فهرست مطالب hossein jafari sani

This study, which was conducted by a qualitative and phenomenological method, aims to identify the competencies that MA graduated students of Educational Management need for educational leadership in the VUCA situation. In this regard, the data were collected by targeted sampling and semi-structured interviews with graduates of Educational Management about their experience of facing with COVID-19 crisis, and the expectations of their employers, views of faculty members and policy makers. The data were analyzed with conceptualization and categorization techniques. Highlighting the challenges of education management in the conditions of VUCA, 25 competencies were extracted which are needed for educational managers. These competencies which include self-regulation, self-leadership, self-efficacy, the ability to use the capacities of society, networking, adaptability, daring, resilience, having skills in emerging technologies, anxiety and distress management, and electronic education and learning management are neglected in most of the competency models for educational managers.

This study aims to outline the place of caring ethics in the textbooks of primary education at Farhangian University in Iran. In this study, based on the Nodding's theory of caring, all relevant textbooks were reviewed using the content analysis method. Findings from the content analysis showed that in the analyzed books, the concept of avoiding harm was paid the most attention and other concepts of the ethics of care including the concept of care, sympathy, receptive attention, caring relation, caring action, the caregiver confirmation and the "cared for" privacy has not taken attention appropriately. Since these concepts are the principal axes of caring ethics, considering these concepts and their inclusion in the content of textbooks, the teacher education for primary schools of Farhangian University can help student teachers to understand the concepts of ethics of care, use them in primary school and develop these concepts in the education system.

This study aimed to investigate the position of environmental education in elementary school science curriculum. To implement this research and with regard to the nature of topic and its objectives was used content analysis method. In this regard was coded the content of elementary school science textbooks with inductive method and based components of environmental education on the based Wisconsin model. The units record, were sentence, and image. In the coding process components of environmental education standards were based including: 1)questioning and analysis, 2)knowledge of environmental processes and systems, 3)environmental issue investigation skills, 4)decision and action skills and 5) personal and civic responsibility. Territory this study was all content elementary school science textbooks that was approved ministry of education and by office of planning and writing textbooks published and in the academic year 1389-1390 has been validated. To ensure of coding validity was used of the second assessor that was observed credit amount equal to 0/95. Findings showed that attention to environmental education, most has been focused on questioning and analysis and then respectively relevant to knowledge of environmental processes and systems, environmental issue investigation skills and personal and civic responsibility. This while that in studied textbooks has not been attention to education of decision and action skills. Also attention amount of textbooks to standards education respectively has been in science textbooks of fifth, fourth, third, first and second grade. Failure to use appropriate of sentences and images in proportion whit children grade that through comparing available situation of record units with professional priorities obtained is other findings this study.

Due to the importance of decentralization and the development of university based curriculum, most decisions regarding the design, implementation, evaluation, modification, and review of curricula are made by universities. Since delegation of Implementation Circular Curriculum Revision to universities has changed a large part of the curricula, and since any changes may be difficult, the present case study aimed to identify the challenges of implementing revision of curricula. Using purposeful sampling, semi-structured interviews with 10 administrators at various departments of Ferdowsi University of Mashhad were conducted. Based on the findings, the challenges of changing and implementing the curriculum are divided into two general categories of revision of curriculum, and the implementation processes. The challenges of revision process included limited authority of academic departments, inability to predict the possibility of making moderate and minor changes in the curriculum, performing support studies, unclear expectations and lack of curriculum literacy among faculty members. The challenges of implementation process included resistance to change, lack of sufficient motivation to participate in implementation, how to present lessons, shortage of space, time and educational facilities, shortage of human resources,, lack of monitoring mechanism for good implementation, and lack of support for change and implementation.

The purpose of this research is to identify the research competency required and appropriate for the second elementary period. In this research, the competencies were identified in five steps using the design approach or the creation of a base model (Bayam and Meyer's model). In the first step, 105 research competencies were extracted from the views of 24 prominent scholars and scholars. In the second step, 49 research competencies were obtained in semi-structured interviews with 14 expert and expert teachers. In the third step, Delphi technique was used to distinguish and categorize 154 research competencies. As a result of surveys conducted by 10 health and psychologists, 18 research competencies were identified in the second elementary school. Then for each competency, three levels of definition and functional attributes of each level were identified and experts determined the level corresponding to the second elementary level. In the fourth stage, the research competencies identified by six Kuwaiti Kappa coefficients of education and psychology were validated and in the final stage, the structural framework of the research competencies required and commensurate with the second elementary school was drawn up. These competencies, according to their nature, are divided into three categories, including technical and technical competencies (writing research questions, designing research, collecting information, analyzing data, summarizing and concluding, arranging and presenting reports, evaluating research), competence Personal and personality (curiosity, interest and motivation, effort and perseverance, success and failure, self-efficacy, communication and collaboration) and perceptual competence (decision-making, reasoning, prediction, comparison, thinking).

