فصلنامه نوآوری های آموزشی
پیاپی 70 (تابستان 1398)

The present article reviews, critiques and analyzes the Persian literature textbooks with the content of Islamic theology. First, the nature of theology and literature was described and the element of litrariness as a criterion of thedistinction between literary and non-literary texts was identified. Then, thelessons in the Persian textbook for the ninth grade of the first secondary school were studied and analyzed. This study showed that the presence of Islamic theology in Persian textbooks is very high and contains two complete chapters and three lessons from the Farsi textbook for the ninth grade, 8 lessons from the total of 17 lessons and over 50% of the total content of the related textbook. The results showed that the presence of several lessons with the content of Islamic theology in the Persian textbook, with any objective or intention, prevents Persian literature from fulfilling its duty and essence, while the task of literature is the catharsis and emotional impact on the audience, creating literary and artistic appreciation in the audience and sensitizing their human emotions and the development of creative imagination. It is true that our country is an Islamic Republic, in which the values of theology are dominant, but this highlighting of theology in the textbook of Persian literature contradicts the nature and objectives of the education of both subjects.

The aim of this research was to investigate the relationship between teachers’ effective teaching skills and the students’ academic achievement in computational courses according to a process-product approach. Here, the correlation between processes (teaching skills of teachers) and products (the performance of students in final provincial examinations) were calculated. For this purpose, the teachers’ teaching skills was measured using a researcher-made questionnaire. The questionnaire was designed according to the curriculum and the dominant teaching method in computational courses in Iran’ secondary education. The teachers as research sample were selected using a cluster sampling method. The number of the collected questionnaires was 175 and the reliability of the questionnaire was estimated around 0.92 according to the Cronbach’s Alpha coefficient. At next stage, the lists of students’ final scores for each teacher were provided. At the initial analyses, it became clear that the teaching skills are interwoven with the teachers’ gender. It was also revealed that a considerable part (around 40 percent) of variance of students’ academic achievement could be explained by the variable of school type. The final analysis showed that female teachers’ attention to components such as flexibility in teaching, tendency toward mastery of students, clarity in presenting the lessons, supporting student learning, self-empowerment and utilization of others’ perspectives, diversity in teaching, giving assignments, and supervising and controlling homework are significantly related with their students’ academic achievement. On the contrary, the scores of male teachers’ students who persuade students to the pre-study of the lessons, who do multiple checking of students’ learning, and tend to do more evaluations and quizzes were significantly better, compared with the scores of female teachers’ students with inclination to these skills. It seems that the different way of the use of the effective teaching methods by male and female teachers, has different consequences on the students’ academic achievement

Teacher-student relationship is not just a simple interaction between its two sides, but rather a complete transaction that is formed in a context of the effective factors. This study aimed to understand the factors influencing this relationship from the teachers’ point of view. It was a qualitative research with phenomenological design, which tried to describe these factors, deeply. Participants included 19 primary school teachers (12 females, 7 males) selected from public primary schools in Shirāz city through purposive sampling method and they participated in the semi-structured interviews. The teachers’ viewpoint about the students’ classroom behaviors and specific characteristics that are important for their relationship, the classroom trajectories that can be used to communicate with the students, factors outside the teacher/student circle, which affect their relationship with each other, and the qualities of the teachers’ mood, beliefs and motivation that augment their relationship with the students were extracted as findings of this study. These components made it possible to get comprehensive dimensions of the teachers’ viewpoints on this research’s concern. The results could explain the possible substrates for the positive intervention in a student-teacher relationship.

