فهرست مطالب rahmatallah marzooghi

In recent decades, various strategies for the development of human capital have been proposed by leading organizations. One of the best tools from the point of view of human resource specialists for this is the mentoring program. In addition, technological changes in organizational environments have doubled the importance of paying attention to online mentoring. The purpose of the present research was to provide a framework for educational online mentoring based on knowledge sharing for key occupations in the transportation industry. The current research is qualitative and based on the interpretive paradigm, which was designed using the method of meta-synthesis and qualitative case study. In the beginning, 23 articles were selected using the meta- synthesis method and after the stages of quality assessment, which were in accordance with the accepted standards, were examined. In the next stage, in the case study, using the method of purposive sampling, interviews were conducted with 30 people who were experts in the field of transportation industry. Then the articles obtained from the method of meta- synthesis and the articles of the interviews were analyzed and summarized. The results of the meta- synthesis and case study showed that the components of organizational culture, financial and budget resources, evaluation and control, support, communication, human resources, planning, organizational structure, environmental conditions, information and communication technologies are the dimensions of the original model of educational online mentoring. Also, each of these components includes sub-components that define the effectiveness of writing.

Understanding paradigmatic tendencies and factors that are effective in the formation of such tendencies in faculty members of curriculum studies can help faculty members address the contradictions in their paradigmatic tendencies. Furthermore, it facilitates the development of paradigm-oriented teaching and research programs for faculty members, which, in turn, foster the development of curriculum studies based on a scientific and systematic process.

 Research Questions:

 Quantitative section question What are the paradigmatic tendencies of faculty members in the field of curriculum studies? Qualitative section question What factors do faculty members of curriculum studies consider being effective in forming their paradigmatic tendencies?

The present study aimed at identifying the effective factors on the paradigmatic tendencies of faculty members in the field of curriculum studies. This study adopted an explanatory sequential mixed-method design and a follow-up explanations model in two quantitative and qualitative steps. The statistical population included all Iranian state university faculty members in the field of curriculum studies. In the quantitative part, 85 faculty members were selected using simple random sampling, and a researcher-made scale was used to collect data. During this phase of the study, faculty members’ ideas germane to different aspects of ontology, anthropology, epistemology, methodology, and pedagogy were extracted. In addition, their ideas regarding the curriculum model, including goal, content, and teaching strategies, and five paradigms, including critical, interpretative, post-modern, positivist, and Islamic paradigms, were extracted. After examining the reliability and validity of the tools, data were collected. In the qualitative phase, a case study method was used, and data were collected until data saturation was reached. In line with the findings of the quantitative section, a semi-structured interview was developed and conducted with 10 of the participant faculty members.

Quantitative data analysis using Friedman’s test and repeated analysis of variances showed that curriculum studies faculty members lacked paradigmatic coherence. The results of content analysis (qualitative phase) showed that scientific and research factors, epistemological factors, and academic atmosphere were the three factors causing paradigmatic incoherence in faculty members.

The most important contribution of this study was to highlight the point that the faculty members of curriculum studies lacked coherence in their paradigmatic tendencies. This lack of coherence can adversely affect their education, research, and writing tendencies. The study also showed that academic conditions and requirements (academic atmosphere), epistemological and personality factors, and faculty members’ insufficient theoretical understanding of major paradigms in humanities and philosophy of science led to the formation of contradictory patterns in the paradigmatic tendencies of faculty members of curriculum studies. In this regard, it can be stated that these contradictions can be greatly reduced by holding training workshops for faculty members of humanities and educational sciences and developing paradigm-oriented educational and research programs for faculty members. These plans, once materialized, can orient the field of curriculum studies toward a more scientific and systematic basis

