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

Although previous studies have highlighted the challenges of implementing the cooperative learning approach, they have not addressed the implementation strategies of this approach in order to develop students' leadership skills. On the other hand, studies have shown that leadership skills can be taught to children, but they have not clearly revealed how this happens. The aim of this study is to combine the results of national and international studies in order to fill this research gap. Sandelowski and barroso method was used in this study. Data were coded through Atlas T software. In order to complete, modify and validate the data, the method of focus groups was also used. Based on the results of the present study, improving curriculum elements such as facilities, subjects, learning environment, teacher and student, and improving the attitude of stakeholders and stakeholders can provide the basis for the development of leadership skills in students. The results indicated the prominence of some skills such as creativity, problem solving, self-confidence, adaptability, empathy, criticism, and responsibility. Some skills, such as adaptability, acceptability of criticism, revealed new dimensions of leadership skills and were able to contribute to the development of knowledge in this field. Based on these findings, it can be concluded that developing leadership skills through cooperative learning approach in educational activities in the classroom environment is feasible.

. However, there is still a lack of comprehensive information regarding the various elements of cooperative learning and their impact on developing students' leadership skills. This knowledge gap needs to be addressed in order to enhance the effectiveness of cooperative learning in fostering leadership abilities among students.Hence, in this study, a comprehensive examination was conducted employing a multi-method approach that incorporated two meta-synthesis methods and focus groups. Initially, primary data was collected and analyzed through a meta-synthesis study. Subsequently, the data underwent completion, expansion, modification, and standardization using the focus group method. The meta-synthesis section encompassed a comprehensive review of 5200 scientific documents, including articles, books, and treatises. From this vast pool, a sample of 32 articles was selected for further analysis using the Critical Assessment Skills Program (CASP). During the data analysis stage, we utilized the Atlas T software to examine the results. The findings revealed that positive internal dependence, a key element of Cooperative learning, plays a significant role in nurturing essential skills such as popularity, empathy, and cooperation. Additionally, accountability was identified as a factor that enhances self-esteem and fosters respect for others' rights. Furthermore, the interpersonal skill, which is the third element of cooperative learning, was found to be effective in developing communication and social skills, as well as strengthening problem-solving and conflict resolution abilities in students. These three elements align with social interdependence theory and offer new perspectives on cultivating leadership skills among students.

Accepting the educational belief that family involvement in education and the educational process is one of the vital tools in achieving better results as well as a suitable mechanism for creating more efficient and democratic schools is very important for the current educational system to move from closed and non-participatory schools. Become a model of free democracy. The purpose of this study is to identify the role of the family institution in the implementation of school curriculum. In this research, the type of initial research was used to identify the dimensions by exploratory research method. To collect data from focus groups, which are one of the key methods of qualitative exploration in the social sciences, to obtain the views of a representative group of parents, specialists and experts in educational sciences, especially curriculum planners and philosophers of education with a sample of 20 people. Were used and comments were analyzed by qualitative content analysis.The results of data analysis indicated that parents did not properly intervene in the implementation of the curriculum. The research findings also indicate that the family institution can play a key role in all areas of curriculum planning and tend to participate in the implementation of their children's curriculum. Four themes emerge from the data related to participants 'perceptions and experiences of parents' presence in the implementation of school curriculum. These themes are the role of the family institution as the supporter of the learner and policy maker, therefore, in this article, briefly examines the role and impact of each of these factors and provides practical strategies.

Organizational virtue is one of the new concepts of an organization that is based on positive psychology. The study in this area encompasses prominent behaviors in the organization, which lead to positive outcomes. The purpose of this study was to design and explain pattern for consequents of virtuous organization at public universities in Yazd province.
research The research methodology was based on "exploratory mixed research" method. At First phase, the qualitative research method of "focus group" was applied by using semi-structured interviews with 8 member of faculty members of Yazd state universities, and then analyzing and coding the data obtained from the interview and literature the method of thematic analysis was executed, then the conceptual model of research was developed. Then in quantitative research section, conceptual model with a researcher-made questionnaire was distributed to the sample of 285 employees of public universities in Yazd province, was tested with structural equation model. Content validity, divergent, convergent, and also composite reliability and Cronbach's alpha coefficient of this questionnaire were appropriate.
In the model which was obtained from qualitative research, the consequences of the virtuous University, was "organizational spontaneity", "organizational citizenship behavior", "organizational identity", "spiritual well-being", "professional moral courage", "organizational happiness", "organizational health", "organizational performance", and "Social Capital" and also the impact of some consequences on each other were identified. The results of quantitative showed that  all consequences had a suitable factor load and the model was confirmed.
  benefits and consequences of organizational virtue are not apparent in the short term; Therefore, university manager and staff  should  know that by institutionalizing virtuous behaviors in the university, the quality of services and competitive advantage would be increased in long term for the university.