This mixed-methods research studies the relationship between reading working memory and reading comprehension among high school students from a psycho-linguistic view. The research population included all 11th grade female students of high schools in Rasht in 1397-98. The research sample consisted of 120 female students who took part at the pilot and final study and they were selected through convenience sampling method. The research tools were the researcher-made reading comprehension test and the nativised version of Daneman & Carpenter’s working memory (taken from Ghavāmi, 1397). After final distribution of the researcher-made reading comprehension test and the nativised version of Daneman & Carpenter’s working memory test among the participants, data were analyzed, using the Pearson correlation and Regression. The results showed there is a significant positive relationship between the reading comprehension test scores and those of storage component of working memory (r  =0/59) and reading working memory (r  =0/67), while there was no relationship between the reading comprehension test scores and the scores of processing component of working memory (r= 0/17). Following Swanson and Berniger (1995), the significant positive relationship between reading comprehension scores and those of storage component of working memory could be justified, saying that, the people’s performance on reading comprehension and verbal working memory is directed by a system with a general capacity. Accordingly, working memory could affect reading comprehension, since it provides a measure for the capacity of storage in different verbal tasks. Considering the role of reading comprehension in understanding instructional materials, and having in mind the relationship between reading comprehension and working memory, it could be said that the performance on reading comprehension could be improved through strengthening working memory. The implications of the findings would be discussed.

Due to its wide range and importance, the education system has very important and complex elements that if we neglect to monitor their future variations, it can lead to undeniable and profound damages to the results that are expected to be achieved by societies. In the present paper, it has been tried to investigate and identify the change drivers in the field of the world’s education through text mining in global valid documents and then, measure and discuss the impact of the identified drivers on each other through holding the Delphi conference among the experts. After that, the position of each driver was analyzed and investigated through the Micmac software. The findings indicated that the drivers of “globalization (internationalization of education)”, “diversity”, “global internet network (social networks)”, “transition from educating to learning”, “identification and the use of better patterns” and “technological and digital development” have a great influence on other drivers and they are also influenced greatly by such drivers. The drivers of “economic welfare and the middle class increase” and “individualism (learning privatization)” are considered as the effective drivers. The drivers of “STEM Development (Science, Technology, Engineering, and Mathematics)” and “integration of education and educational content” are independent of other drivers. Finally, the driver of “lack of focus or the end of the formal organized programs (designing systems with more flexibility)” is considered as the output and result of the action and reaction of other drivers of the system that are regarded as the dependent drivers in this study. The results suggest that moving slowly but steadily towards decentralization and not resisting against such changes could prevent the education system of just modeling the education system from the results of other education systems in the world, far from native contributions and could promise a bright and clear future.

In the process of teaching and learning basic mathematics, topics related to the algebraic expressions are the basis of many of the key topics at school and advanced mathematics, and especially they are used in teaching the topics related to the functions and operators. Therefore, it is important to find the relationships among the effective components and their dimensions at the level of knowledge and skills of students, as a model for mathematics educators. This research seeks to provide a structural model for the topic of algebraic expressions at secondary school level, using a mathematical test tool and then through analyzing data through the software R, applying Cognitive Diagnostic Assessment (CDA) to analyze data and then extracting the results using the Attribute Hierarchy Method (AHM). The results were examined in three content areas of “recognition and detection”, “simplification” and “factorization and distribution”. The structural model, based on the analysis of the results, showed a convergent and linear pattern for the model of the relationship among the components. And this model became fixed with the model of measurement to find the dimensions, validity, reliability and fit of the model.

Educational spaces educate future people; outline the attitudes and behavior of societies, so the school environment should improve the social behavior of students. A factor such as the personal space at the school can affect students’ behavior. Varied behavior patterns, the arrival of new technologies, the need for the multipurpose spaces lead the training spaces to flexibility. The purpose of this study was to find the relationship between social behaviors and flexible architecture. First, through content analysis of the text, the effect of changing the layout of the couches on the size of the students’ personal space was studied. Then, through field method and direct observation and intervention in the environment using the pre-test and post-test design, the influence of flexible architecture on the students’ behavioral responses, with the help of physical environment variable of »layout change« were studied. Findings showed that the change in the space of the class through the change in the layout and developing the sociable environment could influence the size of the students’ personal space, i.e., the change in the layout of the couches could change the size of the students’ personal space and as a result could change the amount of the relationship and interaction of students with each other. The angle in the placement of students, their distance from teacher and other students, and being observable by the teacher could influence the personal space that has surrounded them like bubbles. So, through the change in the layout, the space of the class and the personal space of the students could be changed.