اکبر هدایتی

Human capital is the most important and valuable capital of any society. In this regard, the use of knowledge by organizational individuals, in addition to the development of human resources, will lead to the comprehensive promotion of organizations, especially the police organization. An important part of human resource knowledge development is related to human resource training. Therefore, the main purpose of this study was qualitative modeling of human resource knowledge development based on modern education (teaching and learning).

The present study was applied in terms of purpose and was performed by qualitative method. Research participants included police university professors with at least 5 years of teaching experience. Purposeful sampling continued until the stage of theoretical saturation of 15 people. Data were collected using semi-structured interviews. The obtained data were analyzed by thematic analysis method and their main and secondary themes were extracted. The validity and reliability of the study was also confirmed based on the opinion of Guba and Lincoln.

The findings showed that in order to improve the knowledge of police human resources based on modern learning and teaching, it is sometimes necessary to change the current patterns, including learning patterns; Teaching; Instructions, policies, etc.

The model obtained by qualitative method showed that the development of police human resource knowledge has two dimensions of management and process and seventeen components. These components include: executive scheduling, condition building, focus group, emphasis on learning processes, concept building, holism, modeling, etc.

Competency approach is one of the practical approaches in various fields of education and jobs, which by accurately determining the required competencies of people in order to achieve multiple educational and professional goals, and identifying the behavioral indicators that determine the competencies of employees in different professions are one of the necessary processes in this matter, and the present research was conducted with the aim of Identifying the competency indicators of administrative staff of medical centers. The current research is practical in terms of purpose; In terms of approach, it was done qualitatively and by thematic analysis method.The participants were employees of the administrative department of medical centers, which reached theoretical saturation with 16 people using the purposeful sampling method. The research instrument was semi-structured interview and the collected data was analyzed by coding and identifying the network of themes. The validity of the research results was confirmed with the criteria recommended by Lincoln and Guba. In the current research, the findings were identified and classified in two dimensions: general competencies (with 4 components and 28 indicators) and professional competencies (with 3 components and 21 indicators). General competencies include (administrative skills, scientific skills, interpersonal competencies, personal and individual competencies) and professional competencies including (primary medical specialties, job competencies; knowing of standards and guidelines). Managers and heads of different departments of medical centers can use the findings of this research in order to increase the productivity of administrative department employees in the field of recruiting, retaining and assessing employees' competencies.

Due to gap among the types of curriculum, a complex area of curriculum studies, rethinking on the imaginative framework of it becoming an important issue. This study aims at analyzing a phenomena of the attained curriculum according to experiences and perceptions of  31 participants (17 faculty members, 12 undergraduate students, 2 educational experts) from Allameh Tabataba'i, Karazmi, and Tehran universities, Aja University of Medical Science, and the office of higher education planning using qualitative descriptive (QD) research method. Data were gathered through semi-structured interviews by purposeful sampling. Analyzing the data using open, axial and selective coding lead to discovering two categories of “short-term outcomes” and “long-term outcomes” and subcategories of “achievement of the predetermined outcomes”, “outcomes of emerge learning”, “Graduates Character development”, “employment of graduates” and “continuing study of the graduates”. A message of research is generally tracking the outcomes of students’ educational experiences in a various dimension including occupational, personal, and educational life and gathering a relevant evidence for logical judgment on the positive and negative points of current undergraduate curriculum.

This study intends to propose the conceptual framework for the assessed curriculum based on experiences and perspectives of undergraduate curriculum stakeholders.

Qualitative research approach was used in this study with samples who were selected purposively for participating in semi-structured interviews. To do so, 31 informants including 17 faculty members, 12 undergraduate students took part from Allameh Tabatabaei, Tehran and Kharazmi Universities, and AJA University of Medical Sciences as well as two experts in the Office of Higher Education Planning in Tehran. Data collection was conducted constantly until arriving at theoretical sufficiency by a process of constant comparison.

