فهرست مطالب احمدعلی فروغی

The purpose of this study was the evaluate of the
effect inveness of teaching based on research oriented on school achievement
and problem solving skill. The research method was quasa exprimental. The
population consisted of all 6th grader students and the sample was an
elementary school which randomly was selected. Among all 6th grader students 30
students who were ready to participate in this study were randomly divided to
two experimental and control group. The instruments included standard
questionnaires and problem-solving skills Heppner and CRASKOF (Heppner, 1988)
and test scores in science class teacher and the validity of alpha values
between 0.72_ 0.85 and subscales (0.72.PC ,0.84 AA, 0.85 PSC) and 0.90 For the
overall scale and reliability through Cronbach's alpha in the range 0.83 to
0.89 calculated. The validity of teacher-made tests regarding the number of
science teachers and one who teaches history of science at the University of
educators were determined. To determine the reliability of the test with a
history of two teachers and science education experts were asked to
independently test 20 sheets of papers to correct. Agreement coefficient was
calculated between two corrector 0.87 Both group completed HEPS and CRASKOF
problem solving questionnaire and the science test as pre- test. The
experimental group received 24 sessions of teaching science based on research
oriented method, while the control group were taught through traditional
method. Then both group received problem solving skill test and the science
post test. The data were analyzed using (SPSS19) T-test and CO-variance. The
finding indicated that the experimental group in both school achievement and
the ability of problem solving were significanty better than control group.

Academic self-handicapping is a major cause of academic failure among students with learning disabilities. Therefore, the purpose of this study is to investigate the effect of cognitive-behavioral programs on debilitating motivational behavior and academic self-handicapping among students with learning disabilities.
This is a time-interval pretest-posttest quasi-experimental study. The population of the study included all female high school students in Tehran- Iran in the school year 2014-2015. A total of 44 participants with learning disabilities were recruited from among the students with low scores on Martin’s Motivation Scale. The participants were randomly assigned to experimental and control groups in equal numbers. The research instrument was Martin’s Motivation and Enthusiasm scale (2012). Factor analysis was used to estimate the validly of the research tool. The utility of the 11 factors were demonstrated as follows: task management, scheduling, stand, valuation, focused learning, self-confidence and ability to express passion, self-sabotage, anxiety, avoidance of defeat and uncertain control. The result of factor analysis also revealed four clusters as follows: behavior amplifiers, amplifiers thinking, behavior debilitating, and disabling think. The participants in the control group received Martin program on cognitive behavioral treatments in 16 sessions of 60 minutes once a week. Follow-up post-test was administered in 2 month intervals.
The results showed significant difference between the control and experimental groups in debilitating motivational behavior across three time-intervals (p In can be concluded that students with learning disabilities benefit from Martin program on cognitive behavioral treatments in reducing debilitating motivational behavior and academic self-handicapping

The present study aims to consider teaching skills workshops influencing Professor's performance of Babol Branch. Population of this study involved 120 faculty staff of Babol Branch in 2012-2013. The sample of this study was 35 persons who were chosen by random sampling. A researcher-made questionnaire was used as research tool. Based on Cronbach's alpha, the reliability of the study was more than 90%. The findings show that there is no meaningful difference between male and female professor's scores and there is no meaningful relationship between professors of Social Sciences and Basic Sciences in terms of their majors too. Professors in all scientific ratings have been affected by teaching skills workshops equally.

The aim of the present study was to investagate the relation between principal's emotional intelligence and their ability to take teachers on trust in primary school. The research method used in this project was descriptive. The statistical population for this study comprise 1098 principals and 10880 teachers of girls and boys school from 5 parts of isfahan city in 2008-2009 educational year. Through randomly Selected using the proportional stratified sampling, 110 principals and 233 teachers were selected as the statistical sample. The data collection instrument comprised Bar-on emotional intelligence questionnaire with 90 questions and trust searcher- developed questionnaire with 30 questions. The reliability coefficient of the questionnaire using cronbach alpha was 0/92 for emotional intelligence and 0/98 for trust. In this study the data were analyzed by using descriptive statistics (frequency, mean, percentile and standard deviation) and inferential statistics (multiple- regression analysis, pearsons product moment correlation coefficient, one way analysis of variance and and manova test) The results indicated thet there was a positive relation between trust and 15 components of Bar-ons emotional intelligence. Also by knowing the population, there is any significant difference on P≤0/05 level between the principals emotional intelligence about their educational perception. But there was significant differences in P≤0/05 level between the principal's emotional intelligence according to the generic state among the average of felxibility components grades. So the flexibility collected among female principals was more than was the principals, furthermore, the principal in P≤0/05 emotional intelligence according to years of service except about the responsibility components isnot significant, thus, prinsipals with 20-25 years of service are more responsible than principal with 10-15 years of service. Also was nol significant difference in P≤0/05 level between the teachers opinions about trust components according to the generic state, educational perceptive and years of service.

This study tries to design and validate the experiential curriculum model putting emphasis on phenomenological scientist's viewpoints. This study was conducted in two phases. In the first phase, the model was designed based on a theoretical study emphasizing the perspectives of Van Manen and Ted Aoki. In the second phase, a phenomenological study was conducted. Students of dentistry and master of nursing in Khorasgan Azad University and Isfahan University of Medical Sciences were deep interviewed and the results were analyzed using Van Manen model. The levels of the designed model included Expected Curriculum, Imaginal Curriculum, Concealed Curriculum, Interactive Curriculum (pedagogical action, in loco parentis, covered curriculum), Pedagogical Influences and Self-reflection. One of the basic needs of educational institutions is to increasingly adapt to the parenting criteria, norms and relations which parents themselves seem to have forgotten. This issue poses the need for a profound relation between the essence of teaching and parenting, one that seldom receives attention. The "influence" has to be on the heart and the center of interactions and specific situations as well as on the communications between the instructor and student that are aimed at student's self-reflection.

The purpose of the present study was to determine the values of curriculum elements in citizenship educational approaches. The current research was categorized in field the of theoretical methods in which a descriptive- interpretive approach was utilized. One of the most important results in this study revealed two main view points in citizenship education. Each of them have some basic reasoning for curriculum elements they are progressive and conservative approaches. In this article we analyzed the elements such as goals, content, teaching methods and evaluation procedures. According to our findings, it is suggested that from progressive approach be used in Iranian citizenship education curriculum formulation in most of the time.