The aim of this research was to develop a healthy school model and compliance of schools from the perspective of teachers and principals. This mixed method study used phenomenological approach for the qualitative phase and survey-descriptive approach for the quantitative phase. Its target population in the qualitative phase included educational team leaders, principals, education experts and curriculum specialists. Principals and teachers of schools in Kohgiluyeh and Boyer-Ahmad and Fars provinces constituted the statistical population in the quantitative phase. Seventeen individuals were selected by criterion-based purposive sampling for the qualitative phase, and 300 individuals were selected by stratified random sampling for the quantitative phase. The research tool was a semi-structured interview in the qualitative phase and a researcher-made questionnaire with 5-point Likert scale in the quantitative phase. The results were categorized into three sets of basic, organizing, and comprehensive themes and organized into a network of themes. The results included 37 subcategories and 7 categories, namely 1- physical environment, 2- managerial characteristics, 3- human resources, 4- school culture, 5- communication and social participation, 6- emotional-psychological-social environment, 7- curriculum elements. The results of one-sample t-student test showed that the average status of the aspects such as managerial characteristics, human resources, curriculum, participation and social communication is significantly higher than the average of the population in a good status.

The Aim of the present study was to design an organizational ethics framework in the Islamic paradigm of science production. This research was a qualitative design based on a multi-instrumental case study including document analysis and semi-structured interviews. The research population includes all the texts and documents as well as the experts in the field of organizational ethics. The sample was purposively selected from available sources and also through snowball sampling. Data were collected using documentary study and semi-structured interviews with key informants (theoretical saturation technique). The data were analyzed by thematic analysis. Findings were categorized and organized in terms of a network of basic, organizing, and inclusive themes. The alignment method was used to validate the qualitative data, Finally, the framework was designed in three dimensions of vision, attitude and action, consisting of 53 components.

The sustainable university concept is rooted in prevalent paradigms pertained to economic, social and environmental development, which all focus on systemic thought and rationality; besides, they tend to  discover and solve problems by applying an interdisciplinary approach. However, the epistemic component is what these paradigms have ignored. The purpose of this study is to explain a methodology for the shift from current paradigms to spiritual ones for sustainable higher education. To reach this end, meta-synthesis method was applied, based on which 46 qualitative researches covering sustainability domain were gathered and their findings were analyzed and evaluated. The viewpoints of these studies were put together and synthesized to introduce a more comprehensive substitute. Results show that the dynamic spiritual paradigm based on wisdom and objective knowledge is in line with the divine wisdom of Iranian universities.

The purpose of this study was to investigate the mediator role of cyber loafing in the relationship between supervisor's supervision quality and academic procrastination of Ph.D. students. The research method was descriptive and correlational method. The sample consisted of 201 Ph.D. students from Shiraz University who were selected by random sampling method. The research tools include the supervisor's supervision quality (Herman et al., 2014), cyber loafing (Inside, 2011), and academic procrastination (McCully, 2011) that after calculating their validity and reliability, they were distributed among the samples and the data were analyzed using structural equation model. The findings showed that the supervisor's supervision quality has a significant and negative effect on the student's cyber loafing behavior, and the behavior of cyber loafing has a positive and significant effect on increasing the students' procrastination at the completion of the doctoral dissertation, and the supervisor's supervision quality has a negative, but non-significant effect on students procrastination in complete a thesis.

The purpose of this study was to investigate the relationship between university research culture and research self-efficacy of graduate students of shiraz university and intermediation of ability to academic writing. the research method was a descriptive correlational study. The research sample consisted of 297 graduate students of Shiraz University who were selected by Stratified random sampling method. The research tools included university research culture (Köksal & Razı, 2011), the ability to academic writing (Payne, 2012) and Research self-efficacy (Salehi et al, 2010). After calculating their validity and reliability, they were distributed among the samples and the data were analyzed using descriptive and inferential statistics. Findings showed that the university research culture has a positive and significant effect on the ability to academic writing (β= 0/68, p› 0/001) and research self-efficacy (β= 0/22, p› 0/001). Also, the ability to academic writing has a positive and significant effect on Research self-efficacy (β= 0/52, p› 0/001). Also, the university research culture has an indirect and positive and significant effect on the research self-efficacy (β= 0/35, p› 0/001). Therefore, the indirect impact of the research culture of universities on creating a sense of research self-efficacy is more than their direct impact. Because the existence of research culture can be a factor in the development of the skills and abilities of individuals in the research and writing of scientific texts, this factor increases the feeling of self-efficacy by influencing the attitude of individuals in their capabilities.

