جستجوی مقالات مرتبط با کلیدواژه « مدرسه » در نشریات گروه « علوم اجتماعی »

Social trust is one of the most fundamental elements of the strength and solidarity of societies. This issue is more important among students who are the future generations of any society. One of the factors that, according to the cultural-value system ruling Iranian society, has a strong role in the social confidence of students, is religiosity. Based on this, the present research examined the effect of religiosity on students' social trust. The research method was survey type. The statistical population was the secondary school students of Mehriz city, 250 of whom were selected and studied using stratified sampling method. The tool for collecting research data was a questionnaire. The findings of the research showed that the level of social trust of students is higher than average. Social trust among male students is significantly higher than female students. The linear regression estimate shows that the effect of religiosity variable on students' social trust is equal to (Beta = 0.40) and statistically significant. However, there is no significant difference between male and female students in terms of the effect of the religiosity variable on social trust. In other words, gender variable does not moderate the effect of religiosity variable on social trust.

The emergence of new schools is one of the unique events in contemporary Iranian history. Various analyzes have focused on explaining the formation of a school in Iran. But these analyzes have some kind of reducibility and simplification in explaining this historical event. This paper attempts to present a more general narrative of the emergence of a school in Iran through discourse analysis and the examination of historical evidence and documents. An examination of historical evidence suggests that diverse forces have contributed to the formation of new schools in Iran and that it is impossible to reduce the establishment of a school to a political-social force. The claim of this article is that three discourses of civil education, peasant education and Muslim education were formed around the first new schools in Iran. Each of these discourses attempted to monitor and control the management and activities of schools, and there was a kind of discursive battle around the new schools. Understanding the discourses shaped for the first time around school education can provide an in-depth insight into how the school is formed for those interested in educational studies.

AbstractCommunication between family and school is one of the most basic issues to improve the quality of education. The purpose of this research is to know the dimensions and elements of family and school communication and to examine the related models and theories in order to design a superior model of family and school communication with a new combination. This research was done with a documentary method and a sociological approach. The theoretical basis of this research is Jonathan Turner's integrated theory of social communication. Also, the theories and models of family and school communication and the results of related experimental researches were examined and finally, by identifying the social factors affecting family and school communication and the causal relationships between them, a new integrated model was designed. The research findings showed; Family and school communication is a social process including motivational, communicative and structural processes. A process that exchanges valuable material and symbolic information and resources to meet the needs of the parties and student success. The type of communication in primary school is more than individual type and in high school it is more than institutional type. In order for communication to be formed, it is powered by motivational processes and by marking and interpreting behavior and signs between the parties, communication processes take place and through structural processes, these communications are repeated over time and organized in physical space. . On the other hand, the background characteristics of the family, school, and student affect the communication processes of the family and school, and all of them are influenced by the background characteristics of the local community, national and global society.

Achieving the lofty goals of the Iranian Islamic model of progress requires a planning for the strategies to achieve the measures in the country's organizations and institutions.The current research was done with the aim of finding the appropriate requirements and solutions of the school institution to comply with the measures from the perspective of sociology.Using the qualitative method, 45 teachers with experience in public schools were interviewed in depth. First, the school-related strategies have been designated and then the basic requirements and the solutions to achieve them have been extracted based on the existing needs.the results show that the most important basic requirements include Hiring and constant training of motivated teachers who believe in the ideals of the Islamic Republic of Iran, paying attention to the content presented at schools (both formal and informal) and revising cultural and religious activities. Also, the most important solutions include adding Constitution book to schools' curriculum, rewriting secondary school's religious books based on common questions, redesigning competitions based on each grade needs, strengthening the spirit of political participation through competitions and the appropriate addition of Nahj al-Balagha and Sahifa Sajjadiyeh in the books of all grades in secondary schools.

