فصلنامه آموزش در علوم انتظامی
سال نهم شماره 4 (پیاپی 35، زمستان 1400)

Public military service can play an important role in educating and empowering young people in various fields. One of these areas is the training and empowerment of young people to enter the labor market. Therefore, the purpose of this study is to design a model for training soldiers in the public service.

To design the model, qualitative research method, grounded theory approch, has been used. In order to collect data, in addition to interviews with 13 officials and experts in the field of public service, documents and organizational reports that were selected by theoretical sampling, have been examined to further enrich the findings. Research data were analyzed during the three stages of open, axial and selective coding and a skills training model was developed during the military period.

According to the research results, in-service skills training includes a wide range of requirements, methods and measures. Due to the nature of the training, in addition to purely theoretical training, methods such as role-playing, on-the-job training, coaching, mentoring and apprenticeship should be used to train soldiers.

For the successful implementation of the soldiers' training plan, reforming laws and regulations, changing the attitude of commanders and providing infrastructure are among the requirements and measures such as structural reform, ‌ formulation of incentive policies, ‌ determination of training areas and development of action plan, including measures It is important.

Background and Aim:

Studies show that appropriate therapeutic interventions can greatly reduce the consequences of adolescent bullying. This study was conducted to investigate the effectiveness of emotional intelligence training on social adjustment and responsibility of bullying female students in Karaj.

Method :

semi-experimental design with pretest-posttest design in conjunction with control group has been done. The statistical population of the study consisted of all the bullying girls in the 10th grade of district 2 of Karaj city in the 99-98 academic year, among them the students who scored high in the bullying test; that they were randomly divided into two experimental and control groups of 15 people , as well as emotional intelligence program was conducted on the experimental group in 8 sessions. Before starting educational intervention and after that, the research data were collected using Sinha and Singh social adjustment questionnaire (2001) and California Responsibility (1987). The validity of the questionnaires was confirmed by three experts and the reliability of the questionnaires was calculated to be 0.86. Data were analyzed using SPSS24  software and analysis of covariance.

Data analysis :

The findings of the covariance analysis indicated that the emotional intelligence  program had a significant effect on social adjustment  and social adjustment  at a significant level (p <0.05).

Discussion and Conclusion:

Therefore, it can be concluded that training and strengthening emotional intelligence can be effective in training social adjustment and responsibility of bullying students.

Needs assessment is one of the important indicators of organizational training that increases the effectiveness of courses and provides appropriate feedback. The purpose of this article is to assess the educational needs of employees based on the competency model with the approach of group hierarchical analysis, which has been implemented in a case study of the process.

The method of this research is descriptive-survey type. The statistical population of the study consists of 15 experts from the General Department of Roads and Urban Development of Bushehr Province, 7 of whom had more than 10 years of experience in the field of education were selected as a sample. By studying the research literature, a list of competencies required by employees was identified. Finally, 5 main categories of staff competencies including individual skills, personality and value skills, emotional and social interaction skills, adaptability skills and reasoning skills and 19 sub-criteria were selected and categorized. In the next step, the hierarchical tree of the research problem was drawn and finally, the group hierarchical analysis process was used to calculate the weight and prioritize the identified competencies.

The results showed that among the competencies, individual skill with a weight of 0.49 is the most important educational need of employees, followed by the need for personality skills with a weight of 0.24, emotional skills and interactions, respectively. Social and adaptability skills are at a weight of 0.10 and reasoning skills are at a weight of 0.07.

The results of the present study show the importance of individual and personality skills in the development of educational competencies and the effectiveness of needs assessment. Therefore, paying attention to these skills can provide the basis for more effective training courses.

Context and Aim:

Due to the the educational policies of NAJA to develop and improve the quality of e-learning, it seems necessary to evaluate the quality of e-courses of this organization. According to this, the main aim of current study was to evaluate the quality of electronic courses for improving the human resources of NAJA based on Instructional Design Standards and Presence Factors.

 In this study, the survey research method was used. Its statistical population were included all of 20 specialist in instruction and 200 learner of e-learning courses of NAJA organization in Zanjan, which 15 specialist in instruction selected based on a Purposeful sampling method and 127 learner selected with using Stratified random sampling method and based on Morgan table. A researcher-made inventory of Instructional Design Standards, and inventories of Presence Factors and Shared Metacognition was used to gather the data. The validity of the inventories confirmed by e-learning specialists and professors, the reliablity was calculated Cronbach's alpha</em> as 0.838, 0.814, and 0.684, high reliability. Finally, the collected data were analyzed with using one-sample t-test.

