نشریه رویکردهای نوین آموزشی
سال پانزدهم شماره 2 (پیاپی 32، پاییز و زمستان 1399)

The purpose of this research was to investigating the effect of perception of teaching support on teaching efficiency among faculty members. The method of the research was descriptive correlative and Statistical population of the research included all faculty members of university of Isfahan, in academic year 2017- 2018, and a sample of 242 persons by using proportional stratified sampling were randomly selected. To collect information, researcher has used two questionnaire: Teaching Support and Teaching Efficacy (FTE) Chang et al. (2010). The validity of questionnaires was confirmed and reliability of questionnaire were determined through cronbach alpha coefficients that resulted in 0.91 and 0.95 respectively. Collected data were analyzed using software SPSS 23 and Amos23.The results showed that there is a positive and significant relationship among perceived teaching support and teaching efficacy and teaching resources, peer support and administrative support, respectively, had the most effect on teaching efficiency. Moreover, Also, the results of the review of the Faculty perceptions showed: 1) Female faculty members report a higher level of efficacy in course design and learning assessment; Male faculty members report a higher level of efficacy in technology usage and class management; faculty members with low teaching experience indicate higher perceptions of teaching efficacy in technology usage; Faculty members with high teaching experience indicate higher perceptions of teaching efficacy in class management; and Faculty members in education and Foreign Languages report a higher level of efficacy in course design and class management than faculty members in other disciplines. And 3) The faculty members of science received less support than other faculty members in the dimension of teaching resources. Finally, Results of structural equations showed that Perceived teaching support with path coefficient of 0.74 directly explain 55 percent of the variance of teaching efficacy.

The purpose of this study was to determine the effect of word game teaching on correcting spelling problems among primary school students in Azna city. This study was a quasi-experimental study with a pre-test with post-test design and an unequal control group. It consisted of two experimental and control groups. The statistical population of this tudy consisted of all 987 first-grade primary school students of Azna city in the academic year of 2019-2020. A cluster random and multi-stage sampling method was used in the present study. Since the research method was quasi-experimental, the sample size was selected at 10 students at each group. By taking spelling tests from students, spelling problems were identified. Then, the word game course was implemented in 13 sessions, twice a week and 30 minutes per session. To analyze the data, analysis of covariance was used. Results showed that the word teaching course was effective in increasing short-term memory function, correction of misspelling, strengthening visual and auditory memory and improving accuracy, attention and progress in spelling scores of students. Based on the results, word game corrects the spelling problems of primary school students, and when students receive this game, their writing skills, accuracy, attention, and visual and auditory memory improve and remember things better, and write words better.

The purpose of this study was to study teachers 'lived experiences in identifying students' talents based on the dimensions and components of effective teaching model. The research method was qualitative phenomenological. The participants of the study were all teachers of elementary schools in Isfahan province education districts in the academic year 1398-1989. Purposeful and saturated sampling method was used to select participants, which included 38 individuals. Research tool was in-depth and semi-structured interviews. The method of data analysis was reflective analysis using van Manen's (1990) six-step method. Results showed that, by analyzing the data, 5 main themes (Engaging students), Learners, Opportunity to Existence, Objective-Free Evaluation, and Development of Perceptions of Learned Content) and 15 sub-themes on the dimensions and components of an effective teaching model were identified to identify students' talents. Therefore, it is suggested that teachers use these techniques with active techniques to identify gifted students.