The purpose of study is to identify the extent and manner of co-culture (social values and norms and behavioral patterns) of graduates of Islamic schools and other schools (governmental and non-governmental) in Tehran and the impact of media and school factors on it. The method of this research is survey; A researcher-made online questionnaire was used to collect data. The statistical population of the study included all students of Islamic schools and other schools in Tehran who have graduated from high school and vocational school in the last three years (80,000 people) with 385 graduates of Islamic schools and 384 of total 769 graduates from other schools in Tehran were tested. The validity of the research was calculated and confirmed by formal methods of experts and the validity of the structure was confirmed by the factor analysis method and by AMOS software; Cronbach's alpha of the variables was estimated to be more than 0.9, which indicates the high reliability of the research. The results of the research using t-test with SPSS software show that the graduates of Islamic schools are more cultural than the graduates of other schools in Tehran (similarity in values and social norms and behavioral patterns). Explanatory findings of the research in the form of structural equation model with the help of AMOS software indicated that the factors of "school" and "mass media" have an effect on the co-culture of Islamic school graduates. The results of the regression analysis showed that the mentioned independent variables explain 47% of the variance of the dependent variable (co-cultural).

The main purpose of this study was to investigate the relationship between managers' communication skills and the effectiveness of classroom management.

The method of the present study was descriptive-correlation. The statistical population included 28 principals and 976 teachers of secondary schools in Amol city. Stratified random sampling method was used to select the statistical sample. Based on this, 24 managers and 278 secretaries were selected as the statistical sample of the study. Data collection tools were Barton Communication Skills Questionnaire (1990) and Imarohikman Classroom Management Effectiveness Questionnaire (1991). The communication skills questionnaire had 18 items with three components "verbal skills, listening skills and feedback skills". The Classroom Management Effectiveness Questionnaire also consisted of 35 questions that measured the three components of "establishing discipline in the classroom, the effectiveness of parental education, and the effectiveness of the teacher's personal training." The validity of the questionnaires was confirmed using face and content validity methods. The reliability of the questionnaires was also reported using the appropriate Cronbach's alpha method. In order to analyze the data, Pearson correlation coefficient test and path analysis test were used.

The results showed that there is not a significant relationship between the communication skills of managers and their components with the component of classroom discipline, but the total score of total communication skills of managers and its components with the other overall score of the classroom management and the components of the effectiveness of parent education And there is a positive and meaningful relationship between the effectiveness of teacher training. The results of path analysis indicate that the effect of verbal skills on classroom discipline is irrelevant and has a significant effect on the effectiveness of parental education and the effectiveness of teacher education. Hearing skills can also explain the effectiveness of parental training and the effectiveness of teacher training in a meaningful way and the classroom discipline is unreasonably explained. Finally, feedback skills can effectively explain the effectiveness of parental education and the effectiveness of teacher training in a meaningful way and the classroom discipline is unreasonably explained.

Based on the research findings, it can be concluded that Strengthening the communication skills of principals can be effective in enriching verbal and non-verbal communication with students' parents and also helping teachers in the quality of classroom management.

The present was conducted to examine the school principals' and teachers’ attitudes toward the position of the museum as an educational and cultural medium in Children's Education. The statistical population of the study included all principals and teachers of public primary schools in Shiraz. Principals and teachers of 10 schools, whose students regularly visited the museums, were selected as the statistical sample by using the census method. A researcher-made questionnaire is used to collect information. The results showed that principals and teachers of primary schools in Shiraz believed that the level of the educational and cultural value of museums is higher than the average level. Other results showed that there was no significant difference between the attitudes of school principals and teachers who visited museums and those of school principals who did not visit museums in terms of the educational and cultural value of museums. On the other hand, there is a significant difference between the attitudes of school principals and teachers who have visited museums and those of principals and teachers who have not visited museums in terms of the internal factors influencing the visits to museums; however, there is no significant difference between the attitudes of principals and teachers in terms of the external factors affecting their visits to the museums.