This aim of study was to develop a curriculum framework for legal literacy education in secondary schooling system. Research approach was a qualitative case study method. Analytical approach of the study was based on the re-contextualization technique. research participants were 15 judges, lawyers, Law and curriculum specialists which selected by a purposeful sampling and Criterion-based method. Criterion for participants adequacy was theoretical saturation. Research tool for qualitative data gathering was a semi-structured deep interview. Validation of qualitative data was studied through credibility and reliability by applying triangulation technique. Whith regard to qualitative method of research,thematic analysis method was applied and thematic network of the legal education curriculum framework based on basic, organizing and global themes,by using N-Vivo software was formed. Findings showed that there are nine organizing themes in nine curriculum components (goals,content, learning activity,materials, teaching-learning strategy,time, space, grouping and evaluation) and 31 basic themes that should be considered in the curriculum framework of legal literacy education in the secondary schooling level.

The purpose of this study was to Survey of Compliance rate of the learned religious of secondary school students with suggested pattern on the Religious Education Theory of Glo-calized Space. The research method is descriptive and survey method and statistical population includes all secondary school students in four Shiraz districts that selected with random - stage sampling method a sample of 452 students. For collect data, a researcher-made questionnaire were used that for determining its validity, Formal validity and first and second factor analysis methods were used and its reliability was assessed using cronbach's alpha. The results of First factor analysis showed that, by assuming a criterion of 0/4, in all components, the questions presented in the questionnaire in the range of 0.44 to 0.90 and is therefore well clearly indicate the relevant components. Meanwhile, the results of the second-order factor analysis in the range of 0.82 to 0.93 showed that the nine components in the aforementioned theory well illustrate the fit of this model for the development of religious education in the current global space. Cronbach's alpha results (range from 0.54 to 0.75 for components and 0.93 for total) also showed that the questionnaire in all its dimensions has the reliability required for use as a valid questionnaire. In order to analyze the data, inferential statistics of single sample t-test and descriptive statistics of mean of total scores were used.

The purpose of this study was to evaluate the religious education of the upper secondary school students in Shiraz city. The research method was descriptive survey method. Statistical population included all the upper secondary school students of Shiraz city. Through multistage cluster random sampling method, 452 students were selected among the students of 8 high schools, from both girls and boys high schools, in the 4 districts of Shiraz city. Data collection was carried out through a made questionnaire that was about the taught secondary school religious  researcher based religious  education curriculum that was based on the «glocalized space education model” (GSBREM) and its nine components, including expansion of control  privacy; rationality and wisdom; tendency and obligation; standardization; self discovery; interaction and selection; tolerance; dynamism and consistent  and self
presence; as well as evaluation and analysis. Its validity was determined by content order factor analysis. Its reliability was assessed  and second  validity method and first order factor analysis showed that, by  by Cronbach’s alpha. The results of the first assuming a criterion of 0/4 in all the components of GSBREM, the questions of the questionnaire were regarded in the range of 0.44 to 0.90. Meanwhile, the results of the order factor analysis showed that the nine components in the GSBREM were  second illustrating the fitness of this questionnaire for the evaluation of religious education in the current global space. The results of Cronbach’s alpha (ranging from 0.45 to 0.75 for the components and 0.93 for the total) also showed that the questionnaire, in all aspects, has the required reliability for being used as a valid scale. To analyze the data, multivariate analysis of variance was used. The results of multivariate analysis of variance showed that there is a significant difference between the levels of religious education of the students in the four districts of Shiraz city. Also, the results showed that there is a significant difference between the levels of religious education of the students in the tenth and twelfth grades but there is no significant difference between the levels of religious education of the male and female students in these districts.

