جستجوی مقالات مرتبط با کلیدواژه « education » در نشریات گروه « علوم انسانی »

Education facilitates migration by increasing economic efficiency. Studies show that immigrants have higher education than non-immigrants. Migration of highly educated people can create changes in the composition of the population of origin and destination of migration.This study has investigated the effect of internal migration on the changes in the education level of the population of the counties and the gender differences of this effect by using the census data of 2011 and 2016 and the statistical yearbook of Iran Statistics Center in 2016 and with the method of secondary data analysis. To calculate the effect of migration the method of the Compositional Impact of migration was used.The findings showed that the biggest change was in the level of higher education of the population of women and men. The share of the population of men and women with higher education in developed counties has increased due to immigration, and the share of the population of men and women with higher education in less developed counties has decreased. Examining the gender differences showed that these changes were more in the female population of the counties than in the male population.The results of this study indicate that the existence of regional inequalities in access to educational and employment opportunities has led to the migration of women with higher education compared to men with higher education from less developed counties, especially from the semi-western and northeastern regions of Iran. Considering the importance of educated manpower in achieving economic and social growth and development, taking measures to develop less developed counties can provide the basis for increasing the speed of development of these areas by reducing the migration of educated people.

The investigations conducted in the field of education and the studies published in this area have revealed the absence of a participatory guidance model based on psychological concepts in the education system.

The purpose of this research was to present a distributed leadership model in the education system of Mashhad.

The current research was conducted using an exploratory qualitative method and a qualitative content analysis method. Also, this research was a descriptive type that was applied. The statistical population of the research was the vice presidents and principals of Razavi Khorasan schools, who were sampled by purposive sampling. Using a semi-structured interview, the information needed to identify the dimensions and components of distributive leadership to the point of saturation, 27 samples were selected from among the researched population, and the information was collected and then using the Atlas TI software and the method.

Coding, data will be analyzed. Both library, field and interview methods have been used to collect data. The data collection tool was an in-depth interview. The results showed that five categories of factors are involved as important factors in distributed leadership in the education system of Mashhad. According to the identification of the factors, suggestions were presented, which hopefully, by doing them, the educational system of Mashhad and other provinces will expand their dynamics and achieve their goals and vision in line with the goals of the educational organization.

The current research was investigated with the aim of providing a distributed leadership model in the education system and it was found that five important categories of factors were identified in the model, which will be mentioned in the following.
The first category of factors was named as vision and mission, which included two subcategories titled as goals, method and acceptance of goals. The purpose of method objectives; Determining and setting clear and transparent goals; Determining goals appropriate to the conditions; setting challenging goals; setting achievable goals; Dividing macro goals into small and attainable goals; It was to prioritize goals.

Purpose: 

Supervision and guidance in education plays an important role in reducing problems and improving performances. Therefore, the purpose of this study was identifying the supervisory components of instructional and educational leaders of primary schools in order to providing a comprehensive pattern for Iran's government education.

Regarding to the purpose, this study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was educational science professors and education experts of Hormozgan province, which according to the principle of theoretical saturation number of 12 people of them were selected as a sample with using the purposive sampling method. The tools of the current research were the demographic information form and semi-structured interview, which validity of the interviews was confirmed by the triangulation method and their reliability was calculated by the coefficient of agreement between two coders at 0.80. Data were analyzed by open, axial and selective coding method in MAXQDA software.

The findings showed that the supervisory components of instructional and educational leaders of primary schools in order to providing a comprehensive pattern for Iran's government education were included 53 concepts, 14 components and 8 categories. In the mentioned pattern the categories were included leadership in the educational improvement (including the components of recognizing of problems and educational improvement), leadership in the curriculum improvement (including the components of professional strategy and professional and social skills), leadership in the employees improvement (including the components of professional ethics-orientation, relational ethics-orientation and critical thinking skills), theoretical and scientific skills (including the components of familiarity with theory and practical ability), technical and technological skills (including the components of media literacy and technical and technological improvement), ethical and professional skills (including the component of purposive and hard worker), management and leadership skills (including the component of authoritarian) and communication skills (including the component of reliable and friendly relationships). Finally, a supervisory comprehensive pattern of instructional and educational leaders of primary schools for Iran's government education was drawn for Iran's government education.

According to the results of this study and the designed supervisory comprehensive pattern for instructional and educational leaders of primary schools for Iran's government education can be taken an effective step to improve the situation of Iran's education organization.