This study was conducted to design an e-learning culture model for the adoption of information technology and Social Customer Relationship Management(SCRM) deployment. In this research, mixed research method was used. For this purpose, using semi-structured interview and thematic analysis method, qualitative analysis and after obtaining the main indices of each of the relevant components, based on soft data obtained from experts in this field were analyzed. Findings of the research indicate seven main themes including structural factors, behavioral factors, environmental factors, processes, output, effect and outcome. In the quantitative part of the research, using Cochran formula, out of 922 people, as statistical population of the shargh Cement staff, 271 persons selected by simple random sampling as the sample size. The questionnaire from the qualitative categories was quantified using the Likert scale and analyzed using LISREL software. Collected data was first analyzed by exploratory agent. Then, in the next step, using confirmatory factor analysis, the validity of the research structures was tested and the statistical relationship between the variables and its indicators were confirmed with an average response between 2.19 and 4.35. These numbers indicate that the responses are in the right range and that there is a relationship between the main factors and its sub-components. To test the statistical hypotheses, Student t-test was used to infer the confirmation or rejection of the statistical hypotheses of the research. As a result, the three main dimensions of processes, factors and outcomes and components related to the model were confirmed at a 95% confidence level. According to the final research model, it can be concluded that the proposed model has causal relationships between the dimensions of the model in standard and significant conditions and the obtained results can be cited.

Homework has always been one of the most important factors in students' learning. The purpose of this study was to investigate the views of primary school teachers in Sabzevar about the plan to eliminate homework and replace it with skills-based assignments. Participants in this study were 30 primary school teachers in the city of Sabzevar in the academic year 2018-2019. The research method was qualitative phenomenological. Using purposive sampling method, research samples were selected. Data collection tools were semi-structured interviews. Findings were analyzed using three stages of Strauss and Corbin coding. Results showed that teachers' views have 9 main themes and 50 sub-themes. The need to provide the necessary conditions for the implementation of the plan, emergence of positive personal abilities, learning difficulties, possibility of more leisure for students, lack of familiarity of teachers and parents with the plan, more cooperation between parents and students, lack of necessary conditions for homework in school, growth social skills in students and creating academic enthusiasm, need to pay more attention to training attitudes and skills are the main axes of this research .The results showed that from the teachers 'point of view, eliminating homework and replacing skill-based assignments has positive effects on students' learning that requires compliance.

The present study was conducted to design and effectiveness of social studies education model based on the IPARD model on service-oriented learning skills in junior high school students. The present study is a quasi-experimental study with a pre-test and post-test design with a control group. The study population was all female students of public schools in Tabriz that 30 female students of primary schools in Tabriz were selected by multi-stage sampling method and randomly divided into two experimental groups (15 people) and control (15 people) were replaced. The students in the experimental group were trained based on the service-oriented learning method and the students in the control group were trained based on the traditional method. A researcher-made service learning questionnaire was used in pre-test and post-test. The service learning test was taken from both groups. Cronbach's alpha calculated on this questionnaire at 0.79. The validity of the questionnaire was also verified by experts. The training program designed as an independent variable was performed on them in 11 sessions, two sessions per week. Then, after receiving the training content designed based on the IRARD model on the experimental group, after twenty-four hours, both groups retake the service-oriented learning test. Finally, the data were analyzed using analysis of covariance in SPSS software version 13. In the content implementation program, the method appropriate to the IRARD pattern was used. Findings showed that service-oriented social studies curriculum design based on IRARD model was effective on students' service-oriented learning scores and students performed better in all components of service learning compared to the traditional curriculum.

The present study aims to design a conceptual framework for student interactions in ane-learning environment using meta-combination method. In this study, qualitative research findings of previous researches were reviewed and interpreted in order to create a convergence between the findings of previous researches in the field of interaction ine-learning and the provision of a coherent framework with various types of interactions using meta-combination method through QSRNVIvo8 software. In the first step, the types of interactions in the e-learning environment from selected resources that included 39 papers, theses and books from databases were selected from 341 original sources targeted and evaluated and ranked on the basis of the highest relevance to the subject of research. Then, in the next steps, using open coding and axial encoding methods dada were analyzed. Result of the study presents a conceptual framework of types of interaction in the e-learning environment in a variety of types (learner-coach interaction, learner-content engagement, learner-instructor interaction and learner-learner interaction) and its components and provide solutions to facilitate the process of interaction in e-learning environment.

