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

In today's organizations, the use of employees with temporary work contracts, is more or less observed that it brings new challenges for the management of human resources in the work and employment relations of such employees. Iran's public schools also use teachers with temporary work contracts to achieve educational goals, and in this regard, the main problem of the current research was to identify the work and employment issues of teachers with temporary work contracts in public schools. Therefore, the aim of the current research is to provide a model of inclusive human resource management in the work and employment relationships of teachers with temporary work contracts in public schools.

This research was conducted with a qualitative approach and thematic analysis method. After reviewing the theoretical foundations and gaining recognition about the literature, 16 people of teachers with temporary work contracts and managers and experts of human resources of education were selected by targeted non-probability sampling and subjected to semi-structured interviews.

Based on the data analysis, 102 basic themes and 38 organizing themes were identified in the form of 4 overarching themes of organizational needs and expectations, managers' and human resource experts' perception of work and employment relationships, teachers' psychological contract and teachers' perception of work and employment relationships were categorized and then the final model of the research was formulated and presented.

Based on the findings, it is suggested to education managers, while considering the organizational needs, the expectations of teachers with temporary work contracts, such as organizational justice, organizational support, understanding and mutual understanding, job security and the system of their preferences, to consider in their work programs and execute correctly.

Positive development during adolescence has lifelong consequences; developmental assets frameworks contribute to the well-being of newcomers, including avoiding high-risk behaviors and engaging in positive or thriving behaviors. One of the main concerns of educational systems is trying to find ways to improve students' academic performance. The statistical population of the research was all ninth grade students of Qazvin province. Various psychological factors can affect academic performance. The aim of this study was to investigate the role of internal and external developmental assets in predicting the academic performance of ninth grade students in work and technology and social studies. With the cluster sampling strategy, the questionnaires were provided to the students in a Shad environment. Regression analysis was used to determine the contribution of independent variables in predicting the dependent variable. The results of the present study indicate that the correlation (relationship) between the variable of developmental assets and its subscales and students 'performance in work and technology and social studies is significant, which with increasing students' developmental assets score, their academic performance also improves.

We explored and analyzed the dimensions of enhancing students’ interest in work and technology courses curriculum in junior high schools by dimensional analysis of the perceptions of students and teachers of vocational work and technology courses and based on the grounded theory and Schatzman dimensional analysis. Students were selected based on criterion, quota and convenience sampling methods. Thirty students of the seventh, eighth and ninth grades who were interested in attending the interview were selected by convenience and interviewed. Interviews were conducted based on quota sampling and selection of 10 students from each grade. Data were analyzed based on Schatzman's three-step method and the explanatory matrix tool. This analysis consists of three stages and as an organization plan, including a. dimensioning/design b. segregation; c. integration/reintegration. These steps are not linear and are provided only sequentially for ease of presentation. Schatzman proposed dimensional analysis in three steps using an explanatory matrix tool.

This study aimed to investigate the effect of technology-based entrepreneurship education on empowering the entrepreneurial spirit of sixth graders. The applied research and quasi-experimental methods were used with an experimental and a control group. The statistical population included sixty 12-year-old sixth graders in the city of Karaj. A sixth-grade work and technology lesson plan was presented for one month as the research tool. The standard Bahramzadeh et al. Entrepreneurship Spirit Questionnaire (2009) was used as a measurement tool. Content analysis was performed to determine content validity, and Cronbach's alpha coefficient was used to determine reliability. Data were analyzed using descriptive and inferential analyses in SPSS software. The findings show that technology-based entrepreneurship education has a positive and significant effect on the entrepreneurial spirit of sixth graders.

