فصلنامه پژوهش در نظام های آموزشی
پیاپی 45 (تابستان 1398)

Abstract The present article seeks to explore the sociological factors and consequences of social demand for the PhD in the recent decade in Iran. The method used is qualitative and within the framework of phenomenology .First, by the use of documentary method, empirical and theoretical backgrounds of the research were investigated, then these factors and consequences were put in a focus group interview with 10 experts and higher education officials. Finally, the findings of the research were classified in two parts: sociological factors and sociological consequences of social demand for the PhD degree. The factors of social demand in general became: "individual-family factors" and "environmental factors". Family factors include customs and morals and individual factors include the value of belonging, intrinsic value, functional value, and the exchange value of pursuing a doctoral degree. Environmental factors include historical, institutional, economic, and socio-cultural factors. The consequences of this phenomenon include scientific-educational, socio-cultural and economic consequences, which were divided into positive and negative categories. Finally, regarding extracted factors, some solutions to the problem of high social demand for higher education were suggested. Keywords Education Continuation, Sociological Consequences, Social Demand, Ph.D, Sociological Factors.

This study investigates the effects of collaborative e-learning environment supported by peer feedback and argumentative instruction on students’ argumentative writing, argumentative feedback and domain-specific knowledge acquisition in the field of educational sciences. The population of the study was all bachelor students of educational sciences at Kharazmi University in Karaj in which 36 students were randomly selected as a sample and were assigned to either experimental (with instruction) or control group (without instruction) in a pre- and posttest design. They were then divided over 18 dyads and were asked to write and argumentative essay, engage in argumentative peer feedback with their learning partner, and then revise their essay based on feedback they received. To do so, a collaborative e-learning environment was designed and developed. A coding scheme was developed based on research literature to measure both argumentative essay and argumentative peer feedback quality. The results favoured students in the experimental condition in terms of their argumentative essay writing, argumentative peer feedback quality, and the acquisition of domain-specific knowledge. Implications, limitations and suggestions for future research are discussed.

The purpose of this study was to compare the efficiency of the flipped classroom method and the routine method on learning performance and perceived cognitive level of psychology students in the IT course in psychology. In this study, a quasi-experimental, two-group design with pre-test and post-test was used. The statistical population included all psychology students of Payam Noor University of Kermanshah. Samples were selected based on the inclusion criteria and then randomly assigned to the control and experimental groups. The study was conducted in totally eight weeks in 2016-2017 fall semesters. Before and after the treatment, the IT course in psychology Achievement Test developed by the researcher were administrated to the groups. Also, at the end of each unit, the Subjective Rating Scale (SRS) was used to measure students’ cognitive load. One-way analysis of covariance (ANCOVA), Z score and t test were used to analyze statistical data. Results showed that students taught with the flipped classroom model reported higher learning achievements and lower cognitive loads than those taught with the traditional model. The instructional efficiency scores of the students in the experimental group were also higher than those of the students in the control group. Hence, when designed effectively, the flipped classroom method can be considered a useful approach in higher education settings.

Adhere to the values Islamic Revolution of Iran so important the balance of national interests and the survival of the Islamic Republic is considerable. The aim of this study was to investigate the role of religious attitudes and islamic lifestyle among high school students in predicting adherence to the values Islamic Revolution of Iran. The research methodology was descriptive and correlational and statistical population of all students studying in the city of Ardabil in the first semester of high school were in the 96-95 school year. Of the 240 male and female students were selected by random cluster sampling and using religious attitude questionnaire, short form Islamic lifestyle questionnaire and self-made questionnaire were evaluated adherence to the values of the Islamic Revolution. the results showed that the Islamic religious attitude and lifestyle with a commitment to the values of the Islamic Revolution there is a significant positive relationship (p<0/001). So that students' religious attitudes larger and stronger adherence to Islamic lifestyle, are more interested than the values of the Revolution. The results of regression analysis showed that 7/50 percent of the variance in the values of the revolution in students by religious attitudes and Islamic lifestyle could explain. According to the study, So higher religious attitude and commitment to Islamic lifestyle is one of the factors in adherence to the values of the Islamic Revolution is.

The purpose of this study was to identify academic success and failure factors based on the lived experiences of successful students and students who were placed on academic probation. This study is a qualitative research using phenomenology method and purposive sampling. Twelve semi-structured interviews were carried out with 10 female and 2 male students who were placed on academic probation, and eight semi-structured interviews were carried out with 6 female and 2 male of students with an grade point average above 17. The interviews were recorded and transcribed and then, the data were analysed using the Colizzii analysis method. Regarding the academic success antecedent, 2 main areas of individual factors and social factors and the academic probation antecedent including individual, family,peer and educational factors were extracted from the analysis of data. Similarly, in comparing groups, 10 subthemes, but with different orientations, were obtained from analyses.These subtems are Previous academic performance, goals, interests, skills study, effort, hope, location control, compliance with the conditions, motivational impacts of friends and family circumstances, that can be considered by counselors in intervention programs.

