فهرست مطالب rezvan hoseingholizadeh

The aim of this study was to provide a conceptual framework for designing the physical space of the primary schools based on Vygotsky's collaborative learning theory. The research approach was the documentary research method and it was conducted using the content analysis technique. The research sample included the valid scientific documents, international standards and reports on the school's designation and case studies of the schools which were designed based on the social constructivism approach selected through purposeful sampling method. The research findings showed that the most important components of the collaborative learning Theory are: knowledge building, the active role of the learner, facilitating learning, variety of the learning materials and resources, the context and axial interactions that can provide a desirable representation of the physical space of the primary schools within the spatial (color, landscaping, and flexibility), psychological (informal social areas), physiological (temperature, ventilation, light and noise) and behavioral (U-shaped configuration, round tables, play areas, personal spaces, public learning space (street learning) dimensions. The results also showed that creating a collaborative learning environment in terms of the knowledge building, interaction, diversity in the resources and teaching materials, facilitating learning and making learner more active requires designing the physical space considering the color variability, flexibility in the space design, landscaping and also creating the informal social areas. In addition, attention to the characteristics of the space physiology could affect the learning speed, the quality of the teaching, and the promotion of the students' social behavior. Also, the behavioral characteristics facilitate the achievement of the educational goals, access to the diverse learning equipment and facilities, and the creation of a collaborative-centered learning environment.

The main purpose of this study is to provide a historical perspective on intellectual development trends of educational administration during the 20th century. To achieve this goal, documentary method was used. A review of historical events shows that in the intellectual history of educational administration, extended efforts have been done to avoid confusion for creating knowledge base of educational administration. For the first time, the perceived confusion hesitated the past of practice-based educational administration (late 19th century) and it provided theory development in educational administration in the middle of 20th century. Despite the almost one hundred years of effort in this direction, once again, in the late 20th century, movement inadequacy in creating a strong knowledge base for practice improvement, was challenged by the emerging approaches such as critical theory, feminism and postmodernism, and the probability of theoretical unity was undermined in this field. Perhaps the main reason for uncertainty passive position against these criticism is related to the uncertainty of educational administration degree in theoretical swing between independent domains of the field with other administration disciplines that mainly appeared by positivism assumptions.

This research developed to study the status of knowledge management at Ferdowsi University of Mashhad (FUM), based on nonaka's theory as well relationship between knowledge management and organizational culture. Examining of the process of knowledge management has done in terms of it major components including socialization, externalization, combination an, internalization. Two questionnaires advantaged to assess the status of know manaement and its relation to organizational culture at FUM. The subject this study are Deans of faculties and their deputies and chairs of academic departments in the FUM. The result indicates that Internalization has highe position in contrast with socialization, externalization and combination. An managers have less trend to sharing their skill, experiments and knowledge other members of the university. In fact, they critically trend to individuals competition manner in their apprach to the knowledge management. The research also shows a significant relationship between the knowledge management and organizational culture. According to the results, the organizational cul¬ture is recognized as a major factor that affects process of knowledge