The purpose of this study is a comparative study of work and technology education curriculum in the primary education system of Iran, Finland and Singapore. The method of this research is qualitative using a comparative method based on comparative analysis. The field of research includes scientific information, documents about work and technology education in the primary education system of the world. For sampling, the method of targeted sampling was used. According to the successes of Finland and Singapore in the field of labor and technology education, these two countries were selected as a sample and compared and compared with Iran. The method of collecting documentary information is by filing method. In order to analyze the data, George Brady's four-step method has been used. The results showed that the similarities are: in terms of status, in the compulsory program at lower levels of education (elementary course); In terms of logic and reasoning, in preparing students for their future careers and careers; In terms of purpose, in introducing them to jobs, preparing them to learn professions and jobs; In terms of content and educational materials are generally consistent; In terms of teaching methods, in using active, participatory and team teaching methods, practical project, problem solving; In terms of evaluation, in the evaluation by the working method of the research folder, evaluation of the practical self-assessment project, oral-written questions; In terms of the role of the instructor, in the role of the instructor as a guide and management of class activities; In terms of the role of the learner, they are similar to the role of the learner as a questioner and the connection and synergy between what is new and what has been learned in the past and how to apply what has been learned in the real world. However, the differences are: in terms of position, in the degree of diversity and scope of the curriculum, work and technology, and the degree of integration of this program with the programs of other courses; In terms of logic and reasoning, the extent to which everyone's work, education and life are related to technology; In terms of purpose, in the amount of attention paid to the development of problem-solving skills, environmental, critical thinking, learning technological literacy; In terms of content and teaching materials, in the field of diversity in educational content and the degree of emphasis on the concepts and principles of work and technology, in terms of teaching methods, in using teaching methods based on maximum student freedom of action, semantics in teaching, Communication teaching method; In terms of evaluation, in the certification of skills and evaluation by teachers and students; In terms of the role of the educator, in the role of the teacher as a member of the family, to make the educational content meaningful for the students by adapting the content to the real world; In terms of the role of the student, there is a difference in the degree of students' freedom of action in activities, restricting education and activities to the classroom.

Aiming to promote the creativity level of 9th grade Iranian high school pupils, the present study was conducted by using the great potential of the action research method. For this purpose, three independent and related measures were utilized to investigate the effectiveness of designed interventions and the variability of pupils' creativity. Torrance's creativity questionnaire was used to collect data from a girls state high school in Qazvin city.
Moreover, the analysis of weekly notes and observations indicated that students' creativity has been improved in the studied components. In general, the results strongly suggested that the action research method can be used to change and improve educational environments and especially to improve the performance of human agents.
TRIZ, the theory of inventive problem-solving, is recognized as one of the most effective tools for envisioning engineering designs and solving difficult problems. The importance of triage has been confirmed in various fields where its applications induce excellent results (Sheu et al., 2020).
Work and technology courses have been included in the official education system of the country since 2013. According to the country's need for jobs and technological skills, education has adjusted the course of work and technology (Abolhasani and Safai Movahed, 2018). Cultivating creativity creates the confidence that the society can make better use of its human resources and talents in that society. Creative ideas are often found among the strange and unexpected emanations of our minds. The creative mind thinks differently and moves in inexperienced and unusual directions. As well as, a creative person can interpret to think from one dimension of the subject to other dimensions and, as a result, produce various and varied ideas. Technological training, work and skill training will lead to personal progress, increase in productivity, participation in social and economic life, reduction of poverty, increase in income and development. In today's era, with the increasing momentum of the job-seeking population, businesses will survive if their owners have enough creative ideas in producing and presenting their products to customers. According to this principle, fostering students' creativity will be effective in their future career success. Researchers have tried to improve the dimensions related to the problem by involving students and choosing to provide solutions and implementing them step by step in a 5-month process. For this purpose, the following questions were asked:To what extent is the creativity of students in interpersonal interactions and doing group work in ninth grade students?
What changes have students' creativity undergone after the interventions made by researchers?
In this regard, 31 pupils relevant and interested in the research were selected after constellation by school's executive officers. Then three main and effective solutions, taken on the basis of TRIZ, the theory of inventive problem-solving, is recognized as one of the most effective tools for envisioning engineering designs and solving difficult problems, were considered to improve the level of creativity of pupils. The process of all three interventions in this action research is presented as independent but interrelated cycles. Each cycle includes 4 levels of planning, action, observation, and reflection. In the planning stage, an attempt was made to determine the field of study, and after the necessary coordination with the high school administration, the documents that helped to clarify the current situation were examined. In the following, an action research plan was formulated, and in this plan, three actions were taken.
Since action research requires the effective participation of relevant and interested people in the research, we tried to get the favorable opinion of the school's executive officers and students by stating the necessity of implementing this plan. For this purpose, a briefing session was held to provide the basis for the implementation of optimal measures at the level of each class.
In the following, the main aspect of the uncertain situation was selected for action research. Among the solutions that were proposed to improve the level of creativity of students, three main and effective solutions were considered. In the initial state, the pre-test was held. Then, according to the plan, 3 measures were taken according to the condition of the participants. After the end of the actions, the post-test was held. In this way, 2 sets of data were collected. Correlated t-test was used to analyze the data. This test is used to determine the difference between the dispersion of scores of correlated groups (Zare, Talebi and Saif, 2019, p. 132).
Initial introduction to motion graphics: The principles of Terez along with their examples were prepared by the researcher in the form of attractive motion graphics and were given to the students in the class to familiarize themselves with Terez in general.
Podcast of creative engineering stories: Creative engineering stories were prepared as a podcast, and a podcast was broadcast every session and the students were taught the basics.
Asking the students to do homework: After listening to the podcast, the students were careful in the surrounding environment and prepared examples for the principles. Then, for the next session, they would present the principles and examples they had found to their teacher in the form of flash cards that were also visually beautiful. Measurement in the initial state: by means of by Torrance's creativity intelligence questionnaire, a pre-test was performed in the initial state and in order to enter the data into the SPSS software, the questionnaires were saved. Measurement after successive actions: after the actions taken, the students completed Torrance's creativity questionnaire in the framework of the post-test. Questionnaire sheets of stage 2 were also collected and archived. Crediting Validation of the solution means carrying out an activity during which the researcher ensures the effectiveness of the solution he has chosen (Seif Elahi, 2017, p. 100). For this purpose, four validation methods were used in action research such as self-validation, validation by colleagues, academic validation and popular validation (Qasmi-Poya, 2011, pp. 122-123).
In the initial state, the pre-test was held. Then, according to the plan, three measures were administrated. After the end of the actions, the post-test was held. To analyze the data collected, a correlated t-test was used to determine the difference between dispersion of the scores of correlated groups. Because the calculated significance level of total creativity variables, flexibility, and expansion subscale is smaller than alpha 0.05, we may claim with a probability of 95% confidence that the level of total creativity and subscales of fluidity, flexibility, innovation, and expansion variable, there is a significant difference between trained and untrained pupils.