Organizational citizenship behavior plays an important role in improving the service quality of organizations, including education organization. Therefore, the aim of this study was to evaluate the relationship between the categories of organizational citizenship model in the education.

This study in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The research population was the education managers and workers of Babol province in Iraq country, and according to Cochran's formula the sample size was determined to be 385 people which this number was selected by available sampling method. The research tool was a researcher-made questionnaire of organizational citizenship in the education with 61 items, which its data were analyzed by exploratory factor analysis and partial least squares in SPSS-22 and Smart-PLS-4 software.

The findings showed that the central phenomenon of organizational citizenship in education had 10 components in 5 categories of causal conditions, contextual conditions, intervening conditions, strategies and consequences (each one two components), which all of components had a factor loading of higher than 0.50 and all of them had Cronbach and combined reliability of higher than 0.70. Also, the correlation coefficients of the categories of causal conditions, contextual conditions, intervening conditions, central phenomenon, strategies and consequences were less than 0.45 and were indicated their non-overlapping. In addition, according to the indicators of commonality and redundancy, the organizational citizenship model in the education had a good fit and the effect of causal conditions, contextual conditions and intervening conditions on the central phenomenon, the effect of central phenomenon on the strategies and the effect of strategies on the consequences were significant (P<0.05).

The designed organizational citizenship model in the education can help to education managers, officials and planners in designing programs to improve the organizational citizenship in this organization.

The aim of this study was to develop a model of critical thinking disposition with an emphasis on executive functions and learning style among graduate students.

 The research method was structural equation modeling. The statistical population of the study consisted of graduate psychology students in the academic year 2019-2020, from which 274 students were selected through convenience sampling. Due to the COVID-19 pandemic, data were collected using electronic questionnaires on social media. For data collection, the following instruments were used: the Critical Thinking Disposition Scale (Ricketts, 2003), the Cognitive Abilities Questionnaire (Vahid Nejati, 2013), the Standard Two-Factor Study Process Questionnaire (Biggs et al., 2001), the Difficulty in Emotion Regulation Scale (Gratz & Roemer, 2004), the Simple Rathus Assertiveness Schedule (McCormick, 1984), the Spirit of Inquiry Questionnaire (Heydari, 2013), and the Communication Skills Scale (Queendom, 2004). Data analysis was conducted using path analysis with structural equation modeling in LISREL 8.8 software.

 The findings showed that the direct effect of executive functions on critical thinking disposition was 38%, the surface learning style was -33%, and the deep learning style was 31%, all significant at the 0.01 level. Among the exogenous variables, only the direct effect of the spirit of inquiry was 59% at the 0.01 level, and communication skills were 18% at the 0.05 level, significantly affecting the critical thinking disposition of students. Assertiveness at 14% and emotion regulation at 4% did not have a direct effect on students' critical thinking disposition.

 In examining the indirect effect of the independent variables, all four variables were effective on critical thinking disposition through the mediating role of executive functions and learning style. Therefore, the impact of all four independent variables on the dependent variable, mediated by the intermediary variables, was confirmed. Finally, the findings indicated that the final conceptual model had relatively satisfactory goodness-of-fit.

Organizational resilience in the crisis conditions is one of the important and effective concepts in crisis management for facing natural hazards. Therefore, the present study was conducted with the aim of designing an organizational resilience education model of crisis management of universal centers to facing with natural hazards and prevention from psychological and social interventions.

The current research was descriptive from type of correlation. The statistical population of this study was all employees of the universities of Karaj city in the 2022-23 academic years with number of 850 people, which according to Cochran's formula the sample size was determined to be 264 people. The samples of this study were selected with the random cluster sampling method and responded the researcher-made questionnaire of organizational resilience of crisis management (125 items) and the data obtained from its implementation were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS-27 and Smart PLS-3 software.Fidnings: The findings of the present research showed that the organizational resilience education of crisis management of universal centers to facing with natural hazards and prevention from psychological and social interventions had 125 items, 12 components and 3 dimensions. The dimensions were include individual (with two components of psychological factors of resilience and creativity and innovation), structural (with six components of resilience planning, adaptive factors, commitment and management, crisis culture, learning culture and leadership and decision-making) and operational (with four components of knowledge use, communications, effective public participation and operational knowledge of resources and equipment). The factor load and average variance extracted of all components were higher than 0.50 and the combined reliability of all of them was higher than 0.80. Also, the organizational resilience education model of crisis management of universal centers to facing with natural hazards and prevention from psychological and social interventions had a good fit and this model on all three individual, structural and operational dimensions and each dimension on its components had a direct and significant effect (P<0.001).