Hospitals should provide necessary conditions for the renewal of knowledge, skill and attitude through unlearning. Thus, the present study aimed to determine the relationship between antecedents and processes of unlearning and organizational innovation among the teaching hospitals of Hamedan.
This is a descriptive correlational study. The statistical population of the study included 1352 health personnel in four teaching hospitals of Hamedan. To select the administrative personnel, we used the total population; also, for physicians, and for the health personnel we used purposeful voluntary sampling and stratified random sampling, respectively. Based on the methods, 431 were selected as the subjects. Research instruments were unlearning researcher-made questionnaire and innovation scale. Data were analyzed through multivariate regression analysis and structural equation model using SPSS19 and LISREL 8.54 software.
The results indicated that organizational support and training, frequency of changes, and predictability of changes were the positive and significant predictors of the product, process and administrative dimensions. The group crisis was the negative and significant predictor of the product and administrative dimensions. Organizational memory was the positive and significant predictor of the administrative dimension. Individual processes, group processes, and organizational processes were the positive and significant predictors of organizational innovation.
Based on the effective role of organizational support and training, organizational memory and frequency of changes and predictability of changes on innovation in teaching hospitals, it is suggested that the administrators and authorities of the hospitals should accept new opinions of their personnel.

The purpose of the study was to explore the framework of teachers' participation in the curriculum system of the Islamic Republic of Iran. In this regard, based on qualitative design, dimensions and stages of teacher participation in curriculum planning, using open and semi-structured interviewing tools, and for assessing the validity and reliability of the study, four criteria of credibility, transferability, reliability and confirmation The purpose of the sampling method was based on theoretical saturation with experts, curriculum managers in the Tehran Research and Teaching Organization, with a standard of experience in curriculum planning, which reached 30 at the end of the interviews. The data was analyzed using Nvivo software through its theme analysis technology and the qualitative data validation method was used to reconcile the results of the content network and document analysis. The results showed that the teacher is the most important element in the success of the curriculum; at the same time, the participation of teachers in curriculum planning is not an easy task, but is a specialized subject and faces barriers such as creating an additional task for teachers. But promoting students' academic performance makes it more valuable to overcome these obstacles. Also, the results of this study show that teachers' participation has the dimensions of design, development, implementation, evaluation, review and revision, each of which has a variety of components that are discussed in the research findings.

Since mobile learning is emerging as an alternative approach to teaching, educational institutions have used this approach to improve the teaching and learning process. This paper aimed at exploring learners’ experiences of mobile learning in vocational and technical education courses.
The research method in this study was phenomenology. In this method, researchers investigated learners’ lived experiences of mobile learning in vocational and technical education courses by semi-structured interviews. Participants (two classrooms: 32 people) were all learners, who attended this course.
According to theme analysis of interviews, nine basic themes were identified, two organizing themes and one global theme. Based on thematic analysis, the results showed that learners had a positive perception of mobile learning.
Using mobile learning, learners gain greater quality and in-depth learning and the opportunity to study anywhere and at any time.

