مقالات رزومه مصطفی عبدلی

The purpose of this study was to develop a brain-friendly classroom management training package and considering its impact on the students' academic procrastination and educational emotions. It was a quasi-experimental study with a pre-test, post-test control group design. The research population included all Lorestān nomadic first grade students of the first cycle secondary schools (19 schools). The research sample consisted of students of the four schools who were selected from among 19 schools, using a simple random sampling method. Then, they were assigned to the experimental (20 students) and control groups (18 students). During 8 sessions (each 90 minutes) in 2 months, the teachers of the experimental group schools taught the students using the training package that was designed and validated in advance, and they also implemented brain-friendly classroom management guidelines in their classroom. During this period, the class of control group students was managed in a traditional way. The data collected through Pakran's academic emotions questionnaire (2005), the academic procrastination questionnaire of Solomon and Rothblum(1984) and the short form of the five-factor personality questionnaire of Neomccurry and Costa(1992) were analyzed using the statistical tests of analysis of covariance and paired samples t-test. Findings showed that implementation of the educational package has significantly (P<0.5) reduced the negative emotions and academic procrastination of students and increased their positive emotions; although, the stability of the effect of the educational package on the students' positive emotions was not confirmed in the follow-up test.

Abstract: Two annual migrations of nomadic tribes have a large impact on school work and learning of students. This study is a qualitative case study and intends to examine the impact of a reduction in teaching time in nomadic schools. In order to assess the students’ absence from school each year due to two migrations and its negative effects, the researcher used mixed method research(Quantitative-Qualitative) to thoroughly study the phenomenon and to collect data during the two academic years (2011/2010 and 2012/2011). The study sample consists of students of a nomadic school where the researcher has worked as a teacher. The results indicate that the annual migration of nomadic tribes is the cause of decrease in training time by 34% (55 days from 160 days) and subsequently leads to disruption of school planning, hastily teaching of the contents, and not completion of textbook by the end of the school year.

In this study using the narratives of the teacher of a nomadic tribe during his first year of teaching we tried to understand the learning culture of itinerant nomadic schools. This study is a narrative inquirybased research، one that belongs to qualitative and interpretative paradigms. The teacher’s diaries revolved around a series of interrelated subjects dealing with his educational setting. The focal point is the students’ learning experiences، with other concepts serving as conceptual peripheries. The data analysis shows that students’ learning and corporal punishment are the main concerns of the nomadic teacher. This study shows that several features of nomads’ lifestyle cause disruption in the teacher instruction، which leads to corporal punishment.