Data analysis using open, axial and selective coding led to the identification of two main categories: "assessment design processes" and "assessment judicial processes" and six sub-categories including "determination of assessment map", "selection of assessment method", "determination of participants in assessment", " cultural grounding", "learning assessment", and "assessment monitoring". Overall, the assessed curriculum is fluid in nature and seeks to examine the context of appropriate changes in students and improves the quality of learning through an interactive viewpoint (looking at the executive context of assessment).Goal: This study intends to propose the conceptual framework for the assessed curriculum based on experiences and perspectives of undergraduate curriculum stakeholders.

The purpose of this study was to evaluate the quality of educational services of Farhangian University based on the quality gap model in Qom teacher education centers (N: 967). For this purpose, among teacher candidates of the Ayatollah and Hazrat Masoumeh centers by proportional sampling method, and according to the Morgan table, 275 (182 boys and 93 girls) people was selected. Data were collected using SERVQUAL questionnaire adapted to the academic context and the data were obtained in two areas: perceptions and expectations. For data analysis, one-sample t and t-dependent methods were used. The findings showed that in the perceptions and expectations of teachers candidates about the quality of services, except for the Reliability, the rest of the dimensions are more than average. Also, Checking out of the gap between expectations and perceptions showed that there is no significant gap between expectations and perceptions between dimensions of Responsiveness, assurance and Empathy. But there is a significant negative gap between the expectations and perceptions of teacher candidate in the dimensions of Tangibles and Reliability

Higher education system of any country for training specialists and teacher training system for specialist teachers has always been particular importance. According to Establishing of Farhangian University and the lack of native quality indicators for teacher education system, this study attempted to identify quality indicators for this important university system. To identify these indicators were used documentary research and reference groups. After gathering and checking the references regarding quality of teacher education system (122 references), 36 references was selected as more appropriate references. This references was reviewed systematically by "Wach and Ward (2013)" method. After multi-stage analyzing of references and extraction of findings, relatively common cases combined and were classified in three main areas, dimensions and quality indicators. In the next step the finding were refined through Farhangian university faculty Suit local conditions of Iran. And finally six main areas (curriculum design, implementation and evaluation of curriculum, research and its dissemination, infrastructure and educational resources, support the advancement of learning, organization and management), twenty-five dimensions and seventy-five quality indicators were identified.

Developing and validating of the competency-based curriculum model for MA in curriculum course The aim of this study was to develop and validate the competency-based curriculum model for MA in curriculum course. In this study, methods of qualitative content analysis, documentary research and descriptive-inferential were used. The sample for data collection is 9 curriculum experts and 45 documents in relation to competency-based curriculum that were purposefully selected. Data collection techniques were the individual semi-structured interviews with experts and the qualitative document analysis. The findings showed competency-based curriculum elements features according to the objectives, content, learning activities and evaluation methods, then primary model of competency-based curriculum designed. So the process, procedures and how to providing competency-based curriculum model, resulted from the preceding studies on the subject.This model was validated by experts and mediators that have been done. The results of this study could be used in designing competency-based curriculum.

One of the approaches to explaining the relationship between education and the world of work, and reducing the gap between students’ knowledge and their professional needs is competency-based curriculum. Due to its unique characteristics, competency-based curriculum has been noticed recently by educational systems of various countries especially in medical education. Given the importance of competency approach in medical education, this paper attempts to explain this approach.
This paper is a review study. The keywords competence, competency, competency-based curriculum and learning outcomes in the field of medical education were used for searching through the databases of Sagepub, ProQuest, Google Scholar, Magiran and SID from 1990-2014.
A total of 52 publications were reviewed. Graduates’ professional needs are of great importance in competency-based curriculum in medical education and elements of the curriculum and competency models are closely tied with these needs in any field.
The quality of the educational system could be improved by recognition of the competency approach, the characteristics and elements of the curriculum in this approach, and also the process of designing and planning competency-based curriculum and its implementation.

