فصلنامه پژوهش در نظام های آموزشی
پیاپی 37 (تابستان 1396)

The aim of this study was to evaluate the potential of ICT in the educational process and the process of teaching high school students in schools, and the process of integration and acceptance in schools, which was done through a case study. Through a case study has been done. The statistical population of the study is all managers, teachers and technology administrators working in the high schools of Tehran. In order to conduct research, six high schools in the city (four state high schools and two non- profit high schools) were selected from the high, the middle and lower region of the city, and semi- structured deep interviews were conducted with 34 staff members in the schools And analyzed using open, axial and selective coding .Findings from deep interviews indicate that respondents have highlighted the potential of information and communication technology in education, reform of educational structure, facilitation, guidance, communication and design and production tools. In the process of technology integration, at macro level, smart intelligence, school equipping, incentive support, specialist training, content creation, and conversion training based on exam must be considered. At the middle level, the type of school seems to be a way of managing and employing teachers in the process of integrating technology. At micro level, the process of integrating ICT into the teaching process of teachers has been analyzed and interpreted in such categories as acceptance, implementation, matching and inventiveness.

The main purpose of this research was to develop a motivational model for Persian language learners as a second language (L2). To do this, a correlation research design has been selected with a simple random sampling method and sample size of n=242 among all of Persian instruction center of Imam Khomeini, International University language learners on first semester of 2016-2017. The applied instrument was an author made, Persian Language Motivational Self-System questionnaire in four items of ought-to Self, Persian language, Self-Efficacy, Persian Learning Experience & Motivated Learning Behavior. The instrument reliability here, Cronbach’s alpha was 0.90 & it’s content validity mean was, CVR=0.95 which had been estimated with confirmatory factor analysis method. The results of regression analysis affirmed a significant effect of learning experience on self-efficacy, and also effect of learning experience on motivated learning behavior, Ought-to self on motivated behavior and self-efficacy on motivated behavior. However, the ought-to self, had no significant effect on self-efficacy. The most powerful effect has been reported in the case of learning experience and secondly self-efficacy on motivated behavior. The indirect effect of ought-to self on motivated behavior via self-efficacy was not significant, the indirect effect of learning experience on motivated behavior via self-efficacy was significant.

This study examined the causal relationships model of antecedents and consequences of achievement goal orientations among university students. On a sample consisting of 300 students (150 males 150 female), the Academic Self-Efficacy Questionnaire (ASEQ), the Perceived Parent Goal Emphases (PPGE), the Achievement Goal Questionnaire-Revised (AGQ-R), the Stress Appraisal Measure-Revised (SAM-R) and the Achievement Emotions Questionnaire-Short Form (AEQ-SF) were administrated. Results showed that there is a positive significant correlation between academic self-efficacy and perceived parent mastery goal emphasis with student's mastery goal orientation and a positive significant correlation between self-efficacy and perceived parent performance goal emphasis with student's performance goal orientation. Results also showed that there is a positive significant correlation between mastery goal orientation with adaptive appraisal and a negative significant correlation with non-adaptive appraisals and there is a positive correlation between performance goal orientation with non-adaptive appraisal and a negative correlation with adaptive appraisal. Also, results indicated that there is a positive correlation between adaptive appraisal with positive emotions and a negative relationship with negative emotions and there is a positive correlation between non-adaptive appraisal with negative emotions and a negative correlation with positive emotions. On the one hand, these finding show that the self-efficacy beliefs and perceived parent's goal emphases have important role in prediction of student's goal orientations. On the other hand, these findings emphasis on the role of student's goal orientations in prediction of cognitive appraisals and achievement emotions for them.