With the establishment of the Sheibanian dynasty (1007-906 AH / 1599-1500 AD) in Bukhara, the Madrasa was considered as the most pivotal pillar of the Islamic education system and also as an important pillar in the training of scholars and elites of the society who had a brilliant background in Transoxiana. And supported by Uzbek readers. This support was not only provided by the Sheibanis, but was strongly and weakly pursued by the Ashtarkhani (1200-1007 AH / 1785-1599 AD) and Manghit (1339-1200 AH / 1920-1785 AD) governments, which subsequently came to power in the region. . The present study intends to use historical and archival sources and a descriptive-analytical approach to answer the question: What was the social function of the Madrasa in Bukhara in the 10th to 14th centuries AH? The achievements of the research make it clear that the students of religious sciences who came to Bukhara from all over and beyond to complete their postgraduate studies, after completing their studies in various social sectors and in important positions such as Sadr, Shaykh al-Islam, Qazi Kalan, Imam Juma. Etc. were appointed and in this way, in addition to resolving and referring social affairs, they were influential in guiding and influencing the general classes of the society. The orientation of the elites in the Bukhara society was in a direction that satisfied the greed of the ruling system, and the Uzbek ruler sought to propagate and implement the ideology of the ruling system in the hands of these elites by appointing educated scholars to important social positions. 

This study is about and examines experiences of female school principals from the balance between work and life. The current research uses a qualitative approach with thematic analysis research method. Contributors are 120 female school principals of the city of Paveh whom, by purposeful criterion-oriented sampling method fifteen people of school female principals of Paveh city were selected and their experiences from the balance between work and life have been examined with semi-structured interviews. For the sake of validation, review method of results by participants, and to increasing trust in results, method of External audit technique has been used. Finally, a Colaizzi methods for eight themes and twenty categories has been extracted by analysis method with titles including: time management technique, management ability, commitment, good family conditions(education and appropriate growing and cognitive conditions of children, family conditions, selection and sincerity in family relationships and their understanding of vocation conditions), role lightening (gain experiences, organization, colleagues and help desk service’s cooperation, change in conditions of service), mental and spiritual health of job (appreciate and feeling the pleasure and peace of work and serving the people, cheerful spirit and vitality, psychological refinement), the importance of the monetary dimension, moderation at the level of your and others expectations (fit the expectations according to the conditions, creating fitness at the level of others expectations and convincing them about the conditions).

In designing an architectural space ،one of the most important issues is the type of perception that the designer has of the conceptual field of that space. This means what the designer has in mind for that member. Admittedly ،this area is associated with changes according to the conditions of society and over time. The purpose of this article is to identify the concepts ،so with the help of understanding the input background ،the course of changes in the input concept can be examined.To this end ،addressing the input element of schools ،the question of this research is what changes the concept of input has changed over time and how these changes can be revealed based on its embodiment in different buildings. In order to examine this issue in more detail ، the present study has limited our time period to the Timurid period so far ،which is defined in a total of five general periods ،and from each period ،a sample of schools and their entrances have been analyzed.. Based on the findings of the article in the Basics section ،in order to understand the concept of a four-dimensional architecture ،the signs ،meaning ،function and instructions for the use of space must be analyzed. The analysis of these four dimensions in the field of school entrance led to the understanding of the difference between the concept of this element and architecture during the period. Based on the results ،the concept of school entrance space in its historical course has changed from an entrance space with a specific meaning ،function ،sign and function ،and today it has become more of an influence space without its previous concepts. The space that was articulated between the people and the school is today only a day for students to enter and leave.

Today, delinquency is one of the most important health, psychological and social challenges in many countries of the world, including Iran, which has led to many kinds of economic, social and political problems and costs, and despite the many efforts that have been made in the past two decades In order to raise public awareness about the risk of crime, it is still expanding.

The research method of this research is Dematel. In this way, the factors affecting the youth delinquency were selected after the search and refinement of articles to 20 articles. fter selecting articles, the factors affecting the juvenile delinquency have been identified in 6 parts of leisure, family, affiliation with peers, place of residence, school, religiosity. Then a questionnaire was written about the mentioned factors. In this research, the relationship between these factors was evaluated based on the opinion of 15 experts and using the Dematel technique.

