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

The non-continuous bachelor’s programs of Farhangian University aim at boosting knowledge, skills and attitudes of teachers who hold associate degrees in the educational system. With regard to the significance of these programs, this study aims to evaluate their effectiveness based on the four components of the CIPP model. To this end, six instructors, six experts, and six students were interviewed on the context, input, process and product of the programs, and based on the findings of the interviews and results of similar studies, a questionnaire was developed. After examining it for its validity and reliability, the questionnaire was distributed among 187 students in Farhangain University of Khorasan Razavi. Quantitative data were analyzed using one-sample t  test, and the results show that all aspects of the programs enjoy acceptable levels but the results of interview analysis shows that these programs need attention and revision in terms of input, process and product. The paper also provides some guidelines for the improvement of the program based on instructors’ and experts’ comments.

Estimating provinces' achievement based on TIMSS and PIRLS is one of the demands of educational policy-makers, which is not possible due to some technical issues such as non-representative samples and small size of samples in most provinces. However, this has become feasible by changing the sampling design from TIMSS 2015 and assigning separate stratum to each large province; i.e. Tehran city, Tehran province, Razavi Khorasan, Khuzestan, Isfahan, and Fars. In the present study, the mathematics and science achievements of students in these provinces were compared in fourth and eighth grades as well as trends of achievements from 2015 to 2019. Furthermore, the provinces were compared in two series of variables that related to input and process. On the basis of these variables, two ratios were calculated: output-input (efficiency) and output-process ratios. The results showed that Tehran city, Isfahan, and Fars, respectively, had the highest mathematics and science achievements in both grades, afterwards, Tehran province, Razavi Khorasan, and other provinces were located in the next ranks and after all, Khuzestan was in the last rank. Similar ranks were observed in output-input (efficiency) and output-process ratios, except Tehran province that revealed better ranks in these ratios. Furthermore, Fars showed lower ranks in output-process ratio. In general, results indicated that learning quality has varied among the provinces, in addition, although there are variations in resources and inputs, these conditions can not totally account for poor performance in some provinces.

Internationalization of higher education in Iran is a significant need through which understanding other nations and cultures become possible. Global societal needs must be addressed in this respect. In order to fulfil the 20 – year’s perspective that is documented in the agenda, decision makers have to operationally respond the global societal needs. This study is applied based on purpose and it is qualitative based on data. Participants included eighteen elites (faculty members).Research aids consisted interview for semi constructed sessions. Sampling was done purposefully as well as snowball continued to theoretical   scenario. The validity of the qualitative section and the precision of the findings of this research were verified by the opinions of the professors and the experts and the erudite of this field Totally 200 non repeated words and 126 conceptually same words were obtained. The concepts were divided into 2 main categories(supra-structure and super-structure indicators) and 14 sub- categories(10 supra structures " Input components" and 4 super structures " Output components").These wree obtained from" the Components of Internationalization of Higher Education". The components were attributed as two groups: input and output components. The input component directly affects the process of internationalization while the output component has indirect effect on the process.

Different countries may differ in their educational systems, but they are the same as far as their educational systems interacting with their socio-economic systems. From a systemic perspective, evaluation research on the functioning of these systems is necessary. In economics, education is considered to be a sector in its own right and one way of looking at it is through the give and take model in order to determine the mutual impact of different sectors. The present research has looked at the educational investment and its impact on both the national and sectorial economies in 5 different countries. To do this data from Iran in 2006, India in 2004, Germany, Japan, and Australia in 2005 were used and forward and backward indices, both direct and indirect, along with indices of dispersion were calculated. Data analysis reveals that both Germany and Australia have the highest inter-sectorial interaction, whereas Iran has the highest dispersion and sensitivity indices.

Nowadays, National Innovation System (NIS) is accepted as a conceptual framework for societie's innovation plans by main international organizations. This study is undertaken in a attempt to identify a conceptual framework on some related factors (input and process factors) of innovation activities in engineering universities.