order to improve educational quality. This paper points out the findings obtained from a case study of implementing internal evaluation, encompassing 12 steps, in the departments of a university in Iran. Qualitative and quantitative methodologies were used to collect data from the heads, faculty members, students, alumni, and library staff of the departments, as well as the immediate managers of the alumni. The methods of data collection included interviews, group discussions, questionnaires, and checklists. The results of the study show that two departments, Theology and Persian Language and Literature, were desirable in terms of the quality of the seven criteria under evaluation (department management and structure, faculty members, students, alumni, teaching and learning processes, implemented courses, equipment and resources of libraries), and the of Accounting and Economics was quite desirable in this respect. The study also indicated that there were differences among the departments in terms of the quality of the factors under evaluation.

انجمن پژوهش‌های آموزشی ایران پژوهش در نظام‌های آموزشی 2383-1324 5 14 2011 11 22 From Internal Evaluation toward Quality Assurance in Distance Higher Education of Iran From Internal Evaluation toward Quality Assurance in Distance Higher Education of Iran 169 183 85691 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 Journal Article 2019 04 01 Iranian higher education (HE) includes two headquarters named Ministry of Science, Research and Technology and Ministry of Health and Medical education; it also contains about 1500 universities and HE institutions. There are presence and distance courses in HE. But because of the existing variety and flexible courses in distance education it attracts considerable notice to itself. This kind of education is mainly fulfilled through Payam-e-nour University (PU). Therefore, expansion of this education necessitates an evaluation of its quality and assurance system. PU with having 45 involved departments4 is considered among universities providing distance education. Results of doing internal evaluation (IE) in departments of this university indicate the requirement of university attention to its input, process and output quality. Considering the diffuseness in educational region and centre of this university, existence of inequality in educational, studious and professional service exposure is unavoidable; however these cases with the mechanism of evaluation and accreditation could be recognized, and through their recognition or reduction, quality improvement would be possible. Hence, after reviewing of Iranian HE, with emphasizing on internal evaluation, achievements of one decade quality management in HE in general and in distance education in particular will be discussed.