This study aimed to analyze the strengths, weaknesses, opportunities, and threats of the "lesson study" course from executives perspective. The study employed an exploratory sequential mixed methods research design. The sample size consisted of 20 subjects selected through a purposive chain sampling and data saturation in qualitative section. In the qualitative section, the sample was saturated through a semi-structured interview with 20 people. In the quantitative section, 294 teachers were selected as a sample using Cochran's formula. The data collection instrument was semi-structured in the qualitative part of the interview and a researcher-made questionnaire in the quantitative section.The validity of the questionnaire was confirmed by 5 professors of the curriculum and its reliability was obtained at 94% using Cronbach's alpha.  The data analysis instruments in the quantitative section was SPSS software v-23 and in the qualitative section was MAXQDA software. In the quantitative section descriptive and inferential statistical methods such as percentage, frequency, mean, and Friedman test were used. In the qualitative section, the semi-structured interviewing technique was employed. Findings of the qualitative research section were categorized into the most important strengths, weaknesses, opportunities and threats of the course, including components related to objectives, implementation and evaluation. The most important strengths are the participation promotion and exchange of views; the most critical weaknesses are its time-consuming nature, and restrictive laws are the most significant opportunities for developing culture and research capacity. The most critical threats were misunderstanding and lack of accountability in the lesson study course. The quantitative section results showed that development of participatory learning culture, theatrical performance of the lesson study course to participate in the festival, the publication of research resources on a large scale, and the course's time-consuming implementation are the most important strengths, weaknesses, opportunities, and threats of the lesson study course from the teachers' viewpoints.

When teaching in an e-learning environment, we are faced with a different and new environment compared to the face-to-face. Lack of teacher and learner physical presence in e-learning environments can turn into major problem in such courses, since, it has diverse effects on students' satisfaction, durability, and academic performance. Hence, the present study was conducted to investigate the Levels of teaching presence, cognitive presence and social presence as three components affecting the sense of presence in web-based courses at Shahid Beheshti University. The research method applied in this study was descriptive survey method. The statistical population included all students studying at Shahid Beheshti University  in  academic year 2019-2020. for this study, the sample size of 380 students in the master 's degree was selected from the available sampling method, which were 293 questionnaires analyzed. To answer the study questions, Friedman and Wilcoxon one-sample t-test and rank test were applied. One-sample t-test showed that the rate of all three components, namely, teaching, cognitive, and social presence was significantly lower than the mean average (p<0.01), and therefore, at an unfavorable rate. According to Friedman rank test, the highest mean rank belonged to social presence and the lowest mean rank belonged to cognitive presence; teaching presence was in the second rank. There was a significant difference among the components of teaching, cognitive, and social presence (p<0.01). Based on the results of Wilcoxon test, there was a significant difference between the rank of teaching presence and the ranks of cognitive and social presence, as well as between the ranks of cognitive and social presence (p<0.01).

Educational quality is one of the issues that academic systems are trying to achieve, and various factors affect this quality. In recent decades, higher education has faced challenges that need to be improved. Studies show that despite the importance of this issue, the issue of education still has many shortcomings that impair its quality. For this reason, identifying and ranking influential factors can lead to an increase in the quality of education Therefore, this study aimed to identify and rank the factors affecting the educational quality of educational sciences at the University of Mazandaran. Research method was a case study that by studying and reviewing the texts, 31 factors were identified as influential factors and analyzed based on thematic analysis (comprehensive, organizing, and inclusive).7 experts were selected by the purposeful method and answered the research made questionnaire and analyzed using fuzzy Vikor method. The research findings showed that from the perspective of experts, 31 factors extracted from the research literature; 8 factors are the most influential factors on the educational quality of educational sciences.These factors include: lecturer interest in teaching; active participation in teaching; use of new scientific concepts for each subject; literacy; engaging teachers with subject matter; facilities Physical class in terms of light, chairs, heat and cold; desirable teaching space for research and interest in education are of the highest importance respectively. Considering the influential factors that were identified and prioritized in the study, it is necessary for higher education officials and university chancellors to pay more attention to these factors in order to achieve such quality of education.