جستجوی مقالات مرتبط با کلیدواژه « تخصصی » در نشریات گروه « علوم تربیتی »

The purpose of this study was to present and develop a model of management of misbehavior of high school students and then to identify the best model of teaching style in line with the optimal management of misbehavior of classroom.

This study was of mixed type and qualitative-quantitative method and grounded theory method was used. Participants in the study were first high school teachers in Sanandaj, which in the qualitative part 18 people were selected by purposive sampling method and in the quantitative part, out of 1100 people in the statistical population, 204 people were selected by multi-stage cluster sampling method. In the qualitative section, using in-depth interviews, outlined 43 subcategories, 31 central categories and 5 comprehensive categories. Accordingly, a conceptual model of components and strategic dimensions of management of misbehavior of students was designed. In the quantitative part, the final model was designed by distributing a researcher-made questionnaire with appropriate validity and reliability of 0/78 and finally using SPSS and Amos software for factor analysis.

From the components obtained from the model of strategic factors affecting the management of misbehavior in a total of 10 components and 4 dimensions of teaching style were obtained, including: A: interactive and camaraderie teaching style. B: authoritarian teaching style. C: facilitator style. D: specialized teaching style. The result of confirmatory factor analysis and structural equation model showed that the model of effective strategic factors in management of misbehavior of student has a good fit.

The practical result of this research was identification, model development with emphasis on interactive and camaraderie teaching style by teacher in management of misbehavior of student.

With a forward-looking view of the abilities and skills required by future educational administrators, this research seeks to find answers to this question. "What components will be included in the characteristics of desirable administrators of future schools? " In other words, considering the trends of change and future developments, what components and skills will be a priority for educational administrators? The practical purpose of this research is to investigate and identify the effective components, empower, strengthen and improve the skills of educational administrators and direct efforts to achieve educational and educational goals. The present research method is a mixed type (qualitative and quantitative), and to collect data, first, documents including articles, dissertations, videos lectures and educational conferences, research projects and reports related to the subject were studied. Then, data has been collected by conducting interviews with experts. The data of the qualitative stage have been coded and categorized by the method of thematic analysis. Then, in the quantitative stage, by compiling a researcher-made questionnaire, the mentioned components have been compared with the current and desired conditions of future schools. The findings of this research in the form of main themes in four types of skills required by educational administrators include; technical-specialized, human, perceptual and soft skills, with 50 sub-themes, have been identified and categorized as effective and desirable characteristics in the performance of future educational administrators.The results of the research, in addition to the significant difference between the current and the desired conditions, indicate the significant impact of the components related to the skills of administrators on future schools.

This study was performed with the aim of developing a primary model for performance evaluation of police university graduates. The study with a practical nature, used focus groups method in order to gather the needed data and was analyzed by qualitative method.The study population were selected from experts and university professors of police university. This model went through critical investigation and there was an interview with professional police College of Science and Technology Frontier, College of Science, Technology Traffic, College of Science and Technology of Information and Knowledge, College of Science, Office Technology and Support in -. The sample consisted of focus group of - persons each from faculty members and educational staff from the above mentioned faculties and professional police at the command and major. This primary study was performed at stages. At first stage general professional and specific characteristics According to each major was evaluated in focus groups. At the second stages, a primary model was designed according to viewpoints of the focus groups. This model consisted of nine categories. At the third stage, this model went through critical investigation and there was an interview with professional police focus group. At the fourth stage, the model was improved by using the five focus groups and professional police views and the number of categories was reduced to six. at the fifth stage after gaining a general agreement on the number of levels and categories of competency model, the elements regarding every category were reviewed in focus groups and by professional police and then was finalized.According to the obtained results, the model for competency in Police University is a Pyramidal and hierarchical one, Consisted of six levels which were personal, general, professional, operational, scientific/technical, and specific and management competency. This theoretical model provides an introduction for vast and several surveys which can prepare the ground for police university scientific promotion and making the educational courses more up-to-date and will be followed by educational courses and plans.