The principle purpose of the current research was the analysis of relationship between the regulations of the cognitive emotion with the resilience scale among the Iranian Red Crescent managers. The research method in the current investigation was descriptive-correlational. The Statistical Society of this research includes all managers of Iranian Red Crescent which 108 of them have randomly been selected as samples. The measuring instrument in this study has been the Garnensky and Colleagues Cognitive Emotion Regulation Questionnaire (2001) (CERQ) and the Connor-Davidson Resilience Scale (2003) (CD-RIS). The data analysis results indicated the variable of positive emotional cognitive regulation strategies with predicts a positive and meaningful resiliency variable. The variable of negative emotional cognitive regulation strategies predicts a negative and meaningful resiliency variable (P

The aim of this study was to test the relationship between knowledge management strategies (knowledge application, sharing and retrieval) with individual and organizational learning capacities in Tehran’s male secondary schools within 2014-2015 academic year. The research methodology was correlation. Participants were 235 male secondary school teachers who were selected by using cluster sampling method. Measures included knowledge management processes (cheng, 2012), individual and organizational learning capacities (Sallis & Jones, 2002). The Data were analyzed based on structural equation model (path analysis model) and by SPSS 19 and LISREL 8.8 software. The results showed that there was a positive relationship between knowledge sharing with individual learning capacity and organizational learning capacity. Meanwhile, knowledge application directly effects on the individual learning capacity while knowledge retrieval has an impact on organizational learning capacity. But no interaction relationship was established between individual learning capacity and the organizational one (mediator variables).

The study was conducted to evaluate the effectiveness of communication skills training on the increase of self-esteem and decrease of parent-child conflicts among female high school students. The method used quasi-experimental pre-post testing on the control group. The study population included female students in the first academic semester of 1393-94 of public high schools in district 13 of Tehran. A total of 30 individuals, who had earned the lowest score in Copper-smith Self- Esteem Inventory (CSEI) (1967) and the highest score in Strauss parent-child conflicts test (1990) were randomly selected as the sample group. Communication skills were presented to the experimental group in ten 90-minute weekly sessions as an independent variable. After the training, both the control and experimental groups were post-tested. Data analysis was performed using analysis of covariance (ANCOVA). The results showed that communication skills training has an impact on the increase of self-esteem and decrease of parent-child conflicts.

Generally, macro policies and development based on these policies in Iran have been around for decades. But in particular, science and technology policy has a history of about two decades. For the first time in the third development plan, a separate section was devoted to the development of science and technology. Over the years, several supreme governing documents in the field of science and technology such as (Visions 1404, National comprehensive scientific map, and Science and technology policies announced by the Supreme Leader) have been elaborated. After over two decades of policy making, unfortunately, the results and outcomes are different from what was expected. The Iranian scientific rank and some other related indicators are evidence of this claim. Considering the nature and outcome this study is a practical one which had done by quantitative and qualitative content analysis of governing documents in the field of science and technology policy. In this study, the theoretical principles related to the subject have been examined and the components of policy instruments identified. Then by analyzing the content of supreme governing documents in the field of science and technology the relationship between the type of policy making and the outcomes has been identified. The findings show that policies lack strategic coherence and strategic vision. As a result, we are seeing imbalances in supply and demand.

The purpose of this research is to provide principles for designing Open University spaces based on increasing creative vitality and social interactions. In this research, the method of quantitative qualitative research has been used. The population of this study was architecture and urban planners. It was obtained through a network sampling (snowball) and sample size through theoretical saturation that was extracted from the factors. Also, after an open interview, experts and experts used open and axial encoding techniques. Using Delphi explorative scanning method, 20 faculty members of the university architecture and urban planning department in Tehran, and then the results were included in the questionnaire. The questionnaire was completed in two stages. To analyze the data collected based on factor analysis, the results of extraction are extracted, and finally the most influential factors are identified on the creative vitality process and social interactions of each of the spatial attributes. The results of this research indicate that social, physical, design and psychological dimensions of the environment are influential on Open University faculties.

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.

Concerns have been made about the personality characterize indices after the appearance of personality tests. In this regard, the aim of the present study was to compare the relationship between personality traits and social desirability in students with honest and faking responses. The present study was a causal-comparative study in which 235 students completed the research questionnaire. Subjects were randomly assigned into two groups: honest and faking. To collect the data in this study, NEO's personality questionnaire (1992) and social desirability scale by Crown and Marlow (1960) were used. The findings showed that there is a relationship between personality dimensions and social desirability, and this relationship is not meaningful between the two groups. Therefore, we can say that we must propose methods for controlling the probabilistic effect of social desirability in studies with a five-factor personality model.