نشریه آموزش و ارزشیابی
پیاپی 36 (زمستان 1395)

The ripple effect of leader childern refers to the transfer of energy from these children to other children, which leads to change in them. The aim of study was to assess the lived experiences of teachers and students about the ripple effect of leader children on other students. It was a qualitative study with phenomenological method. The purposeful sampling was carried out to choose six teachers within the age range of 28 to 54 and teaching experience of 6 to 35 years, and 15 fifth grade primary school students in the district 1 of Urmia. The instrument used was semi-structured interviews. The data was analyzed using the seven - srage Colaizzi method. The main themes were extracted through interviews and compared. The primary themes were exploring the characteristis of leader childeren and effecting factors, and in the next stages the following themed were found: arrogant self-confidence, sense of responsibility, ability to plan, creativity, relibility, obedience and empathy. According to the concepts extracted from the lived experience of teachers and students, it can be concluded that leader childeren dominate the hearts, are living, creative, and idealistic, movtivate others and give them incentives toward the target. Since other students find their hidden ideas and feelings in them, they try to willingly obey these leader children. Therefore, it seems possible to use this effect of leader childeren on other children in order to improve education and help teachers solve educational problems at school.

The purpose of this research was to investigate the role of perceived parent goal orientations, home-university dissonance, and neighborhood space on the students’ academic cheating at Azarbaijan Shahid Madani University. To this end, from among the students of the aforementioned University who were about 6000 students, a sample including 404 students was selected through stratified random sampling. The instruments to collect the data were the Patterns of Adaptive Learning Scales (PALS) designed by Midgley et al. (2000). The reliability of all scales was over 0.75. The data were analyzed through running a stepwise multiple regression analysis using SPSS. Perceived parent goal orientations, neighborhood space and home- university dissonance as independent variables, and studentsʼ academic cheating as a dependent variable were analyzed. The independent variables could explain 0.12 of the total academic cheating variance. Home university dissonance and perceived mastery goal orientations could meaningfully predict the students’ academic cheating. Home-university dissonance with the coefficient of 0.293, and perceived parents goal orientations the coefficient 0.124 with 0.124, had the greatest role on the students’ academic cheating respectively. It was concluded that the higher home - university dissonance and perceived parent mastery goal orientation is the higher studentsʼ academic cheating behavior would be.

The purpose of this article is responding to the question of “How is the quality of teacher feedback, studentsʼ self-evaluation and peer evaluation?” The research method is a combination of "documentary, descriptive and survey”. The sample was selected through a multi-stage stratified sampling, out of which 64 primary schools, located in 30 local educational districts in 3 provinces (East Azerbaijan, Fars and Bushehr) were selected. One checklist to analyze the portfolios and one interview form with acceptable reliability and validity were used. The findings show that teacher’ feedbacks are beyond the student’s performance, the content of the feedback is not related to the learning goals and objectives, and the descriptions are not appealing enough and do not fit the studentsʼ level of progress. Although the feedback did not contain anything with regard to providing a chance for the students to compersate for their weaknesses, they were polite to some extent. In self evaluation, students did not have the necessary skills. Weakness in four self-evaluation skills in the lower grades was more evident. Teachers use limited methods for peer-assessment and are less familiar with the concepts and methods of peer-asssessent.

This study aimed to determine the effect of the creative Drama on social adjustment, moral judgment and creativity of female students in the fourth grade of primary school in Ilam. A quasi experimental design was employed with pre test, post test and control group. The sampling was done through convinient sampling procedure in which the primary school teachers were asked to introduce those students they belived to be less skillful in terms of social adjustment, moral judgment and creativity. Then, 60 students who scored the lowest in the Califonia test of Personality (Clark, thrope & Typz, 1953), moral Judgment test (Dorgandn Sinha & Miravarma, 1998), and creativity attitude scale (schafer) were randomly assigned to one experimental and one control group. The experimental groups participated in 10 sessions of creative drama. The results of the ANCOVA revealed that there was a significant difference between the experimental and control group. It was concluded that creative drama had a significant effect on the social adjustment, moral judgment and creativity of fourth-grade primary school female students.

The purpose of this study was to investigate the effectiveness of dart throwing training through different types of self-talk in male novices. To this aim, 48 male novices (age mean=23 years) were selected using simple random sampling method from the training programs of Urmia dart association and were assigned to four groups, each with 12 individuals. Experimental interventions for the groups included: 1) coach choice group: self-talking of "target - center" phrase, 2) free choice group: self-talking of any phrase to improve concentration and focus, 3) selective choice group: self-talking of one phrase from "target-center", "target", "center", "finger - center", "the middle point", and "finger-target" options, and the control group: with no self-talking. The collected data from the pre- and post-tests were analyzed using ANCOVA test and LSD follow-up test. After controlling for the pre-test levels, the results demonstrated that the main effect of the group on the scores of the performance error at the post-test was statistically significant. The follow-up comparisons showed that the performance error in the selective choice group was significantly lower than other groups. Also, the performance error in the free choice group was lower that the control group, but its difference with the coach choice group was not statistically significant. Moreover, no significant difference was observed between the performance errors of the coach choice and control groups. The findings of the study suggested that motor skills training though self-talk, especially when novices are allowed to select verbal cues, do improve the effectiveness of training.

The main purpose of the present study was to investigate the factor structure, validity and reliability of school organizational health questionnaire (SOHQ) in a sample of Iranian teachers. From among all teachers of Ashkezar and Meybod, 448 teachers were selected by categorical random sampling who completed school organizational health (Hart, et al, 2000), organizational commitment (Mowday, et al, 1979) and School Level Environment questionnaires (Rentoul & Fraser, 1983). The data were analyzed using structural equation modeling, Pearson correlation, and independent t test. The results showed that SOHQ has good face and content validity. The factor structures of 54-, 38-, and 16-item questionnaires of SOHQ were confirmed using confimatory factor analysis. The SOHQ had significant discriminatory validity and also a significant convergent validity with teachersʼ organizational commitment and school organizational climate. Test-retest reliability of 54, 38 and 16- item forms of SOHQ were .71, .78 and .81 respectively. The Cronbach alphas of SOHQ were .94, .87 and .76 in 54, 38 and 16- items forms, respectively. Generally, the results show that the Farsi version of SOHQ has a good validity and reliability in the sample of Iranian teachers participated in the present study.

The aim of this study is to compare the identity styles of students with bully, victim and normal behavior. The statistical population of the present study included all male students studying at secondary studies in Tabriz during the academic year 1993-1994. The statistical sample of the study included 372 male students with an average age of 16 years who were selected through a multistage cluster sampling and screening methods. To carry out the study, the samples were identified and tested through teachers’ nomination and completing the Victim-Bully questionnaire of Olweus and the Identity Styles questionnaire of Berzonsky. To analyze the data, a multivariate variance analysis was used. The findings showed that there is a significant difference between the identity styles of students with bully, victim and normal behaviors, and that the bully students have an avoidant and confused identity, the victim students have normative/ informative identity styles, and finally, the ordinary students have normative identity styles. There was not significant difference between the identity commitments of the three groups. The results of this study highlighted the affection of the bullying and victim characteristics in the identity style. Therefore, it can open the ways for further research on the cause and effect relationship between the bully behavior and identity styles.