فهرست مطالب mohsen shokouhi yekta

Considering teachers’ significant role in identifying students with specific learning disabilities (SLDs), it is necessary to develop a native teacher-oriented tool with appropriate validity and reliability, as a basis for related interventions.

This research aimed to standardize the diagnostic-prescriptive Learning Disability Evaluation Scale (LDES-4) (McCarney & House, 2018).

The statistical population comprised second to fifth-grade students studying in 1400-1401. The normative sample group involved 596 students selected by simple random and purposive sampling methods while the clinical sample group involved 27 students with SLD selected by available sampling method. Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011) was used for concurrent validity. Exploratory Factor Analysis, Structural Equation Modeling, Multiple Linear Regression, and Independent T-Test were utilized for data analysis.

A five-component structure was extracted by Principal Axis Factoring and Promax rotation methods. The results were very close to the theoretical structure of the scale and adequately fit with the data. The correlation coefficient between the full-scale scores of the current scale and CLDQ was equal to 0.65 showing acceptable concurrent validity as well as a significant difference between normative and clinical groups (p< 0.001). The internal consistency coefficients were desirable and ranged from 0.97 to 0.99. Moreover, Intraclass Correlation Coefficients (ICC) ranged from 0.88 to 0.97 indicating the temporal stability of the scale.

As a result, the Persian version of the Learning Disability Evaluation Scale can be used as a native valid, and reliable tool to diagnose SLD in second to fifth-grade students.

Theory of Gardner provides a basis for identifying different capabilities and talents, but it is very difficult to assess multiple intelligences and the existing tools do not have the desired validity and reliability and are not designed based on Iranian culture.

The present study aims to examine and adapt multiple intelligences assessment components for Iranian primary school students.

The present study is research and development, and descriptive in terms of purpose and data collection method respectively. The population consists of Tehrani first, second, and third-grade teachers in the school year of 2020 from which, 318 teachers were selected by available sampling.

Explanatory factor analysis showed eight-component-structure based on generalized least squares and equamax rotation is the best structure. Confirmatory factor analysis indicated explanatory factor analysis has good fit indexes. Besides, the subscales have sufficient internal consistency and range between 0/79 (Musical Intelligence) to 0/92 (Interpersonal Intelligence).

In sum, results show regarding the optimal psychometric properties of the Multiple Intelligence Scale for Iranian Primary School Students-Teacher Form, it could be used for identifying multiple intelligences of students in educational settings in Iranian society

Background and Adolescence is a critical period in human development and various studies have conducted in this area. Present study aimed to investigate the effectiveness of parents training program in middle adolescence development on parenting styles and parent-child relationship.
Current research was a quasi-experimental study with one group pretest-posttest design. The study sample consisted of 50 mothers of secondary students who were studying in schools of Tehran City that were selected using convenience sampling method. Participants received a five-session training program on middle adolescence development (1/wk, 2 hrs). Data were collected using Parent-Child Relationship Inventory (PCR) and Baumrind Parenting Style Scale (PSS).
Results of analysis of variance with repeated measures showed that the training program had no significant influence on parent-child relationship (p > 0.05), while it had significant influence on participants parenting style profile (p This program had no significant effect on parent-child relationship and showed a small effect size, which is indicative of its weak effectiveness on parent-child relationship. On the other hand, parenting style revealed a significant difference in posttest, which is indicative of the effectiveness of the training program. Research limitations and suggestions are discussed.

Learning outcomes, as a new concept in higher education, are defined as the abilities that students are expected to have gained at the end of the training course. The purpose of this study is to determine and define the learning outcomes for graduates of clinical laboratory sciences from the perspective of employers. This study was a qualitative study. The participants were 15 employers selected from 10 private laboratories and hospitals using purposive sampling. Data were collected using semi-structured interviews, and were recorded or handwritten. The data were analyzed using qualitative content analysis method. Analysis of data revealed 4 overall themes and 11 classifications. Learning outcomes of graduates of clinical laboratory sciences included: skills (pre-analytical, analytical, and post- analytical process); attitude (professional ethics, accountability, interest, and motivation); communications (communication with patients, communication with colleagues, and communication with different departments of the hospital); education and continuous learning (teaching and motivating subordinates, and trying to learn new things). It recommended that university staff pay more attention to learning outcomes expected from graduates by employers. These learning outcomes result in success in the labor market and specialized laboratory environment. More communication between universities and workplaces, including laboratories and hospitals, are recommended.

Learning outcomes are defined as what students get at the end of the training period. Outcome-based education approach focusing on determining, defining and assessing learning outcomes is one important tool in the improvement of the quality of learning in medical education in the most developed countries. According to importance of this approach, this study intends to introduce that in medical education in Iran. whit study of library electronic resources including books, articles, reports and studies published in medical education were collected information and documentation about the Outcome-based approach to learning. The original concept of the learning outcomes learning and put it into practice and the professional development and continuous learning and academic and personal success in life is connected.Outcome-based learning approach, an important difference with traditional approaches to teaching and learning. In this approach, students are actively involved in the learning process and are focused on the achievement of pre-determined. With better understanding and application of learning outcomes in education, curriculum and quality of all learning and assessment capabilities graduation can be a great step in improving medical education and quality assurance harvest.

Child rearing which includes the popular method for educating children by parents, plays an important role in the way of development and formation of child’s personality. In western countries many researches have been conducted on the different methods and consequences of child rearing. Based on theses researches four methods of child rearing are recognized as follows: Powerfully Child rearing, Autocratic Child rearing, Easy taking Child rearing and Tolerantly Child rearing.This classification is based on parents’ responses and requests. In Islamic sources and narrations we face with the child rearing methods based on Shia Imams’.The responsibility of child rearing belongs to the parent based on Islamic view and in this way they should use the best methods.Each method of child rearing relates to some special behavior in children. For example self respect, school progress and social efficiency are among the characters which are related to powerfully child rearing. As another example, behavior disorders and depression are among the characters which are related to tolerantly child rearing. The present article is to have a coparative study on child rearing methods in western countries from the viewpoint of Islamic scholars so through the article different methods of child rearing and their effects on parent- children relation are characterized and explained.

In this research the effect of instructing cognitive- metacognitive strategies, on the performance of the educable mentally retarded students in math problem- solving has been studied. Forty mentally retarded students (of both sexes) of two intact classes; on as experimental and the other as control group, from the first- grade of the skill- learning schools (Comprehensive Scheme) in Shiraz, made up the whole sample. A researcher- made math problem- solving test was used as a measure for the performance of either group in two pre and post- tests. After administering the pre- test, the experimental group, received a 21- hour instruction in one of the cognitive-metacognitive strategies, i.e. self- instruction. Two post- tests, one immediately and the other two weeks after instruction, were administered on both groups to determine the effect of the instructions. The results were indicative of both an instant and continuant improvement in math problem-solving performance of the experimental group; but no difference in the performance of the two sex groups were evidenced.