نشریه علوم تربیتی
سال بیست و هفتم شماره 1 (بهار و تابستان 1399)

Education in the face of developments, in the field of communication and information, the issue of preserving the linguistic and cultural identity of ethnicities, and the emergence of theories such as pluralism, globalization and so on cannot act passively. Undoubtedly, monocultural education in a multicultural society will not work well. The need for a multicultural approach to education is that education must strengthen the areas of participation, emancipation from specific identity prejudices, good citizenship, thinking and rationality, new identity creation, socialization, development. Education justice and peaceful coexistence. An important step on the path to multicultural education is to transform school management.
 
The present study was conducted using thematic analysis method. The statistical population consisted of written sources related to the subject in famous scientific databases and at the time of publication from 2000 to 2019, finally 50 cases were selected as sample. and experts in the field of educational sciences. Finally, 12 people were selected by purposeful method.
 
The results led to the development of a conceptual model with three general components: multicultural school characteristics with 5 categories and 19 subcategories, school principal characteristics with 3 categories and 16 subcategories, and the role of stakeholders with 3 categories and 9 subcategories.
 
Generally in multicultural schools, policies, strategies and Programs should be based on cultural pluralism. The processes of planning, organizing material and human resources, teaching and learning, staff empowerment, and monitoring and evaluation with a multicultural approach should be done. The school should be in full contact with the diverse social and cultural environment around it; the physical environment of the school should be influenced by the diverse culture of the individuals and individuals act and behave on the basis of justice, non-prejudice and mutual respect. The leader of a multicultural school must have a transcendental personality, free from racial prejudice, with interactive psychological traits, and ethics and collectivistic behavior. Also he must have multicultural professional competencies such as awareness of other cultures, multicultural specialist knowledge and multicultural life experience, and multicultural leadership skills such as intercultural communication skills, managing a diverse environment, managing change for pluralism, and managing cultural conflicts. . In multicultural school, stakeholders include teachers, students, parents and the community have roles such as: facilitating multicultural education; participating in school management; tackling inequality, racism and cultural domination; modifying social behavior; transforming cultural values of individuals and ethnic groups; encouraging students, especially minority groups; social and cultural participation; social responsibility and sharing of cultural experiences; supporting school principals; extracurricular social education; enrichment of leisure time.

The epistemological beliefs research is about how people know the phenomena of the universe, what theories and beliefs they have about to know, and how epistemological assumptions affect to cognitive processes of thinking and reasoning. In recent years, there has been growing interest in researching children's epistemological beliefs. As Feucht(2017) in his study provided evidence that the level of complexity cannot necessarily be associated with more advanced developmental stages of personal epistemology and the complexity of elementary school children's epistemic beliefs was underestimate in the field of personal epistemology; The purpose of this research is to investigate the epistemological beliefs of children. For this purpose, the questions were: 1) What beliefs do elementary students have in third grade, and 2) which conceptual model could be designed based on students' beliefs.

The primary method used in this research is Grounded theory. By using a purposeful sampling method, 20 girl students of the third grade in elementary school with a mean age of 9 years old were select. Various techniques, including "draw, write, tell," an in-depth and semi-structured interview with students, were conducted. Then the data about their beliefs and experiences in the process of acquiring these beliefs were collected and analyzed.

By coding, data categorized, and seven categories emerged. These categories are Individual Mental Scheme, Epistemic Susceptibility, Epistemic Climate, Doubt, Volition, Justification of knowledge, and Multi-dimensional beliefs. The results showed that participants in this research hold multi-dimensional beliefs, which include five dimensions named "Ownership: Authority or Reason, Innateness: Innate or Acquired, Exactness: Certain or Tentative, Simplicity: Simple or Complex, Pace: Quick or Gradual. Dimensions of Exactness, Simplicity, and Ownership have illustrated on nature of knowledge and dimensions of Innateness and Pace have indicated on nature of knowing. All these dimensions can appear in a continuum from naive to sophisticated.

Based on the conceptual model developed in this research, the categories of individual mental schema, epistemic susceptibility and epistemic climate as "Fundamental Components" and categories of doubt, volition, and justification of knowledge in the form of "change mechanism" had contribution in the process of creating and developing epistemological beliefs of students in a way that can lead to formation the multi-dimensional epistemological beliefs. The results of this study will help educators to find new findings of student's beliefs about knowledge and knowing as well as its development process. They can lead to better educational planning by understanding the epistemological beliefs of students.

