نشریه رویکردهای نوین آموزشی
سال شانزدهم شماره 1 (پیاپی 33، بهار و تابستان 1400)

The present study aims to design and validate a model in assessing and evaluating competence based academic achievement of middle school students.The statistical population of the study includes principals, teachers, deputies and counselors of public-secondary schools in West Azerbaijan province. 296 people were selected as the sample using the cluster sampling method. The data collection tool was a the researcher-made questionnaire with 71 items in Likert scale, which were designed according to the research literature. Date was collected by two methods of online questionnaire and mailing of the questionnaire. In order to determine the reliability of the test, a preliminary study on 30 sample members, Through Cronbach's alpha method was used. Using the SPSS statistical software, the reliability of the questionnaire calculated at 0.96. Data analysis was performed using descriptive and inferential statistics including exploratory factor analysis and confirmatory factor analysis using PLS software. Findings showed that the competency model includes 56 indicators in the form of 13 factors including cognitive ability, learning skills, research skills, emotional skills, attitude structure, personality traits, hard work, lifestyle, and health skills. Social and communication skills, work and technology skills, and social attitudes are also included. Results showed that these 13 factors related to the competency-based evaluation model explained a total of 79.57% of the variance. Also, the competency-based evaluation model presented had an acceptable relative fit.

Cloud computing-based collaborative learning is the development of computer-supported collaborative learning. It is a basic technique that can create a cloud environment for collaborative learning and support training through cloud computing. The aim of this study was to design a model for applying collaborative learning based on cloud computing in higher education. The research method was conducted within the framework of a qualitative approach and using grounded theory approach. The participants of the study were faculty members of the Islamic Azad University of Mazandaran Province in 2019-2020 year, which using the purposeful sampling approach and interviewing 18 people. Data was collected using semi-structured interviews. Data analysis was performed based on the systematic approach of Strauss and Corbin Foundation data theory in three stages of open, axial and selective coding. The results showed that 310 basic conceptual propositions with 9 main categories and 21 sub-categories in the form of six dimensions of the paradigm model include: causal causes (2 categories); The main phenomenon (participatory learning based on cloud computing); Strategy (2 categories); Background conditions (2 categories); Environmental conditions (1 category) and outcome (2 categories) were identified In the form of a paradigm model including participatory learning based on cloud computing as a central phenomenon and causal conditions (interactive factors and human factors), Underlying conditions (internal conditions and external conditions), Interventional factors (challenges of participatory learning in the cloud environment), Strategies (training strategies and support strategies) And consequences (educational consequences and emotional consequences) were organized.

The main objective of the study was to find out the amount of the digital divide between studentes and teachers of the first secondary school of Tabriz City in the conditions of COVID-19 virus. The research method is descriptive and causal-comparative. The study population included all teachers and students of girl’s high schools (9- level) in Tabriz City in the first semester of the academic year 2020-2021, from which 352 students and 102 teachers were selected through Cochran's formula and stratified random sampling. The necessary data were gathered from the five educational districts of Tabriz City through the implementation of electronic questionnaires. The questionnaire of Hosseini et al. (2013) for gathering data related to the variable "access to ICT", and the Gregg’s Questionnaire (2016) for variables "the rate of ICT use", "attitude toward ICT" and "skills in using ICT" were used. The content validity of the questionnaires was confirmed by experts and the reliability of the first questionnaire was calculated 0.796 for teachers and 0.773 for students, and 0.86 for the second questionnaire with using Cronbach's alpha. The collected data were analyzed by using independent t-test. The results showed that there is an inequality between students and teachers of girls' high schools in Tabriz City in all dimensions of digital divide except for the skill of using ICT, and teachers in these dimensions are in a better position in many educational districts.

This study investigated the effectiveness of blended learning based on virtual social networks with a social constructivist approach on students' academic self-efficacy and academic achievement. The statistical population included students of Farhangian University in 2019-2020, 75 of whom were selected by available sampling method from Shahid Hasheminejad Campus in Mashhad and were randomly divided into three groups of 25 people. The research method was quasi-experimental and required information were collected by academic achievement test and owen and Faraman's academic self-efficacy questionnaire. Data were analyzed using SPSS24 software. The results investigated that students of blended learning had higher academic achievement compared to the other two groups. Also, there is no significant difference between the academic self-efficacy of students with blended learning and face-to-face education, and students participating in blended learning had higher academic self-efficacy than students with social networks-based education. Accordingly, the use of blended learning based on social networks is suggested as a suitable educational method in university education.

The purpose of this study is to identify ways of interaction as well as the characteristics of effective interaction, to which the realization of learning contingent upon. In this qualitative research, the method of systematic literature review (SLR) based on PRISMA guidelines and the phenomenological focus group were deployed to study previous researches and understand the experiences of experts, respectively. In the web of science database, articles related to the research purpose were searched from 2009 to 2019, and 252 articles in the field of education were obtained as a statistical population. Criteria for inclusion of articles in the systematic literature review were peer-reviewed articles in the field of higher education, in which 20 articles were analyzed. The members of the focus group were education specialists who were selected through purposive sampling using snowball method. The reliability of the extracted themes was achieved through researcher self-review and thematic agreement of three coders. Findings include 9 ways to create interaction (creating a learning environment based on a problem or problem, creating a space for personal interpretation and discussion, providing feedback, reward and encouragement based on intrinsic motivation, student participation in educational design and implementation, the use of  multimedia tools, self-assessment, the use of collaborative learning techniques, peer evaluation, design and facilitation of group activities) and 13 characteristics of effective interaction in the learning process. Based on these findings, a dynamic and active learning environment can be created.