The present study aimed to examine the prediction of the effectiveness of facilitating factors in institutionalization of descriptive evaluation. The correlation method was used for the descriptive study, and the statistical population included all the elementary teachers of Mashhad districts: 282 teachers were chosen using multi-stage cluster sampling. A researcher-made questionnaire consisting of 57 questions according to 8 facilitating factors presented by Ely and Surry States was used to collect data related to facilitating factors. Another researcher-made questionnaire consisting of 23 questions according to Hall and Hord’s ‘institutionalization checklist’ was used to collect data related to institutionalization levels. Following the data collection procedure, data were analyzed using SPSS21 software, the results of which indicated that 1) the majority of teachers were satisfied with the traditional evaluation; in their opinion, facilitating conditions of descriptive evaluation were inadequate for implementation of descriptive evaluation; 2) most teachers are located on three institutionalization levels and there is no significant meaning between the mean scores of facilitating factors according to four levels of institutionalization, i.e., levels one, two, three and four; 3) 10% of criterion variance through predictor variables can be established and 4) the result of the regression coefficients showed that the variables including knowledge, skills and commitment have a significant role in prediction of institutionalization of evaluation.

Each mother has the legal right to decide about her delivery, but this decision should be made based on scientific knowledge. Instructions during pregnancy help to choose the proper type of delivery. This study conducted aimed to compare two instructional methods of role playing and lecture on primigravida decision about type of delivery. SUBJECTS AND

In this single‑blind clinical trial 67 primigravida, 34–36 week were selected using multi‑stage sampling and assigned into two groups randomly. Decision‑making (before, 2‑week after, and at admission in maternity department) was tested by a questionnaire. In role‑playing group, advantages and disadvantages of two type delivery were presented by role‑playing in 90‑min by three scenarios. In lecture group, it was also presented in a 90‑min lecture. Data were analyzed by mean difference test, Fisher test, independent and paired t‑test.

Two groups showed a significant difference in terms of decision at admission to maternity department (P = 0.000). 75% of lecture group and 100% of role‑playing group selected normal delivery. Postintervention knowledge score in lecture group was 18 ± 5.3 and in role‑playing group 17.1 ± 4.0. Percent of change in knowledge scores in two groups was significant (P = 0.001). Participants’ attitude, before and after the intervention, in both groups was significant (P < 0.05). Mean difference of pre‑ and post‑test in relation to two groups’ knowledge and attitude scores was not significant (P > 0.05).

In this research, lecture was more effective in raising knowledge level, and role playing was more effective in raising decision to vaginal delivery and reducing elective caesarean section. It is therefore suggested to use both teaching methods altogether for pregnant women to decrease the rate of unnecessary cesarean.

The ability to set and manage faculty members’ emotions in classrooms is an important and determinant factor in successful and effective teaching. The main objective of this study was to determine the relationship between emotional intelligence and effectiveness of teaching and implementation of effective teaching components by faculty members of Mazandaran University of Medical Sciences. This descriptive study was conducted on 393 faculty members of Mazandaran University of Medical Sciences who were teaching in 2012-2013 academic years. A sample of 191 faculty members was selected according to krejcie and Morgan’s sample size table. Research tools were a research-made effective teaching questionnaire and Bar-Ann emotional intelligence questionnaire. The collected data were analyzed using descriptive statistics, Pearson Correlation and Regression analysis. The findings showed a significant relationship between faculty members’ emotional intelligence and their effective teaching (p< 0.05). Their emotional intelligence was able to predict the effective teaching with a significant coefficient (ß=0.78, p<0.0005). There was a significant correlation between faculty members’ emotional intelligence and implementation of all the components of effective teaching (teaching design, education, classroom management, human relations, assessment, and desired personality traits) (P<0.05). The results indicated that by controlling variables such as age, gender, and education of faculty members, emotional intelligence can strongly predict the effectiveness of their teaching. In other words, faculty members` high emotional intelligence could be a determining factor for their effective teaching.