‎ ‎ ‎ Nowadays, the educational system encounters some challenges in achieving to ‎its aims and ‎confliction between its moral and scientific aims. Regarding human existence and ‎agency in the ‎social state, critical theory can help the educational system in returning to its ‎inclusive aims. ‎Analyzing different dimensions of the critical theory as a philosophical view, this ‎paper ‎attempts to trace implications of these dimensions in the education. For this purpose, the views ‎of Horkheimer and Adorno in various philosophical-social fields has been considered This article seeks to answer three questions‏:‏‎ ‎1. What are the characteristics of a critical theory on social issues?‎ ‎2. Based on critical theory, in what areas does the education system need reform to revive itself?‎ ‎3. What are the ways out of the current educational challenges?‎ Therefore this paper seeks to provide a new way out of the present situation by presenting a new ‎formulation of the views of Horkheimer and Adorno in the form of rotations that link the status ‎quo to the desired situation.‎ ‎ The methodological approaches in this paper will be mainly linguistic analysis and deductive ‎method. ‎ ‏ ‏At the ‎first part, the linguistic analysis method is applied to In the context of Horkheimer's and ‎Adorno's thought, the concepts re-analyzed for examining the main turns proposed by ‎critical ‎theory and at the second part, for deducting the educational implications of these ‎turns we apply ‎practical deductive method. ‎ ‎ ‎ ‎ Comparing to previous philosophical approaches, critical theory has proposed new ‎turns. Some ‎of these are: turn from fatalism to human agency, turn from instrumental reason to ‎critical ‎reason, turn from homogenization to differences and, turn from theorizing to ‎conjunction ‎between theory and action. These shifts, in these turn, can cause a series of ‎revolutions in the ‎educational area. Among these, it can be mentioned: examining aims and ‎comparing them with ‎the real educational affairs, sensitivity about ideologies of domination, ‎regarding moral ‎considerations of technological knowledge, preparing appropriate contexts for ‎realistic ‎students agency and regarding layering of human identity.‎ ‎ We can categorize these turns in ‎three philosophical, policy making and school-class relational ‎levels. It seems that educational ‎system encounters challenges for their realization. Some ‎enterprises like permission to diversity ‎of schools and references of strategies, reinforcement of ‎scientific institution which are external ‎to educational system and, supporting micro-level class-‎school revolutions can be assumed as ‎exit ways of those challenges.‎‏ Key words: Critical education, instrumental reason, critical reason, emancipation, ‎ deductive-‎analytical method

Considering that the Iranian society is a rainbow of different cultures of different ethnic groups, the prerequisites and requirements of life in this country should be considered based on the principles of multicultural life. Accordingly, it is necessary for the country's curricula to play the role of multicultural education and disseminate it in different ways. Therefore, examining the status of ethnicity in one of its most special areas, namely curricula, is an urgent and vital need and should be considered in curriculum studies. The purpose of this study was to investigate the status of ethnicity in formal curricula of Humanities discipline in the new secondary education system.

The research method used in this study was documentary analysis and Shannon's entropy content analysis. The content analysis unit consisted of text, images, and textbook activities. The statistical population included 51 books in the field of humanities in the second secondary school. The research sampling method was purposeful sampling and the research sample included 6 volumes of history and sociology books of the second secondary school.

The findings of the present study showed that out of 2467 recorded units, only 122 units were in the case of the 22 desirable components of ethnicity. In other words, only 4% of the content of the books have paid attention to the desirable components of ethnicity. In addition, the findings of Shannon's entropy analysis showed that the highest amount of information load and the significance coefficient among the desirable components of ethnicity related to the component of "addressing the concept of peace and friendship between different ethnic groups" with the value (0.1280) and the lowest of information load and significance coefficient to the components of "Iintroducing different ethnic groups", "creating mutual understanding between different ethnic groups", "The role of all cultures in the formation of Iranian civilization", " Introducing different religions and sects of Iranian ethnic groups", "Awareness to prevent prejudice against different ethnic groups "," Introduction of language and ethnic dialect of different ethnic groups "," Awareness of the geography of life of different ethnic groups "," Helping to tolerate dissenting opinions ", and finally Reflecting the language, literature and music of different ethnic groups .

Research findings showed that ethnicity in formal curriculum of Humanities discipline in the New Secondary School System remained largely neglected. Various causes have been effective in this situation. Factors such as the ignorance of policy makers about how to design and develop appropriate curricula with multicultural components; confrontation and resistance of educators And learners in learning different cultures, the inflexibility of the centralized educational system, the trustworthy and taboo view of ethnicity, the belief in the distorting role of ethnicity in national unity. Therefore, given the multiplicity of Iranian society, it is suggested that the official curriculum of Humanities discipline in the New Secondary School System be thoroughly revised to cover the components necessary for multicultural education and Iranian ethnic diversity.

Human resources development theories emphasized on the importance of training and it is effects on the powerment of human resources of organizations. The training goal is the some important functions such as socialization, learning skills, succession planning, employment capability and helping to job career success. The most general use of job career success is the advancement path in job. Mental career of job success is the criteria of individual assessment of his/her job success that reffered to individual attitudes to his/her job and it is determined by psychological terms such as professional commitment. Job success, between individual success, hierarchical success and financial success are 4 parameters of job career. Although some researcher add life satisfaction as fifth parameter of job career.

