فهرست مطالب

نشریه پژوهش در مسائل تعلیم و تربیت
شماره 56 (1396)

  • تاریخ انتشار: 1396/12/20
  • تعداد عناوین: 7
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  • Masoumeh Farhoosh, Maryam Seif Naraghi, Ezzatollah Naderi, Ghodsi Ahghar Page 5
    This study aimed at designing lesson study approach using strategic planning approach in learner organization based on thinking style in teachers at primary schools and some suggestions have been proposed on education optimization using various thinking styles in lesson study approach. This was an applied study and the researcher used underlying method. Statistical population of this research consisted of teachers of primary schools at nineteen districts of Tehran and specialist education. Accordingly, 285 teachers and 148 specialist education were selected as samples using appropriate method of determining volume and sample. A questionnaire containing 16 questions and seven options was selected to collect data and to investigate the comments of target groups on lesson study approach using strategic planning approach in learner organization based on legislator, executive and judge thinking styles. Face and content validity of the questionnaire have been appropriately examined. Reimplementation Method was used to examine the reliability of the questionnaire and it was 0.93. The researcher used Chi-Square Test to analyze data. According to the results of study, the studied groups confirmed proper use of Sternberg thinking style aspects in the designed model. Therefore, the designed model can be used in lesson study planning.
    Keywords: Lesson Study, Strategic Planning, Learner Organization, Thinking Style, Teachers of Primary Schools
  • Naser Shirbagi, Hana Malki, Mohammad Asadi Page 31
    The present study aimed at studying the ideology of teachers about controlling students and determining their relationship with teacher's professionalism. The research approach was quantitative and a descriptive- correlation method. The statistical population of this study included all elementary teachers in Sanandaj in Iran which 280 teachers were selected by random sampling method. The research instrument consisted of two questionnaires:1) Student Control ideology (Willower, Eidell, & Hoy, 1967) and 2) Teacher's Professionalism (McMahan and Hoy, 2009). The content validity of the questionnaires was confirmed by confirmatory factor analysis technique, and their reliability was confirmed by Cronbach's alpha methods that were 0.82 and 0.94, respectively. For analyzing data, a series of statistical tests such as confirmatory factor analysis, Kolmogorov-Smirnov, Pearson correlation coefficient, one sample t-test and structural equation model were used. The results showed that the status of control ideology is higher than the average level and the level of professionalism is at the desired and above average level. The correlation between the variables of teachers’ professionalism and student control ideology was significant and negative (r=-0.26). The results of structural equation model showed that correlation between teachers’ control ideology variable and teachers’ professionalism was at a low level (r=0.23).
    Keywords: Student Control Ideology, Teacher's Professionalism, Professional development, Discipline
  • Jamal Salimi, Arash Abdi Page 47
    The purpose of this research was Phenomenology of student's experiences with specific needs in conducting research activities. The research was an applied research based on the purpose of the research, and was an exploratory blend type. In the qualitative section of the research methodology, a descriptive phenomenological method was used and the semi-structured interview tool was used to collect the findings. Participants in the qualitative section were 25 students with special needs in postgraduate and Ph.D. degrees from 6 universities (level one, two, and three), had been selected on the basis of purposeful sampling. The research method in the quantitative section was descriptive-survey; and the data gathering tool was a researcher-made questionnaire of 62 items based on the findings of the qualitative section and subject literature. The reliability coefficient for the questionnaire was 0.726 with Cronbach's alpha coefficient. The statistical population of the study consisted of 150 students with special needs at the postgraduate and Ph.D. level from Tehran, Shahid Beheshti, Kharazmi, Razi, Lorestan and Kurdistan universities who been selected according to relative stratified sampling method. Data were analyzed by Using SPSS software and descriptive and inferential statistics. The results in the qualitative section consisted of four descriptive dimensions: experience and sense of exposure, research experience, mediators, facilities, and research challenges along with 19 subscales. The results of the quantitative part and the Friedman test showed that the experience and sense of the research as breaking the beliefs and stereotypes had the highest score and research as the exposure to the unknown world had the lowest score among the students with special needs. The experience of research in the view of students with special needs, with the focus of the mistress of the highest score, and the implementation of research with individual focus and the system of supervision has the lowest score The unofficial and friendly support system had the highest score and the independent and special support system had the lowest score in the component of intermediaries, facilities and assistance. Facility Challenge had the Highest Score and Social-cultural challenges had the lowest score in the dimension of the research challenge in terms of students with special needs.
