نشریه علوم تربیتی
سال هفدهم شماره 1 (بهار 1389)

In the “Decade of culture of peace” (2001-2010), international thinker and institutions have with a positive outlook, deemed access to coexistence the duty of different social groups and institutions and introduced coexistence as a legitimate educational goal as a way to boost social cohesion. In this article peaceful coexistence is construed as an educational goal with roots in scientific/ philosophical, pragmatic and Islamic ideas. In this article a more comprehensive idea of coexistence, i.e. peaceful and just coexistence, is advocated, which is more compatible with our country’s educational system and Islamic culture. Conceptually, the ramifications of this goal constitute an educational continuum of activities covering training and education toward, as first step, a minimal peaceful and just coexistence, moving toward developing a just compromise among groups. a second step, maximal peaceful and just coexistence and balanced society in the third and fourth stages, respectively. In all the four stages, emphasis is laid on change, reform and shaping the socio-psychological repertoire of individuals and groups and education them to accept the existence of other groups and their rights. These activites are hoped to pave the way for a permanent peaceful and just (i.e. free and unimposed) socio-cultural coexistence. At the training stage, internalization of valses and the development of social skills and behaviors should receive the most attention on the part of both curriculum developers and practitioner.

The purpose of this study was identified and factors associated with academic drop-out in mathematic of high school. study method was discriptive and survey study, in this study, the subjects was recruited from Sardrood Area of Hamedan province. Research Statistics universe constitutes of all students with academic drop-out in mathematic (their mathematic scores was low than 10). Samples are chosen as classified sampling. This study conducted among 152 persons (98 students and 54 teachers). The instruments used for data collection were a academic drop out Inventory. Data was analyzed using chi square Test. This study revealed that factors of individual, family and schools associatedwith academic drop out of mathematic (P < 0.05). The findings support some important factors which could affect in academic drop out of mathematic of high school.

The main purpose of this research was to study the relationship between Organizational Culture (OCU) Quality of Work Life QWL (exogenous variables), Organizational Commitment (OCO, intermediate variable) and Work Alienation (WA) (endogenous variable). The sample consisted of 234 managers of secondary schools in Shiraz. Four were used, Denison Questionnaire for OCU, Walton and Casio Questionnaire for QWL, Allen and Mayer Questionnaire for OCO and researcher made questionnaire for WA. The direct, indirect and total effects of variables showed that there are: A negative and significant relationship between: (a) OCU and WA, (b) OCU and WA with intermediatory of OCO, and (c) QWL and WA; and a significant and positive relationship between QWL and OCO. The final result of path analysis suggested that OCU is a stronger predictor of WA in secondary schools administrators in Shiraz.

For conducting a survey about the attitudes of the teachers in the secondary education of Khuzestan about the effects of the festival of active teaching methods on Instruction quality and students’ academic achievement, 324 teachers completed a questionnraire with 42 items and 5 sub-scales. 37/8 (N=125) percent of them were all the teachers who had participated in annual festival of active teaching methods and the rest of them (N=199) had not participated and were selected by categorial random sampling method. The results indicate that: 1- There is not significant differences between the attitudes of the two groups about the festival's effects on the Instruction quality. 2- The teachers who participated in the festival, believed that the organizational supports are inefficient and this difference between two groups is significant. 3- There is no significant difference between the students’ academic achievement in the two groups of research sample. 4- There are significant and positive correlations between variables such as teachers’ skills, teachers’ commitment and students’ academic achievements. 5- Only the attitudes of teachers about organizational supports can predict the students’ academic achievement (b=. 155, p>.01).

The purpose of the present research was to studyentrepreneurship capabilities of the students of Shahid Chamran University of Ahvaz. The method used was descriptive (survey).The Statistical population comprised all undergraduates students of ShahidChamranUniversity in the academic year 1387-88. A sample of 400 students were selected from this population by using stratified random sampling. The tool of data gathering was Questionnaire of Personality Characteristics Measurement of Iranian Entrepreneurs, which has a reported reliability of 0.92 and a concurrent validity 0.74. The Main Findings of this research are as follows: Entrepreneurial capabilities of ShahidChamranUniversity students was found to be above average and based on variables of gender, academic year, and faculty across the five academic groups (Humanities, Science, Engineering, Agriculture and Art) was pinned down. But some significance differences in the subscales of achievement need and ambiguity tolerance were observed among the students of the 5 academic groups. Also based on the student's beliefs there were significant differences among the entrepreneurship subscales. At the same time, the students believed that entrepreneurship training was useless. Finally, 84% of the students expressed their desire work alongside of studying.

The main goal of this research was to study the need of training and scientific development of entrepreneurship skills in the field of educational administration. For this purpose, a questionnaire was prepared and after establishing the content validity and securing the reliability of the questionnaire, data were collected from a sample comprising 95 people selected by simple random sampling method. These data were analyzed based on research questions using both descriptive and inferential statistics methods like two sample t-test and one independent sample test. The findings showed that the student's knowledge of principles, key concepts and skills of entrepreneurship are inadequate. Finally, based on research findings, it is suggested that entrepreneurship curriculum in the field of educational management should be implemental so that student's understanding of scientific and technical knowledge is boosted before entering the work community.

The main goal of this study was to investigate the relationship between school climate and the tendency toward entrepreneurship in senior high school and pre-university schoolboys of Ahvaz. The method of research, with respect to its nature, is a description of correlation type. Statistical samples include 162 school employees and 181 students who were selected through stratification and multi stage clustered sampling. Two questionnaires of organizational climate (OCDQ) and the researcher made questionnaire of entrepreneurial spirit were used for data collection. Data analysis was done by the SPSS software at two levels of descriptive and inferential statistics. The results revealed that entrepreneurial spirit indices (creativity, self-esteem, advancement motivation, internal control source, foresight and risk taking) are above average in students. Furthermore, there is a significant relationship between some of the indices of organizational climate i.e. (sincerity, lack of enthusiasm, prevention) and the entrepreneurial spirit at the level of p < 0/05. However there is no meaningful relationship between other indices of organizational climate i.e. (spirit, isolation, influence, emphasis on production, observance) and the entrepreneurial spirit.