This study aimed to design and validate the scrapped curriculum in the secondary technical schools. This research is practical in purpose and is conducted by mixed approach and sequential exploratory design. In the quantitative phase, the descriptive survey method was used. The Statistical population of the research in qualitative phase included 18 curriculum and technical experts and in quantitative phase, it comprised 2750 people who were principals, assistants and apprentices in technical schools of Mashhad. In qualitative phase, 11 people were selected considering the saturated law and using the purposive sampling method. In the quantitative phase, 384 participants were selected on the basis of Cochran formula and Stratified sampling. In order to collect data, a research-made questionnaire containing 88 questions was used. The validity and reliability were confirmed by experts and Composite reliability and Cronbach’s alpha was calculated 0.865,  that was confirmed. To analyze data, through SPSS 24, exlporatory and confirmatory tests were used. The results indicated that scrapped curriculum includes 6 dimensions: content, structural characteristics, educational spaces, the learners’ characteristics, the teachers’ characteristics, and educational processes. The educational space recognized as the most effective and educational processes as the least effective.

Design thinking is a problem-solving approach tailored to 21st century skills that seems to be in line with the curriculum of work and technology. Therefore, the present study was conducted with the aim of designing a model for the implementation of work curriculum and technology based on design thinking.

The method of this research is the method of studying the documents which has been done using the systematic review method. In the present study, the domain of Latin electronic articles is all electronic articles published in the databases of Eric, Science Direct, Tyler, Francis, Spearinger, Google Scholar, and education sites related to educational resources, work and technology, and design thinking; Normgaz Internal Database; MagIran and established SID site and the education site without time limit. After searching the databases, 1345 articles were obtained and after deleting similar articles, 216 articles were selected for detailed review and evaluated according to the casp evaluation criterion. Finally, 90 articles were fully analyzed and reviewed, of which 42 articles , Books and sites were used for design thinking and 5 books and meta-documents, data and resources of 6 countries and 37 articles and sources were used for work and technology.