Today, e-learning has penetrated many levels of education and training, but the intention to continue in such a system is still at a very low level, and as a result, the future of the system is unpredictable. Given that e-learning is the main tool of competitive differentiation in schools, universities and educational centers, there is no guarantee of success without focusing on the intention of continuing the e-learning system. The aim of this study was to Investigating the Effects of Technology Integration, Performance Perception, and Ease of Understanding on Semantic Intention, and Performance Mediated by Behavioral Intention and Student and Teacher Satisfaction. The effect statistical population of this study was all students and teachers of non-profit primary schools in Khomeini Shahr. Cochran's formula was used to determine the sample size, in which 353 students and 151 teachers were selected. After collecting data through a questionnaire, the model was assessed with 7 components (technology integration, understanding of efficiency, understanding of ease of use, user satisfaction, intention to continue e-learning, behavioral intention and academic performance). In the analytical section, Smart PLS software was used to check the validity or quality of the model. Research findings show that understanding ease of use on understanding performance, integrating technology on behavioral intentions, understanding efficiency on behavioral intentions, understanding ease of use on behavioral intentions, understanding performance on student and teacher satisfaction, understanding ease of use on student and teacher satisfaction, intention Behavior affects academic performance, academic performance affects the intention to continue and on student and teacher satisfaction affects the intention to continue. The findings of this study can be used by school principals to promote students' academic achievement in all situations.

This study was designed to understand the lived experience of novice teachers of the challenges of teaching in multigrade classrooms and was conducted in the framework of qualitative research method and descriptive phenomenological design. Participants in this study (24) were novice teachers with one to three years teaching experience. in multi-grade classes who were purposefully selected based on the inclusion criteria and participated in semi-structured interviews. Interviews were analyzed using the Colaizzi model. Findings of this research showed (7) categories including structural challenges, specialized knowledge challenges, contextual challenges, student-related challenges, parent-related challenges, educational challenges and challenges faced with unexpected situations and (33) code. Based on the findings of this study, it is suggested that teachers with three years of teaching experience in regular classes be employed in multi-grade classes. Also, courses related to multi-grade classes in the field of primary education should be taught as team teaching (faculty member and experienced teacher teaching in multi-grade classes). In this way, decision makers in the education system can design and implement appropriate intervention programs to address the challenges of novice teachers in multigrade classrooms.

This study was conducted with the aim of analyzing PhD dissertations in the field of philosophy of education at Shiraz University in order to identify their thematic orientations, research approaches, research methods, as well as their the overall trends over time. This study covers all the PhD dissertations in the field of philosophy of education, defended at Shiraz University until 2020, which includes 29 cases. These dissertations were analyzed using qualitative deductive and inductive content analysis method. The results of the analysis of the cases showed that the dissertations of Shiraz University have been conducted in 11 thematic orientations, among which, Islamic education, formal Iranian education and sociology of education have been more recurrent. The inferential approach is the predominant research approach of the dissertations and among the 14 research methods extracted, content analysis has the largest share. The findings Show that dissertations defended during 2010s have improved compared to those of 2000s, in terms of diversity of research topics, research methods and their concern for the current challenges and issues of education of Iran.

The aim of this study was to design and validate a model of team building competencies for school principals'. The research population consisted of those who had experience in team building. After reviewing studies, a number of specialists in the field of educational management, school principals and experienced teachers were selected as the statistical population. Through purposeful theoretical sampling and considering the theoretical saturation, 30 of them (10 university lecturers, 10 principals and 10 teachers) were interviewed. Since the purpose of the research was specific and included specified questions, the research tool was a semi-structured interview. The validity and reliability of the interview list were evaluated by the methods of content validity ratio and review by a colleague and the results showed the appropriate validity and reliability of the interview form. Brown and Clark (2006) contextual analysis were used to analyze the data. To evaluate the reliability of the results, the peer review method was used with the percentage agreement method. The reliability of the results was reported to be 0.91. Finally, eight Team building competencies of school principals were discovered and extracted, which are:1) Team building; 2) Determining the mission, goals and expectations of the team; 3) Designing and compiling the structure and program of the team; 4) Providing team resources; 5) Performing team tasks and solving its problems; 6) team supervision and feedback; 7) Training and empowering the team in the context of creating new challenges and 8) Maintain the team.

The aim of this research was to discover the most effective factors influencing students learning in secondary schools mathematic courses. With regard to the exploratory nature of this aim, researchers designed a comprehensive questionnaire for measuring diverse variables related to the learning of mathematics that measured student’s perceptions or learning experiences. Then, the GPower software was used for determining the required sample size and collecting survey data. Nine public secondary schools were randomly selected through the cluster sampling method. After the implementation of the questionnaire on high school 10th graders in each school, finally 575 complete and analyzable questionnaires were returned. The exploratory factor analysis was implemented and two categories of interrelated factors were detected; one concerning student’s self-conceptions and the other, concerning student’s perceptions about their teachers. The multivariate regression showed that student’s perceptions of themselves has a powerful influence on their learning in math courses. After implementation of mixed models' method and controlling the effect of student’s academic major, it was revealed that student’s mathematical self-concept and student’s study skills in math have the greatest influence in their academic achievement in mathematics. The most important implication of this finding is the necessity of promoting student’s positive self-concept in math and guiding their specific and suitable skills for individual study. Many teachers say: “how can I teach math more effective?” these findings put this question forward: “how can I promote my student’s math self-concept and study skills”. It seems that the aforementioned question could be an invaluable challenge for math teachers.