The present study investigated the role of knowledge management and its relation to the performance of secondary school principals (old system) in Birjand. The research method in this study was correlational descriptive. The statistical population consisting of all secondary school principals and employees in Birjand in 1391-92 was respectively 17 and 93. Sampling was done in the form of census. To collect data¡ two questionnaires for measuring knowledge management and principals’ performance were used. For statistical analysis of data in descriptive level¡ frequency tables¡ standard deviation¡ mean and in inferential statistics level¡ Pearson correlation test¡ one-sample T-test were used. Findings of the study indicated that there is a positive and significant relationship between principals’ attitude toward knowledge management and its components (socialization¡ externalization¡ internalization and combination). The principals’ performance was assessed as good. There was a positive but weak relation between principals’ attitude toward knowledge management and principals’ performance. There was a positive and significant correlation between the subscales of attitude toward knowledge management including externalizing with socialization and also between internalization and socialization variables¡ but there was no significant correlation between the component of combination and any of the knowledge management components including socialization¡ externalization and internalization. Also¡ no significant relationship existed between total score of performance variable and any of the knowledge management variables including socialization¡ internalization¡ externalization and combination.

Teaching-learning process is different in every culture to the perceptions and interpretations of the main actors. This article was performed to identify and analyze the culture of creative teaching in the faculty of Nursing and Midwifery of Mashhad University of Medical Sciences. The qualitative research, purposeful sampling and saturation logic based on the theoretical perspectives of 16 faculty members were identified. Data was collected by non-structured interviews and was analyzed through coding techniques. The results were classified into five categories: student characteristics, the power distance of the teacher and student, student-teacher dependency, conserving attitude to science, emphasis on research and lack of teachers’ educational training. The results showed that teachers had different ideas about the characteristics of students and there was a clear boundary between the student and the professor stress. In addition, the findings showed that students tended directly to learn lessons from a teacher. On the other hands, students were not able to discuss and challenge in the classroom and lack of emphasis on research and education as well as other factors on creative teaching process.

Giving improper prescriptions is common among medical practitioners, mostly graduates, in most communities even developed countries. So far, to our knowledge, no study has been conducted on prescription writing of graduate midwifery students. Therefore, this study aimed to detect prescription writing errors of midwifery students in common gynecological problems. In this descriptive cross-sectional study, 56 bachelor midwifery students, who had passed the theoretical and clinical courses of gynecology, were evaluated by Objective Structured Clinical Examination (OSCE). A demographic questionnaire and a standard checklist for writing the prescriptions and medications were used for data collection. SPSS Version 16 was used to carry out descriptive statistics. Most of the students were single, with the mean age of 23.0±1.7 years. Most errors were related to not recording the patients’ age and sex, diagnosis, chief complaint, and the prescriber’s name (observed in less than 10% of the prescriptions). The complete dosage schedule and drug name were stated only in 1.8±4.8 and 14±18.6 of prescriptions, respectively. In more than 93% of the cases, route of use and treatment duration were not recorded. According to the results, the number of prescription errors of midwifery students was high. Therefore, it is recommended to run educational courses on prescription writing skills (e.g. writing prescriptions based on World Health Organization (WHO) guidelines) for the midwifery students.

Due to the growth of E- learning in curriculum of higher­ education institutions, the measurement of quality of E- learning content is an important issue. The purpose of this study was to evaluate of the quality of the electronic content in curriculum of Mashhad University of medical sciences. in the present descriptive-sectional study, the survey population included all of Specialists in E- content production process of sciences) According to the census) related documents with E- content production and students in E-learning of Mashhad University of medical sciences that recent population, 250 students were selected by the method of stratified sampling In order to gather data were used of, Check lists from observations and interviews for Assessment of performance levels in electronic content production process, The performance of roles and responsibilities in content production process and measurement Survey Assessment of E- content production stages Quality that made by the researcher. The results indicated a relatively favorable situation in performance levels of E- content production stages, roles and responsibilities of persons and also the quality of E- learning courses content of Mashhad University of Medical Sciences.

