جستجوی مقالات مرتبط با کلیدواژه « شایستگی های عمومی » در نشریات گروه « علوم تربیتی »

The purpose of this research was to design a model to measure the general competencies of elementary school students with regard to regard to all domains education and to examine these competencies in elementary school students from the perspective of school principals and assistants. The present one is of the type of exploratory mixed research projects, and the researchers conducted have been collected using two qualitative methods (comparative analysis and interviews with experts) and quantitative methods (researcher's questionnaire based on the research model). In the qualitative part, at first, using comparative content analysis with Meiring's method and based on the fundamental reform doc ument of Education and other high-level documents, 5 main were extracted and the text of the interview based on these elements and considering all domains education was provided to 8 primary education experts who were selected by purposeful and snowball sampling. The results of semi-structured interviews showed that the general competencies of primary school students had 8 common themes and 182 sub-themes. In the quantitative part, a researcher-made questionnaire was created based on the research model, and after validating it, it was given to 70 vice-principals and managers (out of 205 people) of schools in Bukan city in the academic year of 1402-1401, who were selected by multi-stage cluster sampling method, it placed. Finally, the results of Friedman's test showed that the performance of students in spiritual and intrapersonal-ethical competencies is favorable, in learning competencies is weak and in psychological-physical and cultural-social competencies is very unfavorable.

The purpose of this study is to identify and prioritize the components of general human capital development of university faculty members.

To do this, a mixed method by qualitative-quantitative was used. The statistical population included all faculty members of universities and research institutes in Tehran, 13 of whom were selected through purpose sampling. Data obtained from semi-structured interviews with experts were analyzed by inductive content analysis and three-stage coding. Participant members' control method and peer feedback were used to ensure credibility. Also, to ensure reliability, the agreement method between the coders and Cohen's Kappa test were used. In the quantitative part, Shannon entropy method was used to determine the importance and priority of the obtained dimensions and components.

The results of the qualitative part of the research show 106 key indicators, and 17 axial dimensions in the form of five main components of general human capital development of faculty members, including; Improvement in the extent and appropriateness of cognitive competencies, improvement in the extent and appropriateness of meta cognitive competencies, improvement in the extent and appropriateness of bio-emotional competencies, improvement in the extent and appropriateness of communication-social competencies and improvement in the extent and appropriateness of Cultural and spiritual education competencies, were categorized and presented. Based on the results of Shannon entropy test, respectively, the main components of improvement in the amount and appropriateness of cognitive competencies, improvement in the extent and appropriateness of communication-social competencies, improvement in the extent and appropriateness of meta cognitive competencies, improvement in the extent and appropriateness of Bio-emotional competencies, and improvement in the extent and appropriateness of cultural and spiritual education competencies, were the first to fifth priorities in the development of the general human capital of the faculty members. Also, the component of cognitive human capital development had the highest priority and the component of cultural and spiritual education human capital development had the lowest priority. Theoretical framework of general human capital development of faculty members in the present study provides a suitable scientific tool for planning the human capital development of faculty members. In the end, based on the research achievements, appropriate suggestions were presented.

The purpose of the present study is to investigate and analyze the attention to health promoting behaviors in textbook content of elementary sixth grade and the role of these behaviors in predicting students' generic competences scores. The present research method is a combination of quantitative content analysis and descriptive correlational. For sampling first Sixth grade social science, science and Heavenly gifts books were selected and analyzed using purposeful sampling. Then, 212 sixth-grade elementary students in Boukan city selected by multi-step cluster sampling method and answered the Health Promoting Behaviors questionnaire (HPLP- II), and the score of the first semester of 98-99 was considered as their generic competences. The results of content analysis showed that the frequency distribution of health promoting components and their significance coefficient are abnormal, So that the components of spiritual growth and responsibility for health have the least significance factor and Information load; components of physical activity and nutrition have the least frequency in sixth grade textbooks. Also Concurrent regression results showed that health promoting behaviors were able to predict generic competences scores up to %66.

The purpose of this study was to identify and classify the generic competencies required for the students’ success in their academic and professional life. Accordingly, it was conducted as an applied research, and its data collection was carried out through mixed method. Firstly, in order to identify the generic competencies, the contents of studies, whether originally written in English or Persian, were analyzed. Then, the instrument of data collection was constructed. In order to identify the importance of these competencies, the department deans’ opinions at Shahid Bahonar University, who were selected through survey, were used (N = 57). The results of the study showed that 21 competencies in all of the analyzed studies were identified, which were classified in 4 categories as cognitive, interpersonal, systematic, and instrumental. The cognitive competencies were of the highest rank, and the instrumental ones were of the lowest rank in comparison to the others. On the whole, these 21 identified competencies in this research may contribute significantly to the success of academic and professional lives of students; therefore, it is necessary to be considered in the educational program and curriculum of higher education institutions.