The results showed that the quality of e-learning courses of NAJA is at the desired level in term Instructional Design Standards and Presence Factors. Also, in particular, the quality of training courses in terms of components "teaching methods, evaluation and feedback" in the index of instructional design standards, and the component of "direct instruction" in the index of presence factors are at a relatively desired level.

Despite the emphasis of the upstream ACT of the police force of the Islamic Republic of Iran on the development of e-learning in the organization, there is no research evidence regarding the evaluation of the quality of e-learning courses of the police force based on educational design standards and presence factors. The present study is the first serious research effort in this field, which of the results can be a action guide for the e-learning officials of this organization in improving the quality of electronic courses for human resource improvement.

Background & Aim:

 The aim of this study is to be aware of the lived experiences of graduate students of the concept of virtual education and its related challenges.

In this regard, the qualitative-phenomenological research approach was used. The research field was the University of Tehran. The research sample was 12 graduate students of virtual education courses in 2020-2021, which were sampled by two criteria: a) Male and female students, master and doctoral students, entrance 98, Faculty of Psychology and Educational Sciences, University Tehran, b) their willingness to participate in research were selected. Semi-structured interviews were used to collect data. The seven-step Colaizzi method was used to analyze the research data. A total of 5 themes and 21 subthemes were identified. Verification of validity has been achieved through careful review and revision and repeated data, interpretations and findings of this study with a look at previous studies.

Findings extracted in this research are challenges related to professors, challenges related to technology infrastructure, challenges related to officials and faculty, challenges related to students and challenges related to access and communication.

The research findings showed that effective teaching in virtual education requires more capabilities than teaching in face-to-face courses, which seems to be important, with the existing mentality of university professors and especially those in charge of the virtual education system in universities , Is inconsistent.

Background and Aim :

Different educational methods were created in accordance with the educational content, and combined education is one of these new educational methods.The aim of this study is to investigate the effect of blended education on students' self-concept and academic eagerness.

The research method is quasi-experimental with a pretest-posttest design with a control group. The statistical population of the study includes all second grade students in the third district of Gorgan in the academic year 1399-1398 that 40 people (20 in the experimental group and 20 in the control group) were selected as a sample by available sampling method.The research instruments include the self-concept questionnaire (SCQ) of Carl Rogers and the academic motivation of Shuffle et al. (2005). The reliability of the questionnaires was 0.79 and 0.75 using Cronbach's alpha, respectively, and their validity was obtained with the help of psychology professors and experts of educational sciences and psychology were reviewed and approved after the necessary investigations.To analyze the data, SPSS software version 23 was used in descriptive analysis (variance, standard deviation, skewness and elongation) and inferential analysis (univariate analysis of covariance).

 blended education has a significant effect on students' self-concept and academic eagerness (p <0.01). blended education has an effect on the components of self-concept and academic motivation (p <0.01).

 the blended education method increases students' self-concept and academic eagerness. Thus, it is suggested that in order to increase the use of blended education, there needs to be necessary planning to improve other psychological factors of students.

The development of a cognitive approach includes an educational system that seeks to improve students' cognitive skills in order to move towards a productive and satisfying life. Therefore, the main purpose of this study is to design a model for the development of cognitive approach in primary education. The main purpose of this study is to design a model for the development of cognitive approach in primary education.

This research has been done in terms of applied purpose and with a qualitative method of meta-combination or synthesis research. Documents studied using keyword search Development of cognitive approach in the period 1380 to 1399 in databases including the database of the Scientific Information Center of Jihad Daneshgahi, the database of Iranian publications and Cilivika for Persian articles and from Google Scholar sites, Emerald and Elsevier were collected for foreign articles.

 In this regard, 128 studies in the field of the subject were evaluated and finally 58 articles were purposefully selected and a total of 10 dimensions were extracted by qualitative method with open, axial and selective coding. 10 dimensions include the reinforcement of multiple intelligences, emotional intelligence, metacognition, attention, constructivism, memory, motivation, critical thinking, creativity and innovation, and active learning, which have been identified in various domestic studies.

It is concluded that based on various studies, many factors play a role in the development of cognitive approach, which by identifying these factors can provide the basis for the development of cognitive approach in primary education.