mohsen talebzadeh nobarian

Study and study of knowledge and knowledge management as well as the impact of training on human resources and its impact on employee empowerment and ultimately its transformation into social capital that can cause social capital on the quality of efficiency, coordination and acceleration of effectiveness and ultimately on individual performance A person is positively influenced and leads to interactions based on trust and desirable socialization. The meaning and concept of social capital in the curriculum of the educational system, which is also a component of educational planning, can lead to the development of the functions of the educational system, which is of particular importance as a hidden curriculum.

The purpose of this study is to investigate the importance of the curriculum implemented in high school to the development of reflective thinking.In this research is used descriptive method.The statistical population of this study was all the teachers who served in high schools in the city of Karaj during the academic year2014-2015,the sample of 201teachers was selected as the sample size using the Krejsi-Morgan table.Measurement tool in this research Researcher made questionnaire.The results of the study showed that the goals of the curriculum implemented in the high school from the perspective of the teachers at the lower level to the development of reflective thinking and the content of the implemented curriculum,the teaching methods and assessment used in high school from the perspective of the teachers at the low level to the development of reflective thinking.In addition, there is a significant difference between the amount of attention to the elements of the curriculum implemented to the development of reflective thinking from the perspective of teachers and Among the elements of the curriculum,the evaluation,content,teaching method and goal have the least attention to the development of reflective thinking.Finally, there is not a significant difference between the amount of attention to the elements of the curriculum implemented to the development of reflective thinking from the perspective of the teachers from the field of science and the level of education,and the type of discipline and the level of education in the attention of teachers to the development of reflective thinking does not affect the curriculum

The present paper aims at evaluating 6th grade Hedyed Assemani from Qazvin teachers’ viewpoints. In doing so, we made a comparison between the status quo and the ideal situation. To gather data, a researcher-made questionnaire with confirmed content validity way used. Using Cronbach alpha, the reliability was calculated as 0.804.This study was applied in terms of aim and descriptive-survey in terms of data gathering. Target population consists of all Qazvin 6th grade teachers (96) who were included in the study. According to the results, all aspects of Hedyeh Assemani curriculum (i.e. preparation, behavioral and evaluation) except for cognitive and planned teaching method was reported significantly lower than the mean. Therefore, curriculum experts and practitioners can make use of these results to take away the weakness of the curriculum.

The aim of the present research is the study of the impact of internet on family values. The research method is descriptive (survey) and statistical population (10642) included all undergraduate and graduate students at Shahid Beheshti University in the academic year 1389-90. A sample of 372 students was selected through stratified random sampling to participate in the study. The results of correlation-coefficient indicated a converse significant relationship between variables of dependence to internet، intimacy climate، discussion and group debate، affectionate relationships in interactive internet environment and the rate of using internet with family values. In other words، the rate of these variable increases because of the entrance of students into interactive internet environment، and therefore the family values decreases. The result of multi-variable regression indicated that the variables of affectionate relationships and awareness of the family of the use of internet by their children respectively have the most important roles in explaining the variance of family values. The results which were obtained from the t-test also indicated that female students have higher family values compared to male students.

This study aims to investigate the role of spiritual intelligence and psychological empowerment components on dimensions of organizational civil behavior. In this descriptive - correlational study, King Spiritual Intelligence Self-Report Inventory (2008), Spitzer Cognitive Empowerment Questionnaire (1995) and Hill Organizational Citizenship Behavior Questionnaire (2002) were administered among 234 high school teachers of Zanjan City selected based on stratified random sampling. Then, data analyzed through Pearson correlation and stepwise regression methods. Findings reveal that there is a significant relationship between spiritual intelligence and organizational civil behavior, and also the components of spiritual intelligence can explain teacher’s helping behavior (P<0/001, R2=0/23). Moreover, the predictive components of personal meaning-making and transcendental awareness, in addition to tolerability (P<0/001, R2=0/14), expansion of self-consciousness and critical thinking can explain significantly teachers’ civil virtue (P<0/001, R2=0/19). Also, the Predictive variable of psychological empowerment, can significantly explain the variance of the overall organizational civil behavior (P<0/001, R2=0/33).

The present study was conducted with the aim of checking the amount of considering the citizenship education components presented in the social science textbooks of the secondary school. Since there was no specific course for citizenship training in Iranian education system, social science textbooks of the secondary school were analyzed. Citizenship education components were categorized into three sections including knowledge, skills and attitudes. The research samples were consisted of all social science textbooks at the secondary school level in the academic year of 2009-2010. Shannon entropy method was used for content analysis. The units of analysis were text, questions, exercises and pictures. The results of research demonstrated that from the total of 3194 counted units, 248 units were allocated to knowledge of citizenship, 99 units were allocated to citizenship skills and 103 units were allocated to citizenship attitudes. It should be taken into consideration that all of the components of the research categories were not equally attended and textbooks did not address citizenship categories in a proportionate manner too.

The purpose of this research is to recognize the effect of knowledge and literacy on mothers’ attitude about their teenagers’ social training. In the present research the comparative-casual and measurable method is used and the mentioned society includes all of the mothers who had participated in a literacy campaign courses such as preliminary, complementary and conclusive and have the teenagers who were from 12to 16years old. The instruments of research are made of researcher’s questionnaire. This questionnaire is distributed between the sample people of research in 1385. These people include mothers who had cooperated with performing the questionnaire and were chosen with the cluster sampling method; and the number of them has been 345 in each 3courses. For analyzing the collected information, used the correlation of coefficient Pearson, one factor analysis of variance, Khido and Tukey’s following test and obtained results showed that there is a direct relation between knowledge and literacy about teenagers’ social training(P<./.1). The achievement of increasing new-literacy mothers’ knowledge is consists of applying information and obtaining knowledge for training children. The process of applying mothers’ knowledge for training children means that knowledge has changed the aspects of attitude about their training’s function and also the attitudes is affected on mothers’ function for training of their children.

The study of philosophers’ educational ideas and thought is one of the common research interested in the area of educational philosophy and is an introduction to their critiques. In this article, through an analytic- descriptive method, Russell’s philosophical reflections are introduced and the educational viewpoints of this outstanding philosopher and mathematician of twentieth century are examined. According to the research findings, Russell considers education as something beyond realization of liberal and rational life. According to Russell, the present time, which is the most anxious era in human life, an explicit lack of an appropriate and rational worldview and ideology is felt more than any other time. Scientific education and social reconstruction are the only ways to emancipate us from this impasse. From Russell point of view on the individual dimension, the fostering of a scientific spirit and on the social dimension, educating free citizens are the main goals of education. By expressing his educational ideas, Russellintends to realize educational ideal of free world citizens. The indispensible qualities of these citizens are open-mindedness, independence in thinking, self-discipline, ability to see their personal benefit from a public point of view and in brief, rationalism and freedom. At the end of this article, some worthwhile critiques of Russell’s educational system are referred to.

This study addressed two research questions: (1) what are general educational needs of secondary school teachers from the viewpoint of teachers and administrators? (2) Are there any differences between the viewpoint of teachers and administrators? The research method was descriptive and Delphi method was used to collect data required for needs assessment. Results indicated that the priority of needs as viewed by was as follows: 1) familiarity with methods and techniques of teaching; 2) Familiarity with classroom management; 3) skills to use educational multi-media; 4) Increased information and scientific knowledge on subject matters; 5) Familiarity with methods of evaluation and assessment of student learning. With regard to second question، the findings indicated that there was no difference between viewpoint of teachers and that of administrators.