Findings indicate that the variables of school, family and religiosity were identified as causal factors and variable of leisure time, affiliation with peers and place of residence as effective factors. The school agent is capable of influencing among the factors. But family and religiosity have the dual role of influencing and influencing among the factors. Also, Leisure time an effective factor and residence is a low factor.

In this study, school variables were the most influential factor and the most important factor was affiliation with peers. Also, based on the results of the research, the affiliation with peers has the greatest interaction with other factors. Therefore, it is suggested that governmental and non-governmental organizations cooperate with each other to investigate and identify the causes of youth delinquency.

 The conformity of the educational elements of the Islamic society is necessary for the realization of the educational goals of Islam. The interaction of the school (as the main institution of formal education in the country), the family (as the most natural and stable institution) and the mosque (as the most original educational institution in the Islamic society) cause synergy and facilitate the realization of Islamic educational goals. On the other hand, these three pillars of education (family school mosque) are the basic components of traditional communication and the realization of cooperation between these elements will have a significant impact on strengthening the social communication network and deepening national and religious beliefs.

The present study is of qualitative type and it uses the data theorizing strategy of the foundation. Research data have been extracted from the results of a survey of the top 14 mosques in the country in the field of interaction with family and school.

Cooperation between the mosque and the school and the family is a central phenomenon that is conditioned by the capacities and weaknesses of educational institutions. This phenomenon has four stages: "1- Construction, 2 building trust, 2- Attracting from school to mosque, 3- Continuing communication and training in the mosque, 4- Creating students' role in the mosque and school." It is the components that affect it in the form of intervening factors and will lead to results. The pattern of the relationships of the research categories is shown in a paradigm model.

We need media literacy to have a smart audience who uses the media. One ways to improve media literacy is to pay attention to school capacity. EU member states, have taken effective steps to expand the education of media literacy in schools, and have taken joint action under the supervision of the European Commission. The study of the performance of these countries enhances the literature of the subject and improves knowledge and experience in designing the desired pattern. This paper is a qualitative research with the theme analysis method. In line with the main goal of the study, the identification of factors influencing the promotion of media literacy education in schools, has been interviewed with 11 European Union media literacy experts and the European Commission's direct call center. The subjects were selected through targeted sampling and questions were sent by e-mail. The interviews were conducted using Clarke and Brun's method. The codes were extracted or directly expressed in the interviewees' interviews, or were implicit codes extracted from the interview text by the researcher. Based on the results of this study, six main themes include empowerment, curriculum, infrastructure, finance capital, legislation and social participation, which promote media literacy in schools

The purpose of this study was to investigate the effect of the two basic institutions of the family and the school and the meaning of their relationship in the socialization health upgrade of the students life.

The research design this study qualitative and to The method of content analysis is that in two levels of description and explanation in girls high schools Rezvan, Zeynab and Parvin Abdanan city of Ilam Province to quantity 334 girl student in 2018-19 educational year Was performed that from this them 30 People were selected as the sample. Semi-structured interview and observation were used to collect is data.

According to the findings of some researchers, between of social values family and school and social health upgrade and meaning of the relationships between the two in the life of a student, is a conflict and it follows that the values conflict and lack of conformance student with family and school not the benefit of another, Rather, it causes students to become discouraged and discouraged, both at home and at school. Hence, the interaction between home and school can be considered seriously and practically from a sociological perspective as one of the most important and effective ways of reducing the conflict between home and school in the direction of student health upgrade.

The result of this interaction is the positive impacts and many educational and educational benefits that play an important role in the meaning of the student health upgrade of social life and his or her future.