The aim of this study was to compare the impact of formal and informal cooperative group’s on students’ academic achievement and knowledge retention. For this purpose among 680 students in grade 9 at Karaj city, 60 students were selected by cluster sampling and divided into three groups. The first group by traditional way, the second group by formal cooperative group and third group with informal cooperative group in social studies lessons were taught. Collected data from the implementation of the three strategies using covariance analysis and Tukey test were analyzed. The findings show that academic achievement and knowledge retention level of students who receive education with formal and informal collaborative groups better than students who trained by lecture method, But students’ knowledge retention between the formal and informal cooperative groups was not significant difference. According to the findings, formal and informal collaborative groups can be effective in students’ academic achievement and knowledge retention.

The aim of this study is to identify expected competencies of Master degree of curriculum graduates. To achieve this purpose with qualitative research approach, through targeted sampling (to reach theoretical saturation), 24 people were selected (8 academic specialists of curriculum,11 graduates and 5 employers) The data were collected via individual semi-structured interviews. Collected Data through revealed qualitative content analysis were analyzed and coded. The findings of this study showed that expected competencies of Master degree of curriculum graduates are three themes: cognitive competencies (professional knowledge of curriculum, general cognitional competency and general knowledge), skills competencies (professional skills of curriculum and general skills) and attitude competencies (Curriculum attitudinal competencies and general attitudes). The findings of this study could be used in various stages of competency-based curriculum, also offers a comprehensive vision of what should be achieved during the course of studying the of Master degree of curriculum.

The main goal of this study was investigating the effect of cooperative learning on Samā guidance school first grade male students’ science academic achievement and test anxiety in the city of Tehran. For this purpose, a sample consisting of four classes (two classes as experimental group, two classes as control group) were selected using multi-stage random sampling method. Cooperative learning method for experimental group and conventional teaching method for the control group were used. Previous science knowledge of students was evaluated using a researcher-made scale of experimental sciences. After the implementation of teaching methods, academic achievement of studentswas determined using the same scale. Also, the rate of students’ test anxiety were measured, using test anxiety questionnaire TAI (Abolghasemi & Associates, 1375: 74-61). Data were analyzed, using multivariate analysis of covariance (MANCOVA). The results revealed a significant effect of cooperative learning on students’ science academic achievement and reducing test anxiety in the experimental group than control group. This result indicated the success of cooperative learning versus conventional teaching methods.

Introduction & Job satisfaction is considered as one of the most important outcomes of work life quality. The aim of present study was to investigate the relationship between quality of work life and job satisfaction among nurses of Tehran University of Medical Sciences. In order to evaluate the quality of work life and job satisfaction، first through a stratified random sampling method with sample size consisting 350 people (87 males، 263 females) were selected. The Walton quality of work life questionnaire and the Mir Kamali job satisfaction questionnaire were used for data collection. At first، these questionnaires were assessed for their validity and reliability. The single-sample t-test، Pearson correlation، t-test and stepwise regression were used for data analysis. The results of this study showed that nurses evaluated the quality of work life (all components) and their job satisfaction lower than average. Also، there is a significant positive relationship between components of the quality of work life (except the overall living space) and job satisfaction. There was no significant difference between women and men in job satisfaction، but in the quality of work life، women assessed this variable better. The results of stepwise regression analysis indicated that the variables to develop human capabilities، social affiliation، fair pay، safe and sanitary environment، legislative organization، were regularly the best prediction of the nurses'' job satisfaction. Quality of work life and job satisfaction in nurses was less than average. It seems that corrective actions are necessary for this hospital. For this purpose، solutions such as improving the benefit and pay system، supporting the nurses and creating a safe environment for them are suggested.

The present paper tries to identify tools for preventing the emergence of and controlling hot sports for different drug-related crimes in Ghazvin. Drug is seen the basic background for urban crimes in this paper.The research method used was contrastive and analytic. Different statistical models were used to identify and understand local delinquency paradigms.The findings of the study demonstrated that drug trafficking and drug abuse were the most frequent crimes committed by the arrested offenders.