The results of this study about the designed organizational resilience education model of crisis management of universal centers to facing with natural hazards and prevention from psychological and social interventions can help to crisis management specialists and planners to face hazards in order to increase organizational resilience.

The current research has sought to design a model for eliminating the digital divide in education with an emphasis on the crisis of the Covid-19 pandemic. In this regard, the purpose of this research was to identify the variables of the model and also determine the causal relationships between the variables of the model.

This research was applied-developmental in terms of purpose and mixed (qualitative and quantitative) in terms of implementation method. In the qualitative part, the variables, components, and indicators of the research were extracted using the foundation data method with the coding technique through interviews with experts, and in the quantitative part, an exploratory descriptive method was used. The statistical population of the research included 20 education experts who were selected by non-probability purposeful sampling and theoretical and snowball methods. The criterion of sample size in the qualitative part was theoretical saturation.

The results of the qualitative part showed that the model of eliminating the digital divide has the variables "obstacles to the inclusion of e-government" (intervening factors), "digital development platform" (contextual factors), "digital capacities" (causal factors), "digital content" (focal category), "eliminating the digital divide" (strategies) and "consequences". Based on the results of the quantitative part, the two variables "digital development platforms" and "obstacles to the inclusion of e-government" had the greatest impact and importance in the model and are among the independent variables and strong drivers that the managers' attention and effective monitoring of these drivers can Achieving the goals of the aid organization has been used in a small part of the comprehensive structural-interpretive modeling method to create a model and determine the causal relationships between the research variables.

It is expected that the model of removing the digital divide in education will lead to the consequences of reducing digital inequalities, reducing social inequalities, developing information and communication technology, and increasing the participation of families in the education process.

Revolutionary education of Iran is a part of society and a representative of a complex social system and discourse and Farhangian University seeks to educated efficient human resources and revolutionary teachers. Therefore, the purpose of this study was to identifying the characteristics of revolutionary education curriculum goals in Farhangian University with a foresight approach.

This study in terms of purpose was applied and in terms of implementation method was combined (qualitative and quantitative). The research population in the qualitative section was the professors of Farhangian University in West Azerbaijan province, which according to the principle of theoretical saturation number of 13 people of them were selected as a sample with the available non-random sampling method. The research population in the quantitative section was the professors of Farhangian University in West Azerbaijan province, which number of 234 people of them were selected as a sample with the total sampling method. The research tool in the qualitative section was a semi-structured interview and in the quantitative section was a researcher-made questionnaire, which whose psychometric indicators were confirmed. The data of the qualitative section were analyzed with thematic analysis method in MAXQDA version 10 software and the data of the quantitative section were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS version 26 and AMOS version 21 software.

The results of the qualitative section of this study showed that the characteristics of revolutionary education curriculum goals in Farhangian University with a foresight approach have thirteen sub-themes in three main themes were included emotional goals (with four sub-themes of driving excellence and progress, aware and knowledgeable to the revolution and revolutionary education, beliefs transfer and Islamic ethics virtues), cognitive goals (with four sub-themes of recognizing the values and ideals of the revolution, fostering Islamic beliefs, reviving Islamic civilization and familiarity with the concept of justice) and skill/performance goals (with five sub-themes of creating a visible change in student behavior, launching the dialogue of civilizations, strengthening people's tendency towards independence, strengthening the skill of participating in group discussions and familiarizing with the strategies of searching scientific texts. The results of the quantitative section of this study showed that the factor load and average variance extracted of all factors were higher than 0.50 and the Cronbach's reliability of all of them was higher than 0.80. Also, the model of the characteristics of revolutionary education curriculum goals in Farhangian University with a foresight approach had a good fit, and in this model and according to the path coefficients all thirteen factors had a direct and significant effect on the goals (P<0.01).

The identified characteristics for the revolutionary education curriculum goals in Farhangian University with a foresight approach can help experts, officials, managers and planners in designing and implementing programs to improve the curriculum goals of the educational system.