Data analysis showed that the most important dimensions of the model are: learning approach, learner, education presentation, content, evaluation, class, design tools and metacognitive methods and processes. Also, to validate the execution pattern, experts reviewed using the focus group method was used. Pattern validity was performed by forming an online virtual group with the presence of 8 experts.

Finally, the designed model includes two main variables: 1- Execution prerequisite and 2- Execution; In the prerequisite stage, the initial work and infrastructure required for successful implementation were considered. First, the learner and the content were examined to determine the existing need and situation, then the infrastructure and learning approach and design thinking model were determined. According to all the mentioned issues, the educational strategy is determined and the model enters the implementation stage, in which the four main elements of the learner-teacher implementation and the problem and evaluation and the processes between them were identified according to the components in this stage.

The present study aims to explore and develop the ethical codes for the work and technology curriculum of the junior high school from the teachers' point of view. This qualitative research used phenomenological methodology. The findings showed that teachers identify two main categories and twelve subcategories for work and technology curriculum ethical codes: work ethical codes of responsibility, fairness, honesty and integrity, trustworthiness and halal earning, and technology ethical codes of intellectual property, copyright, information security, privacy, access, information accuracy and networking etiquette).

The education system must make fundamental changes within itself in order to be able to cope with the rapid changes in the information society, and on the other hand to be able to respond to the needs of creative society and creative people in society.

The aim of this study was to investigate the effectiveness of problem solving training on creativity and cognitive flexibility among teachers of work and technology.

This research was conducted in a quasi-experimental manner with a pretest-posttest design with a control and follow-up group. The statistical population of the study included all female teachers of labor and technology in District 1 of Rasht in the academic year 2019-2020 in the number of 146 people. For sampling, 30 qualified volunteer teachers who scored less than 120 on the Abedi creativity questionnaire (1993) and less than 80 on the Dennis and Vanderwall (2010) cognitive flexibility questionnaire were identified and then randomly assigned. They were included in 2 study groups. The experimental group underwent 10 sessions of Dezorilla and Goldfried (1971) problem-solving training intervention. In order to evaluate the stability of the results, a follow-up test was performed 1 month after the post-test of the experimental groups. Data were analyzed by repeated measures analysis of variance and Beferroni post hoc test using SPSS software.

The results showed that for the creativity variable the effect of group (P˂0.001 and eta= 0.571), the effect of time (P˂0.001 and eta= 0.613) and the interaction of group × time (P˂0.001 and eta=0.608) was significant. Also for the cognitive flexibility variable group effect (P˂0.001 and eta= 0.609), time effect (P˂0.001 and eta= 0.653) and group × time interaction (P˂0.001 and eta= 0.612) ) was significant. On the other hand, the results of benfroni post hoc test indicate a significant difference between the means of the experimental group in the pre-test with post-test (P˂0.001) and pre-test with follow-up (P˂0.001) for the variables of creativity and cognitive flexibility was.

Due to the usability of the work and technology curriculum in life, as well as its important role in motivating and aspiring to jobs in society and helping to choose a field, the country's educational system has paid special attention to the work and technology curriculum. The purpose of this study was to qualitatively review the challenges and strengths of the work and technology curriculum and strategies to improve the implementation of the work and technology curriculum.

For this purpose, the phenomenographic method was used. Targeted sampling method with snowball technique was available for experts and targeted teachers, number of participants according to data saturation 6 experts; 25 teachers were selected. Semi-structured interviews were used to collect data. Data analysis was performed using a 7-step clays method. To validate the data strategies such as data collection triangulation; Interviewees' reviews of the impressions and codings and the review of the collaborating researchers and the agreement between the researcher and the participants in the research were used.

Research results in three sections: challenges and obstacles to implementation; The strengths of the work and technology curriculum and the proposed solutions to improve this were obtained from the perspective of experts and teachers.