    Keywords: Student experiences, Research action, Students with special needs, Iranian higher education
  • Gholamreza Shams Morakani, Zahra Maarefvand Page 79
    The present study aimed at identifing the factors, criteria and indicators affecting quality assurance of educational science and determining their priorities. The method was qualitative one and the tools were interviews and documents. The findings on interviews and documents were analyzed using content analysis technique of categorization and Shannon Entropy technique, respectively. The semi-structured interview administered on 16 experts on quality assurance and faculty members and phd students of educational sciences in public universities of Tehran. In order to have a comprehensive identification of factors, criteria and indicators, 37 study units on evaluation and quality assurance of academic programs by available sampling method were considered. Then to determine load information and the significance of each indicators, criteria and factors the Shannon entropy technique was used. The Significance of factor as: graduates (0.09), scientific (0.09), faculty (0.10), Management department (0.08), planning and Organization (0.08) students (0.07), the process of teaching and learning (0.07), facilities and education services (0.07), courses of training run (0.06) Psychological and physical space (0.03) financial facilities (0.09) and educational status of students(0.09) was found Among faculty members with a significant coefficient of of importance (0.10) had the highest priority among other factors and other factors had the priority after it.
    Keywords: Shannon Entropy technique, quality assurance, educational science
  • Mehrnoosh Hedayati * Page 107
    “Philosophy for Children” program is known as a new approach in Educational System, with aim cultivating higher level thinking skills and training people who are powerful in judgment from childhood. Several studies were conducted to confirm or critique of this program, since the introduction of this program so far, which everyone has been due to strengthen or reform the foundations and procedures of this approach. In “Philosophy for Children” program the opportunity for dialogue based on critical, creative and caring thinking between students, lead to self correction in Ideas and opinions, therefore this opportunity must be gives through criticisms and researches. The one of criticisms to this approach is concentration on “method oriented” and inattention to “philosophical text”. In this essay we explain some answers to this critic by lipman quotations from his book (1996) as name: “Natasha: Vygotskian dialogues” and we show the integration of this approach that is included the philosophical method and philosophical text.
    Keywords: philosophy for children program, method oriented, text oriented
  • Hoda Ahmadi, Esmaeil Sadipor, Hasan Asadzade, Ahmad Borjali Page 129
    The purpose of this study was to examine the efficacy of Swing of Role Parenting Program in theory of mind in 3-6 years old children. The sample consisted of 12 children which their mothers get the program and 12 paired children as control group that had been chosen in available way in 1396. Mothers of experimental group participate in 12 session of the program. The research instruments was the Theory of Mind Tasks Battery (Wellman &Liu, 2004). The results of U Mann–Whitney Test indicated that Swing of Role Parenting Program, cause increasing in level of theory of mind (P>0.005) in experimental group.
    Keywords: parenting, of Swing of Role Parenting Program, theory of mind, preschool
  • Ali Zekavati * Page 149
    The purpose of this article is to study the formation of education and social structure and their interaction. Education and social structures and their interaction with human identity as a whole are perpetual problems and often require new answers. Structures and culture can be considered as continuous action.Whenever education can consider human identity as a whole, it will be able to avoid the fragmentation of this identity and the poisoning of the capillary of human relationships (in pitfalls and traps, with glossy titles and seemingly justified motif) will be able to intellectually engage in an unfinished function of enlightenment.).Education tries to avoid falling into traps and livestock - with glossy titles and seemingly justified motifs - and to keep intellectuals open to the unfinished work of enlightenment.
    The issue of education is the same role as an intermediary and empathic assessment and alienation, or the possibility of coordinating social structures and education.This understanding is an important part and symbol of the will and responsibility of the individual and beyond of the common socialization. The theoretical work of the article is aimed at elucidating the power of "education" not in the method of solving simple and simple problems, but in its process of elaboration, in the expansion and enhancement of the capacity and flexibility of structures.Training to get rid of the rudeness and the unevenness of the structures requires a qualitative and artistic understanding so that the mentor and the educational organization can do their part to build.
    Keywords: education, structure, action