Introduction Today, more than ever, it is important that learners be kept up-to-date. New information is available almost constantly, and learners must have access to that. On the other hand, in recent years workplace learning has embraced technology to meet the demands of continuing professional development and general training of employees. The major benefits of E-learning as an approach of using technology in education from both academic institutions and the corporate training area are well documented: (1) accurate and consistent content delivery through visuallyenhanced multimedia presentation and simulation, (2) self-paced and learner-controlled learning via dynamic content, (3) learner engagement through interactive learning materials, graphical modeling, and instant feedback, (4) real-world-like practices enabled by virtual labs, simulation, and interactive exercises, (5) accommodation of a variety of learning styles, (6) high retention of content through personalized and active learning, (7) content delivery efficiency, (8) anytime and anywhere learning modality, and (9) meaningful assessment and testing. But recently this learning approach has been criticized, and blended learning was suggested as an alternative approach. Blended learning is often defined as the combination of face-to face and online learning. Some researchers argue that this is not a sufficient definition for blended learning as it simply implies “bolting” technology into a traditional course, using technology as an add-on to teach a difficult concept or adding supplemental information. They suggest that blended learning should be viewed as an opportunity to redesign the way the courses are developed, scheduled and delivered in education through a combination of physical and virtual instruction. The goal of these redesigned courses should be to join the best features of in-class teaching with the best features of online learning to promote active, self-directed learning opportunities for students with additional flexibility. In spite of the importance of this approach in the research literature, little research however has been undertaken to assess the effectiveness of these methods. Hence, this study aimed to investigate the effect of blended learning on learner's success and satisfaction in technical and vocational education.
Research questions
1- Is there any significant difference between student's post- test scores in face to face and blended learning approaches for the Building Management System (BMS) course?
2- Is there any significant difference between student's satisfaction scores in face to face and blended learning approaches for the Building Management System (BMS) course?
Method This research was a quasi-experimental design with control and experimental groups in the field of technical/vocational education. For effectiveness of instructional approaches, two groups (control (N=19) and experimental (N=18)) of learners were selected randomly at Building Management System (BMS). Before training, a pre-test was conducted for two groups, and then they were both taught by the same trainer and given the same material pertinent to the course content. The groups were taught by deferent formats; in the control group, instruction was conducted through face to face approach by instructors (i.e., via lecturing). For the experimental group, instruction was fulfilled by mobile application in addition to face to face learning. So, in this group the content was presented by E- texts. For effectiveness of instructional approaches, the learner's satisfaction and instructional outcomes were measured. Instruments of research were a questionnaire in addition to a pre- test, and a post- test.
Results The research results showed that the blended learning approach was effective in improving learners’ educational achievements and satisfaction in comparison with face to face learning approach.
Conclusion This study has shown that using blended learning approach is the most appropriate approach in the training of learners in technical/vocational education. Learner's satisfaction increased under blended learning approach. Composition of trainer and technology use can be attractive for learners. Under blended learning students can negotiate, ask questions, and receive feedback from their teachers. On the other hand, by using E-texts they can have more durable pedagogical experiences. As a result, composition of trainer and the use of technologies can enhance learning outcomes in blended learning approach rather than other approaches. Based on research findings, it is suggested that instead of using a one-dimensional approach in training, such as face to face or E-learning approaches, the blended learning approach should be used in educational contexts.

Innovation depends on people's willingness towards innovative behavior and can be affected by various factors. Therefore, the aim of this study was to Explanation the role of organizational cohesiveness in explaining the relationship between abusive supervision and employees’ innovative behavior.
This study is a descriptive-survey based on the method with applied goal. The sample included 224 employees of Shiraz University of Medical Sciences in 2015 who were selected using random sampling method. The research tool was the scales of abusive supervision, innovative behavior and measurement of organizational cohesiveness whose validity was significant based on Spearman correlation coefficient and their reliability was calculated using Cronbach's alpha coefficient to be higher than 0.70. To analyze the data, descriptive and inferential statistics especially the structural equation model, were used.
Abusive supervision has a significant negative impact on organizational cohesiveness. In addition, organizational cohesiveness has a significant positive impact on employees’ innovative behavior. Therefore, the organizational cohesiveness has an intermediary role in the relationship between abusive supervision and employees’ innovative behavior.
Managers of health-based organizations must increase the willingness of their employees to stay with the organization, improve their performance and contribute to the development of the organization with their behavior in order to increase motivation for innovation in the staff.

Background of Universities should not only be limited to teaching knowledge and courses but must give students the necessary skills for adapting to changes. The main purpose of this study was the mediator role determination of self- regulated learning strategies in relationship of motivational believes and academic values in Jahrom University of medical sciences general pharmacy students. The research method is cross correlation. The population was all of Jahrom University of medical sciences general pharmacy students at 2012- 2013 academic year (338 students). Using random sampling method and Cocran formula 200 students were selected. Research instrument was two questioners; motivational learning strategies and academic values questioner that distributed after validity and reliability calculation. Data analyzed by inferential statistical methods. The results showed that students’ motivational believes predict academic values and self- regulated learning strategies. Also determined that self- regulated learning with motivational believes control predict students’ academic values and self- regulated learning has mediator role in relationship of motivational believes and students’ academic values. Growing learning form which learners assume primary responsibility for learning experience planning, implementation and evaluation will become the self-regulation learners that finally can be stringed their values for earn high grades and do challenges and new home works.