Nowadays، Educational quality and effectiveness are important. Universities and institutions of higher education tend to evaluate the quality of their education and its effecting factors. This study was aimed to investigate the quality of e-learning in Iranian universities based on curriculum orientations and faculty members’ experiences. This study was a causal comparative research. By using stratified sampling method، 714 bachelorettes and Master students، and 63 faculty members at Ferdowsi University of Mashhad، Amir Kabir University of Technology، Khajeh Nasir Toosi University of Technology، and Ollum and Hadith University were selected as the study sample. Information was collected through Curriculum Orientation Questionnaire and E-learning Quality Evaluation Questionnaire. Cronbach''s Alpha (. 96) was used to assess reliability. Its validity was estimates by Content-related validity and construct validity. Data were analyzed by using MANOVA، Leven''s test and Tukey post-hoc tests. Results showed that students participated in virtual courses evaluated quality of e-learning in all courses average and above average. There were significant differences in the role of instructors'' curriculum orientations in the quality of e-learning. There were significant difference between e-learning experiences and quality of e-learning offerings. Female students rated the quality of virtual learning more than male students.

Self directed learning has become a focus of nursing education in the past few decades due to the developmental changes in Nursing and Midwifery. Also one of the factors effecting students'' learning is their learning style. This study investigates the preferred learning style and its role in self-directed learning readiness in Nursing and Midwifery students.

The statistical population in this correlation descriptive study included all undergraduate students (N=550) of Nursing and Midwifery in Mashhad University of Medical Sciences. A randomly stratified sample of 214 (%27 males and %73 females) received Kolb’s Learning Styles Inventory and Fisher’s Self-Directed Learning Readiness Scale (SDLRS). For statistical analysis، descriptive statistics (Mean، and standard deviation) and inferential statistics techniques (t test، X2، MANOVA، ANOVA) were used.

Response rate was %87. Mean scores of SDLRS in students according to their preferred learning styles were 177. 12±30. 23، 176. 75±21. 9، 176. 33±18. 95 and 186. 14±17. 55 for divergent، accommodative، assimilative، and convergent styles، respectively. According to ANOVA، these mean scores were not significantly different. Chi2 test showed that while there were significant differences between the frequencies of preferred styles، there was not a significant difference in the prioritized styles between male and female students. The results of t test and MANOVA indicated that there was no significant difference between male and female students in total SDLRS scores and its subscales.

The first priority of the majority of students was assimilative style and also there were no significant gender differences in learning styles and SDLRS scores. Accordingly، it is recommended to more adapt and adjust teaching methods to these learning traits in students.

The study of relationship between research and teaching activities of lecturers, especially faculty members, is an interesting and at the same time a controversial topic which has been researched over and over without coming to a final conclusion as a comprehensive result. The purpose of this research was to investigate faculty members’ attitude about the relationship between their research and teaching activities. The sample was 100 faculty members and lecturers of three colleges of Arts, Engineering and Basic Sciences in University of Mashhad who were selected via improbability quota sampling method. The participants answered two researcher-made questionnaires about their research and teaching activities. A descriptive research method was used for this study. Demographical characteristics of the faculty members were utilized as control variables. The result of multiple regression analysis showed that research status predicts up to 58.4% of teaching quality. Moreover, the demographical characteristics of the faculty members including gender, field of study, academic ranks, teaching experience, average hours dedicated to research and teaching, number of articles and research projects - that were considered as control variables- predicted 32.8% of variance in teaching quality.

Teaching methods are important issue in higher education. This research aimed to study the effect of the advance Organizer Model as appropriate method on theoretical courses. Research design was quasi- expermimental with pretest posttest and control group. Participants were a sample of (n=36) male student in Hasheminejad Center for Higher Education (N=111) who took General Chemistry course. They were randomly assigned to control and experimental groups. the experimental group received training under AOM. Findings indicated that the experimental group scored significantly higher on their final chemistry exam than the control group.

In this study, at the first stage different teaching models and the pertinent studies were examined and then a combined teaching model based on advanced organizer models, inductive models, attaining concepts and partners in learning was developed. This model was used to teach Farsi, Arabic, and English language grammar to the students of the second grade of guidance school. Then, the influence of this teaching model (Independent Variable) on the student’s performance in the teaching model on the students’ degree of learning in the aforementioned subjects. The present study, having a quasi-experimental design, was done in two phases. The first phase was devoted to examining the weaknesses and problems of the lesson plans and those of the tests used. In the second phase, ten classes of male students (the experimental group) were taught according to the modified and improved lesson plans in the two educational districts in Mashhad. The design of the study included a pretest and posttest and the classes were randomly assigned to the control and experimental groups. The t`test was performed on the obtained data. Moreover, the participating teachers and students were asked to answer a questionnaire. The findings of the study revealed that the experimental group performed better in all designed courses on the relevant tests. The finding also showed teachers’ and students’ satisfaction with the implementation of the lesson plans designed.