Findings were obtained from the perspective of teachers and experts that the challenges and obstacles to the implementation of work and technology course include five themes "limitation, teacher, content relevance, comprehensive evaluation system, social factors" with eleven sub-themes "facilities, financial resources, physical space , Time, specialized teacher, skill category (knowledge enhancement), disproportion to the need, imbalance in content, weakness in the implementation of evaluation, lack of cultural background, low status and value of work and technology among officials "and the strengths of the two "Technical aspect, knowledge-building" and five sub-themes "entrepreneurship, appropriate academic guidance, creativity, craftsmanship, general skills" and in the solutions two themes "improving curriculum elements, motivating" and six sub-themes "content, evaluation" "Facilities, hidden curriculum, communication channels, salaries and benefits.”

the purpose of this study is to investigate the administrative and educational problems of sixth grade work and technology course from the students' point of view.The statistical population of the present study includes all sixth grade elementary students in Afshar region in2009-2010with142 students. Simple random sampling method was used to determine the sample;The statistical sample size of34 students in this grade is 17female students and17male students. The data collection tool in this study was a researcher-made questionnaire. In order to determine the face and content validity of the questionnaire, the opinion of three teachers with sixth grade experience about the questionnaire was asked and approved. Descriptive statistics (mean, standard deviation, minimum and maximum)and inferential statistics (one-sample t-test and independent t-test) were used to analyze the data. SPSS24 software was used for data analysis. The results of independent t-test show that there is no significant difference between male and female students in the variables of teacher teaching and mastery, student input information,student attitude, needs assessment, book usefulness, homework,educational space and facilities and evaluation(But there is a significant difference between the views of male and female students in the variables of individual and gender differences (P <0.01).

This study intended to explain the relationships among Islamic lifestyle, work/family enrichment and life Effectiveness of the organization workforce in the form of a conceptual model. The statistical population of this study consisted of the personnel of the Chalous Petroleum Products Distribution Company, 84 of whom participated in this study according to the available sampling method. This research was done through a descriptive-correlation method. Data were collected by a questionnaire and analyzed by correlation coefficient test and structural equation modeling. Findings of this study showed that Islamic lifestyle has a significant relationship with work/family enrichment and life effectiveness at the level of α = 0.01. In addition, these findings showed that work and family enrichment has a significant relationship with life effectiveness at the level of α = 0.01. It can be argued that the promotion and institutionalization of a lifestyle based on the divine worldview can lead to mutual enrichment of work/family, and thus improves the effectiveness of workforce life. In fact, a workforce that bases his/her lifestyle on the divine worldview and commands of his/her Creator in all its dimensions, and at the same time the work environment and his/her family cause him to produce and increase abundant energy to perform his/her duties, can be equipped with intrinsic and internal motivations, many capabilities and abilities to solve his/her own problems, family, organization and society, and feel committed and indebted to his/her growth and excellence, family, organization and society.

This study was a descriptive research with the documentary and content analysis design. Its aim was explaining the components of the competency-based vocational training and analyzing its position in the textbooks of the second cycle high school technical and vocational education. The research population consisted of the competency-based non-technical secondary education textbooks in 2018-2019. The research instrument in the document analysis section was the note sheets and in the content analysis section was the researcher-made checklist. The documentary data was analyzed by the qualitative method and the content analysis data was analyzed using the descriptive statistics indices in the Shannon Entropy Process. The results indicated that the conceptual framework of the vocational education can be formulated into the three components of knowledge, attitude and skills. Also, the sub-components of creativity and innovation, and the diligence with higher frequency were in the first rank and the sub-components of the situation perception and adaptation with less frequency were in the last rank. Also, attention to the components was different in the textbooks, with the highest emphasis on the knowledge (35.91) and the least emphasis on the attitude (30.88). Given the changes in the education at the modern age, the use of the Bruner Spiral Curriculum in the curriculum design and revision in the future editions seem to be necessary in order to pay more attention to the less-considered categories.

Moral intelligence is one of the most influential structures in enhancing toleration and Development in difficult situations. There is a widespread evidence of a significant decline in the quality of interpersonal ethics in student social relationships. In this research that stage, with the aim of using the great potential of the  action research method in promoting moral intelligence of the first high school students, it was attempted to , Students' ethical intelligence will be promoted through an action-oriented approach and in the form of three independent and related actions. Data were collected using Lennick, Kiel &  Jordan 's moral intelligence Inventory (2011). For data analysis, collected   data two levels of primary status of students and three applied were used by the Wilcoxon test. Findings indicate that the interventions of researchers have changed the moral beliefs of students and improved the students' moral relationships through three steps (p<0.01). Also, weekly notes and observations from researchers indicate that students have promoted their moral intelligence. In general, could be used of the action research method, showed that the capacity of this method to change and improve in educational settings, and in particular the promotion of the performance of human actors.