This applied study aimed to investigate the relationship between In-service training programs efficiency with staff career success in one of power ministry organizations, which conducted by confirmatory mixed method (quan.+ qual.). In quantitative section, data were collected with Homayounia (2005) and Gattiker and Larwood (1986) questionnaires, and in qualitative section, documentary analysis and interview were used for data collecting. Qualitative data derived from semi-structured interviews with 10 experts of that organization in Ahvaz Power & Water Organization. Stratified random sampling method was used in quantitative part, 290 persons were selected based on Morgan table, and to determine the sample size in qualitative section, and the desirable cases choice method was used. Pearson correlation, regression and repeat measure ANOVA used for quantitative data analysis and interview inductive content analysis method was used for qualitative part.

The results showed that in-service training programs efficiency except of interpersonal success, have positive relationship with job success, financial success, hierarchical success but trainings programs efficiency can not improve individual performance in their career. Analysis of interviews showed that personnel believed that the courses had the some effects on job success, financial success and hierarchical success. This qualitative result is the same as quantitative results about the relationship between training courses and job career success. Also in both Qual. and Quan. results, there is not found the relation between job some of career success’ parameters such as:friendly relationships, formal communications, team moral, and fitness of courses with needs.

In this organization, the training courses are being conducted with the purpose to become familiar personnel with their jobs and their work environment. Therefore it can be comprehend that the results of both sections of research are confirmed each other.

In accordance with this context, contemporary and abstract art refers to any activity that has aroused and restrained itself. Art painting is a reflection of the idea of being an illustrator. An image is the stimulus showing the global tendency to express the inner workings of man. The use of painting and drawing in clinical work provides access to the mental organs of children and share their emotions and experiences. It provides an effective way of starting the diagnosis and diagnosis process, and it provides an opportunity to communicate freely with the child through the colors and lines of emotion and emotions. painting is like a mediator between the inner world of the child and the reality of his life and opens a way to the child unconscious for his psychological exploration. The strategy of this research is a combination of correlation and qualitative strategy. The method of discovery and extraction of mental images due to the limitations of writing at this age is the technique of 'crocodile' maps that as one of the most appropriate methods for extracting the representation of environmental perception. Children drawing and questionnaires are used in this essay, which is more appropriate for drawing out the perspective and experiences of children. the sample size of 200 people, including girls and boys, is 4 to 6 years, which have been randomly selected as case samples between 4 kindergartens. in order to analyze data collected from descriptive analytical method and to analyze the collected paintings, psychologist expert theory was used to provide the results. Finally, we conclude that modern architectural style has the lowest audience because of its simplicity and readability, and single architectural and deconstruction style due to inability to read, complexity and use of installations and structures in the view of the building. Art is also an expression of emotion and thoughts while trying to produce an image. In fact, some forms of emotion transmission can be more important than producing an image, many people believe Everyone, whether they have been trained in art or not, expresses an emotional state when drawing or painting an unconscious image. Color as an element of architecture has a profound effect on children's morale and behavior, affecting their psychological state. The visual and psychological impact of colors in children depends on darkness, brightness, coldness, warmth and quantity of color. From this point of view the paintings were drawn up by children from observing all kinds of structures and buildings assigned to them, in terms of colour given by them to be measured in terms of their attitude towards buildings.

With the advent of information technology in the modern era, the use of e-learning has facilitated the education. But in many courses there is a problem with a lack of efficient courseware. Brain-based learning theory has provided effective strategies for increasing efficiency in education that can be well applied in courseware development. One of the most difficult lessons is computer programming. Teachers look for ways to improve student learning in this lesson. The purpose of this study is to investigate the effect of courseware with brain-based learning approach on students' cognitive learning levels in computer programming course compared to conventional courseware.

This research is a quasi-experimental study with pre-test and post-test design with unequal control group. This study aimed to investigate the effect of courseware designed based on brain-based learning principles on the learning of eleventh grade female students in computer field in Isfahan work-knowledge vocational schools in computer programming course at each of Bloom's cognitive levels. Six 11th grade computer field classes were selected from work-knowledge vocational schools of Isfahan through cluster sampling method. Two classes were randomly assigned to each group, and 20 students were assigned to each of the Experimental 1, Experimental 2, and Control groups. In control group, training was performed in the conventional method. In Experimental1 group, in addition to the conventional method, a brain-compatible researcher-made courseware was used to learning. In Experiment2 group, in addition to the conventional method, a conventional courseware was applied that was available on the market. A researcher-made test containing the objectives of computer programming course at different levels of cognitive learning was conducted as pre-test and post-test for the three groups. The validity of this test was confirmed by a group of computer educators and the Isfahan Computer Training Department, and its reliability was calculated 0.746 by the Kuder-Richardson method. The multivariate analysis of covariance was used to analyze the data.