The purpose of the present study was to determine the effectiveness of problem solving training on quality of life and social problem solving of gifted girls with less success than expected. In this research, using a semi-experimental method, two groups of experimental and control were participated in 3 phases; pre, post and follow-up (after 2 months) test. The target population was the number of all second-grade high school students in Karaj City's gifted student schools in the academic year of 95-96. One high school for gifted children was randomly selected out of 4 schools. In the statistical population, from 192 students, 57 students with Raven scores above 125, and the teacher-made achievement test score below 50 were selected .30 of them who had lower scores in academic achievement were randomly assigned to two groups. To gather the data, social problem-solving inventory (SPSI-R) (D, Zurilla & et al 2002) and the WHOQOL-BREF quality of life assessment (The World Health Organization, 1998) were used. The experimental group was regularly trained in problem solving skills during 8 sessions of 90 minutes of group counseling sessions, once in a week. In the inferential level Analysis of Covariance Test (ANCOVA) was used. Findings showed that the problem-solving education, significantly increased the quality of life and constructive social problem solving in the experimental group compared to before training and control group. The education, could not significantly decrease no adaptive social problem-solving in the experimental group. Group therapy was effective in the follow up session.

The purpose of current research is to determine the effect of spiritual intelligence training on coping with stress and making effective communication among the adolescent girls.The research design was semi-experimental one with pretest-posttest with control group and follow-up stage. The statistical population includes all female students of the eighth grade of Tehran in the academic year of 1396-1397. A total of 56 people were selected randomly in a multi-stage cluster sampling and randomly replaced in two groups of experimental and control.The present research tool was Andler & Parker’s Coping with stress Questionnaire (CISS), Karami’s Communication skills Questionnaire and Bowell’s spiritual intelligence educational package. Data were analyzed using multivariate covariance analysis. The statistical analysis of the data showed that 9 sessions of spiritual intelligence training intervention caused a significant increased the problem coping and effective communication between students and that also caused a significant reduction of emotional coping and avoidance coping.

The aim of this study was to investigate the role of using virtual social networks in the professional development of english language teachers. The research method used in this research is descriptive and correlational. The study population included 170 english language teachers in the academic year 2017- 2018 in South Khorasan province. A total of 118 English language teachers were selected by stratified random sampling and was selected using the Morgan table. To collect data, two questionnaires were used: using social networking Shi and Partners (2014) and the Professional Development of Teachers Hosseini (2014). In order to analyze the data, the methods of statistical correlation, two-way ANOVA and stepwise regression analysis were used. The findings showed that there was a significant difference in the use of social networks with different educational levels (P<0.05); however, there was no significant difference in gender and interaction gender with the level of education in the use of social networks. The correlation between interactive use of social networks and professional development is negative and significant, and the interactive use of social networks explains a small percentage (0.07) of professional development. In general, the use of social networks does not predict the professional development of teachers; therefore, the inappropriate and non-targeted use of social networks reduces the professional development of teachers

This study aims to compare the extent of effectiveness of training cognitive self-regulation and information technology on the organizational intelligence of employees in Ministry of Culture and Islamic Guidance. The statistical population consisted of all employees of Ministry of Culture and Islamic Guidance, which were 1050 staff in Tehran according to the statistics office of this ministry in 2017-2018. Given the semi-experimental nature of the research, 60 employees were chosen randomly and after matching based on the criteria of age, gender, and working background, they were assigned into three 20-indivudal groups. The first group was trained information technology(According to Bayir & Keser, 2009, the electronic government and computer for all(, while the second group was trained cognitive self-regulation(According to the sociological cognitive theory of Bandura, 1993), with the control group receiving no training. The experimental and control groups responded to Albrecht organizational intelligence questionnaire (2003). For data analysis, correlated t-test and covariance analyses were used. The data were analyzed by SPSS 22. The research findings suggested that the difference between the experimental groups and the control group is significant at 0.001 level. This means that both educational methods for training information technology and cognitive self-regulation have caused enhanced organizational intelligence, while no significant difference was observed between the experimental groups (p>0.05). This, suggests that both trainings have had the same effectiveness on organization intelligence.

The purpose of this study was to investigate the effect of virtual reality on the learning and academic achievement of the 10th grade students in the chemistry course. this study was based on the purpose of the applied research method. This research was a quasi-experimental study with a pre-test and post-test design with control group. The statistical population of this study included all 10th grade students of experimental and mathematics field of Sharif High School of Tehran in academic year 96-97, which was selected through random sampling method. The data collection tool was a test of learning in the chemistry course. To conduct the research was used learning test designed by the researcher. For analyzing data, covariance analysis was used. The research findings indicate that the use of virtual reality movies in the chemistry course (test group) does not have significant impact on student learning in the subject of teaching (F=1/46, P<0/23).