Main question of this research is how “self” is made during the “Student stage” of life? Most researches consider self-making process as the result of the efforts of socialization agents and important active role of the student is neglected. The results of our research showed the plans of the socialization agents constitute just a part of the student’s life-world which has called here as “plan sub-world”. But there is another neglected but important part here called as “play sub-world” which have not been addressed adequately by previous researches. “Play” here is defined as the activity which is done for its own sake not for any advantage it will bring. Play sub-world is where one can express him/herself freely, independent of the control of every pre-designed planning. Juvenile mischiefs like childish fights, teasing the teacher, runaway from the school, and cheating in the exams are samples of the activities of this sub-world. The student’s self, more can be made through this sub-world than everywhere else; because it is at this sub-world that student can express him/herself freely, actively and creatively (unlike plan sub-world in which student is more passive and under control). Therefore, the student life-world includes two plan and play sub-worlds and is made through the dialectic between these two sub-worlds; a dialectic which corresponds to dialectic between practice-thought; active-passive; creativity-memory; sender-receiver, and source-destination. The process of making self in this dialectic is the same as the process of making society.

The present study was conducted to investigate the social factors affecting thetendency of high school students to thugs groups in Ilam city.In this research, therate of respondents’ consent to social dimensions affecting the tendency of highschool students to thugs groups As research questions were evaluated.This researchwas applied in terms of its purpose and based on descriptive-analytic data collectionmethod,And conducted in a survey method and this survey was carried out using aquestionnaire.The statistical population of the research is teachers, school instructors,law enforcement colleagues, judicial experts and male high school students in IlamCity and 326 samples were selected using a proportional volume sampling method.To assess the validity of the questionnaire after the negotiation and consultation ofthe experts and the informant about the situation, the questionnaire was completedand the validity of the questionnaire was evaluated. The total Cronbach’s alphacoeffcient of 0.88 shows that the questionnaire has a reliability is up.To answer theresearch questions, one-sample test, Chi-square test, Pearson correlation test andCronbach’s test were used.Findings and

The fndings showed that the type of education andsocialization of families (with a coeffcient of 0.63), livelihoods (with a coeffcientof 0.047), school environment (with coeffcient of 0.052), friends and Peers (witha coeffcient of 0.057) and fnally mass media (with a coeffcient of 0.04) have thehighest impact on the tendency of high school students in Ilam city to groups of thugsAlso, according to the results of regression, by promoting a unit of social factors(mass media, school, peers, families, and livelihood), the 0/254 unit of tendencytoward thugs in the studied organizations will be enhanced. The t-test of theregression coeffcient also shows that this coeffcient is signifcant (sig = 0/000) andis effective in estimating the tendency toward thugs.

The current research is aimed in performance comparison of smart and non smart female high schools on ground of development of knowledge production capability in third grade high school.The research method is ex post facto and performed for evaluation of function of these schools and research is applicable objectively. Statistic society includes third grade female high school district 8th of Tehran, which includes 10 public schools, 6 non public schools, one smart school with population of 1020 . 260 persons, were selected by stratified random sampling among smart and non smart schools. Capability of knowledge generation was measured by test made by researcher on basis of psychometrics principles. Analysis of data with use of t test was done to compare the two independent groups. The result indicated that a significant difference exists between the two groups and smart schools have had better performance in regard to development of knowledge production capability, and communication technology can mean process technology in human thoughts. In these schools, students can get in touch with world scientific sources acts and meet teachers and students from other schools and educational environment can act bilateral channel to gain knowledge instead of one way channel and by changing the role of teachers, effect the facilitation of teaching and learning trend, thereby students are creator of knowledge themselves.

This study intends to focus on the queue, as one of the semiotic resources in the young girls' educational experiences, to represent the semantic system formed in the intersubjectivity space of the social actors. In this regard, the narratives of thirteen young Mashhadi girls from the queue have been analyzed based on the social semiotic approach of Van Leeuwen. The results of this study showed that the queue as an arena for disciplinary power introduces students to the educational process, which consists of a set of unequal and mainly stereotypical interactions, and with a high concentration on the continuity of its formal symbols. This process ultimately leads students to a kind of subjugation and alienation. In other words, the queue, which appears to be a means of teaching law in the school, in practice, draws students to passive and disempowering processes. As a result, they see their education separate from themselves and ultimately become subordinate actors.