جستجوی مقالات مرتبط با کلیدواژه « educational change » در نشریات گروه « علوم انسانی »

The present article is a theoretical study that has been conducted with reliance on the available legal, juridical, textual and historical resources and books such as al-Mizan min wahy al-Quran, fi zilal al-Qur'an wa al-manar.  Studies show that, in order to train and educate rulers, the Quran recommends consultation, observance of social justice, avoidance from violence and paying attention to spirituality. Being fully heedful of the necessity of relationship with other nations, and to educate its followers, Islam has embarked on introducing certain standards such as defending the oppressed, negation of racism and peaceful behavior towards the followers of other ethnicities. Besides, it opposes the domination of unbelievers over Muslims, and compromising the principles of faith to maintain the identity of the Islamic society.

In this article, the writer refers to action research as teachers’ professional activity that can develop insights, actions and educational change. He indicates its contribution to solving practitioners’ educational problems, inspiring introspection and improving the education. First of all, action research requires that practitioners identify the field of action, and plan and perform some activities to improve their action. Frequently, they need to monitor this process and reflect on it, and then redesign and revise the actions if neccessary. They also need to repeat this cycle until compelling evidence of concrete change and improvement appears. The article provides some definitions and modes of action research from the educationists’ point of view. It also briefly reviews the histories of action research development, introduces how to conduct an action research, and indicates different modes of action research as well as the impact of action research upon schools. The most important claim is that action research is a powerful and successful vehicle for educational change.

This research is intended to investigate educational change in complexity paradigm. Complexity paradigm provide a new perspective for thinkers to changing the world and it''s phenomena and many of theorists present new viewpoints in variant scientific domains according to the main components of this paradigm. For this، the researcher first investigates and criticizes educational change theories and their two main weaknesses (reductionism and ideology of control) with applying “critical philosophical inquiry” method. Then، the theoretical frame of the paper that is educational system as complex adoptive system was explained by referring to “complex adoptive system theory”. After explanation of “knowledge flow” in educational complex system change، then، some implications was provided for educational change process in complexity paradigm with applying “logical inference” method. The findings show that complexity theorists confirm many previous viewpoints about educational change as well as they try to regard to change process from a holistic perspective and premonish researchers from reductionism. They also answer to challenge of control in change projects fulfillment through replacing “distributive control” proposal with dominant “top-down” and “bottom-up” strategies.

In this paper, we investigated the necessity and direction of changes in Iran’s school mathematics curriculum from teachers’ viewpoints with the aim of enhancing Iranian students’ performances in solving situated problems. In order to conduct this research, we used some of the released mathematics problems in PISA at 2000 and 2003.For choosing situated mathematics problems, we considered problems which were more aligned with Iranian culture. The selected problems were then translated in Persian and 14 math teachers read them. Then, they were used for the current study. In the next stage, a questionnaire consisting of 6 items was designed and administered along with a series of semi-constructed interviews, with the goal of having more in-depth understanding on Iranian mathematics teachers’ viewpoints about the necessity and direction of a desired change. Findings from this stage of the study showed that from the teachers’ viewpoints, the Iranian students’ performances in solving problems similar to PISA-situated mathematics problems- is not satisfactory. The teachers’ viewpoints were based on their beliefs that (i) the mathematics textbooks do not have enough emphasis on enhancing students’ mathematics literacy which focuses on meaningful contexts and (ii) the external assessments have negative effects on mathematics teaching.