The purpose of the study was to design a curriculum for the elderly education based on dialogue education approach. Jane K. Vella is the setter of this approach and the most important feature of this approach can be considered its attention to the audience and their special needs. The method of conducting this research is the application of the recommendations of the dialogue education approach. Sampling among the elderly participating in the course was voluntary and by sending an invitation. In sending the invitation, an effort was made to cover the maximum diversity of education, gender, and social status. In order to select the content based on the participants' needs, the list of Iranian elderly's educational needs was given to the six elderly who attended the educational meetings for selection. After selecting the content, the elements of the dialogical curriculum were determined. In the implementation phase, changes were made to adapt to the context, in the design and implementation process, and all the implementation and design phases were validated by Vella and the team members. Considering the special characteristics of the elderly, such as having experience, independence and self-directedness, the curriculum used for them should be able to take into account these characteristics, and considering the high flexibility of the dialogue and listening approach, as well as the achievement of all learners to the goals of each meeting, the approach to design educational courses in centers whose audience is the elderly, can increase the effectiveness and attractiveness of the courses.

Persian literature textbooks play a vital role in promoting the Persian language, literature, and Iranian-Islamic cultural identity among students. This study examined the qualitative and literary content of Sa'di's works featured in textbooks from the old and new Iranian educational systems (1997 to present day). The research methodology involved a detailed content and literary analysis of these educational resources. The findings indicated that the selection of Sa'di's works in textbooks had not been systematically or accurately represented. The excerpts often failed to capture the full breadth of themes and stylistic nuances present in Sa'di's original writings. Furthermore, the texts tended to emphasize Sa'di's religious and moral perspectives over his literary artistry.  In comparison, Sa'di's works featured in the old educational system’s textbooks demonstrated greater depth, scope, and clarity in conveying the author's artistic and poetic style to readers. This suggested a need to revisit the curation of Sa'di's literary works in the new educational system to provide students with a more authentic and comprehensive exposure to this prominent Persian poet and his literary legacy.

In today's world, changes resulting from new technologies have significantly impacted human life and the learning processes of students, seriously challenging traditional methods of education. It has only been a few decades since the term "educational technology" has found its place in the global educational culture. Educational technology encompasses the systematic design, implementation, and evaluation of the entire learning and teaching process based on specific objectives and research outcomes in human learning, communication, and the use of a combination of human and non-human resources to create more effective education. Thus, we are faced with the study and ethical practice through the creation, application, and management of appropriate technological resources and processes to facilitate learning and improve performance. In this regard, the fundamental issue of education from the perspective of social sciences is extremely significant. This issue, particularly in the legal and especially human rights approach, asserts itself as a universal right. As a human right, education is a universal right for all humans. This right also serves as a means to achieve other human rights and a tool for social and economic empowerment. The fundamental issue of education on one hand and educational content on the other are significant topics of the world's educational systems, which, along with teaching tools and methods, collectively strive to prepare generations for the acceptance of global and local cultures. By accepting the right to education and emphasizing socialization, it is the duty of democratic governments to embed the teachings of democracy and rights into new generations. In fact, democratic principles and traditions must be taught so that people become aware of and appreciate their opportunities and responsibilities as free citizens. Teaching democracy is not limited to traditional knowledge learning but should be promoted through other means as well. Today, the term "educational technology" carries a progressive and evolved concept, and its scope of utilization is not merely confined to the use of educational materials and tools; it embodies a broader and more modern concept. Today, to clarify educational matters, diversify the means of the teaching process, and elucidate lesson content, the use of educational aids by teachers is inevitable.

 The polemical nature of the debate is an indirect education that always remains in the mind due to the special way of expression and the increase of arguments and metaphors.

 This research investigates the place of debate technique in Hamidi officials and its indirect training in life issues with descriptive-analytical and testimonial method.

 Judge Hamiduddin Balkhi consciously used this method to express moral, scientific, religious issues, etc. The debates of the Hamid officials are a reflection of the confrontation between two or more characters; Instead of describing the characters and the length of the speech, the author tries to introduce them to the audience with their words and actions.

 The author"s method in expressing the debate is about the fruitfulness, firmness and digestibility of words and the thinness of the meaning, and he uses a special precision in inventing the thought and its interpretation so that every phrase of the debate is related to each other in the frame of the verbal arrangement, and the grace and appropriateness of the words The speech moves towards the relevance of life issues and takes a step in the direction of educating the audience.