Approaches of faculty members toward curriculum planning area base for application of their teaching methods، teaching strategies and evaluation techniques. The general purpose of this study was to investigate the relationship between Shiraz University faculty members’ preference of curriculum development model and their performance in teaching strategies and methods، and evaluation techniques in teaching-learning process. A descriptive and explanatory research method was chosen for this study. The statistical population included 661 faculty members at Shiraz University in 2010-11 academic-years. By cluster sampling method، 171 faculty members were selected. The research instruments included a researcher made scale based on 3 models of curriculum and faculty members’ performance in teaching-learning process (Lester & Bishop، 2000). The data was analyzed by using Freedman test and multivariate analysis of variance. The results of research showed that semi- centralized model was the preferred curriculum model for faculty members at Shiraz University. The interaction between curriculum development model and teaching experiences had significant relationship with teaching methods، but it didn’t have significant relationship with assessment strategies and skills. The interaction of faculty members’ preference of curriculum development model had significant relationship with faculty’s academic rank، but it didn’t indicate significant relationship with teaching methods، teaching strategies and assessment techniques.

The purpose of the study was to investigate the value system of exceptional schools teachers.

This study is survey research. For this purpose, the sample was included 160 persons who were selected with proportional classification method across the Bushehr exceptional schools teachers in the academic year: 2010 – 2011. For data gathering, the Schwartz, Melech, Burgess, Harris and Owens portrait valuequestionnaire was used and its validity and reliability was calculated and verified. For dataanalysis, repeated measures analysis of variance, paired sample t-test, one – way ANOVA, and independent sample t- test were used.

The results showed that the value system of Bushehr exceptional schools teachers were including ranked dimensions: universalism, security, conformity, self-direction, benevolence, tradition, achievement, stimulation, hedonism and power. Furthermore, there are more tendency to the individual values rather than collective values; conservation values rather than the openness to change values and self - enhancement values rather than the self - transcendence values in the value system of exceptional schools teachers in significant way.

So it can be said that value system of exceptional schools teachers, have largely match with the ranking of values between various societies, groups and cultures.

Based on Bandura's suggestions on how to measure selfefficacy in different academic areas, a special scale for self-efficacy in science was constructed in order to measure this construct in Guidance school students in Iran. To validate this instrument, a sample of 319 juniors was purposefully selected to which the constructed measure was administered. The instrument consists of three subareas of efficacy in problem solving, science use, and science class. The validity of the instrument was measured to be adequate through the correlation between its scores and student's academic achievement scores. Its internal consistency was measured to be in the range of 0.88 to 0.96. The reliability of the scale was measured through test-retest procedure to be from 0.82 to 0.93. Considering the fact that this instrument was developed within the local setting, one can use it in all Iranian educational and psychological studies.

Present inquiry aims at explaining the indices of justice-orientated state according to the Supreme Leader. The research method is documentary with a theoretical approach. The research findings show that economic, legislative, judicial, executive, political, educational and cultural justice are the most important indices of justice according to the Supreme Leader. Furthermore, according to the Supreme Leader, equal distribution of wealth and equality of opportunities, equal access to Muslims public treasury for all, legislation according to Islamic rules and human dignity, efficient, resolute, consistent, and just judicial system, decisive struggle against any kind of corruption, impartiality in legislation, granting people political rights, modification of executive management system, nomination of qualified individuals to important and key officials of the country, preparing the grounds for people participation in political affairs, enjoying the right of speech, right of criticism, right of being elected and electing, providing just educational and cultural opportunities according to capacities, etc are among the effective modus operandi to apply the indices of justice in order to prepare the ground for the realization of dignity- orientated state of al-Mahdi.