Today, teachers decide about the main elements of the curriculum in terms of attitudes and beliefs which rooted in their ideologies about the curriculum.The aim of the current study was Investigating curriculum ideologies of the work and technology teachers and compatibility of their ideologies with high level document (case study: middle school teachers in Khorasan Razavi Province).

In terms of nature this study was quantitative, in term of goal, it was applied and in term of data gathering it was descriptive-survey and content analysis. statistical population in the first part is consisted of 994 teachers in middle school teachers in Razavi Khorasan Province in 2016. Using the Simple Random Sampling, the sample size was determined as 269 persons by Morgan and Krejcie sampling table. Its statistical population in the second part which are qualitative content analysis consisted of high level document in education. Three of them were selected with snowball sampling. Research tool in the quantitative part was standard questionnaire developed by schiro (2008) and in the qualitative part check list were used. The Friedman test was used to analyze the data.

The results illustrated that there is no compatibility between the dominant curriculum ideology of work and technology teachers whit high level document. The dominant curriculum ideology of work and technology teachers was academic scholars. dominant curriculum ideology high level document is social efficiency.

The purpose of this study was to present and explain the proposed framework of work and technology curriculum of the first high school based on the flipped classroom pattern. Qualitative research method is of the type of implication research because it uses implications of flipped classroom theory for the presentation of the Kar & Fanavari curriculum framework and it is in terms of applied purpose. The research population is all scientific literature related to the flipped classroom pattern and the criterion-based sampling method was used. The criteria for sample selection are: flipped classroom Patterns texts, published articles from reputable sites and also published in the last 5 years. The validity of this study was evaluated and confirmed by the faculty members of the Faculty of Psychology and Educational Sciences of the University of Tehran. The present study aims at studying the theoretical foundations of the flipped classroom pattern and its arguments in four areas of purpose (enhancement of learning style, problem solving skills, creation of mental habits such as curiosity and the ability to utilize communication skills), Content (based on criteria such as different student learning styles, Student-centered, problem-oriented, self-learning and multi-media capability selected), For teaching strategies, one can use methods called problem solving teaching, creative thinking, teamwork, group discussion, individual training, and program teaching and demonstrative teaching methods and in assessing the work and technology curriculum was presented (using genuine evaluation to allow student self-assessment).

Scientific economy studies man’s behavior and relationships with the needed material objects, and helps improve the material and spiritual well-being of human beings in society. The type of school and economic system that governs the society will have different effects on education. If we see economy as the knowledge, evaluation and selection of the methods that man uses for the production and distribution of goods and services from limited or unready resources for consumption, it can be argued that through its factors, economy in the religious community provides the ground for the production of halal commodities and their fair distribution, and leads to the consumption of halal sustenance in the community. As a result, the purity of the body, the soul and the natural disposition of man is what makes it easier for him to move towards perfection and nearness to God. Using the descriptive-analytical and documentary method, this paper explains economics, its factors and functions and the role of each of them in religious education. The result shows that factors such as work, its importance and holiness in Islam, the production of halal commodities, efforts to obtain halal sustenance, equitable distribution of wealth and services, charity in the way of God, donating to the poor and are among the essential elements in Islamic economics that have an educational role

This study seeks to investigate the implementation of the existing status of Work and Technology curriculum in the 7th grade. This is a descriptive-survey study and the statistical population includes all the principals and teachers of 7th grade in Tabriz. The sample size is determined through Krejcie and Morgan table within random sampling method. The sample includes 137 teachers and 110 administrators and the data gathering tools involves a researcher- made questionnaire. The reliability coefficient of questionnaire is calculated by Cronbach’s alpha and 0.954 is obtained for the teachers and 0.925 for administrators. The data analysis is conducted by SPSS18. To analyze the data the descriptive statistic (frequency of the percent and mean) and inferential statistic dependent T-test and independent two-groups are used. The elements of the Work and Technology Curriculum including teaching methods, sources of the study and the place of education, human and material factors are among the effective factors. In addition, there is a significant difference between administrators and teachers viewpoints about the impact of human and material factors on the implementation of Work and Technology Curriculum.