The results of data analysis showed that brain-compatible courseware significantly increased students' cognitive learning in knowledge and Comprehension levels (P <0.05). Also, the non-brain-compatible courseware significantly reduced students' cognitive learning at the synthesis level (P <0.05), and has not been able to enhance learning at other levels. In addition, brain-compatible software was significantly (P <0.05) more effective than non-brain-compatible courseware at knowledge, Comprehension, application and Synthesis levels of learning.

the courseware designed based on Brain-based learning strategies has been able to significantly enhance learner learning at cognitive levels of knowledge, comprehension, application, and synthesis compare to non-brain-based courseware. These findings indicate the remarkable superiority of brain-compatible courseware over non-brain-based courseware.

For many years, intelligence and mental abilities were considered the only factors influencing student’ s academic achievement but recently, several studies have examined the impact of non-cognitive aspects such as emotional and social factor. Emotional intelligence is one of the factors that impact and its relation to academic achievement have been studied in different studies. Some researchers found a weak relationship between emotional intelligence and academic achievement, some found a moderate and significant relationship, and some believe the impact of emotional intelligence on academic achievement more than cognitive intelligence. According to this, the purpose of the present study was to analyze and combine the results of the researches in this field and reach a general conclusion and resolve the existing contradictions and discover possible moderators.

According to the purpose of this study, the present study was conducted by meta-analysis method. The statistical population of the present study was all research published in scientific valid journal which was available in computer databases and examined the relationship between emotional intelligence and academic achievement. Using the purposive sampling method and extensive search based on the specified keywords and applying entry and exit criteria, 30 studies were selected as sample and entered the meta-analysis process. The extracted data were analyzed with CMA software.

From selected studies as sample, in total, 137 effect sizes were extracted which 18 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 119 effect sizes. The value of “fail-safe N” statistic was obtained 4132, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size calculated 0.169 in fixed model and 0.165 in random model that both of them were statistically significant (p<0.01) which indicated that the positive and significant relationship between emotional intelligence and academic achievement. Values for Heterogeneity indices such as I2 also showed 38% of the observed heterogeneity between the effect sizes of early research, because of the existence of moderating variables. Fisher z test results also showed that the correlation coefficient of emotional intelligence and academic achievement was not significantly different between two groups of students.

The amount of combined effect size of relationship between emotional intelligence and academic achievement was evaluated poorly. But its direction and significant indicated a relationship between emotional intelligence and academic. So it can be argued that people with high emotional intelligence have more ability in knowing their emotions and others and use this cognition to guide behavior and peer pressure and able to overcome unpleasant emotions in the school environment and family and create motivation in yourself, coping with stress, and provide a desirable educational status for himself.

Students are the future capital of the country and it is important to pay attention to their academic problems. Some students have problems such as academic burnout and social anxiety. Academic burnout can be defined as a negative emotional, physical and mental reaction to prolonged study that results in exhaustion, frustration, lack of motivation and reduced ability in school Social anxiety is the fear of social situations that involve interaction with other people. A variable in related to academic burnout and social anxiety is early maladaptive schemas. An early maladaptive schema is a pervasive self-defeating or dysfunctional theme or pattern of memories, emotions, and physical sensations, developed during childhood or adolescence and elaborated throughout one's lifetime, that often has the form of a belief about the self or the world. According to what was said, the purpose of this study was to investigate the relationship early maladaptive schemas of Students with their academic burnout and social anxiety.

The research was descriptive correlational study. The statistical population included all secondary high school girl students of Ramsar City who were educated in the academic years 1397-1398. There are 1238 students in the statistical population. 288 students of the population were selected by multistage cluster sampling according to Morgan table. At first 6 secondary high schools were randomly selected among all secondary high schools of Ramsar city. Then from each secondary high school, 2 classes were randomly selected. Data gathering tools included three questionnaires: early maladaptive schema questionnaires by Yang and Brown (1999), educational burnout questionnaire by Breso et al (2007) and Jerabek social anxiety questionnaire (1996). This study describes the data collected from a variety of statistical indices including descriptive statistics including mean, standard deviation, and formulation of tables. In the inferential statistics section, the canonical correlation model was used to test the research hypotheses

The results showed that the variables of early maladaptive schemes and educational burnout and social anxiety sets were significantly correlated with canonical correlations. Also, in relation to predictor and dependent variables, it can be said that "insufficient self-control" and "entitlement/grandiosity" are the best predictors of the criterion set, ie academic burnout and social anxiety.

According to the results, we can understand that early maladaptive schemas play an important role in the occurrence of other variables. Therefore, the directors of the Education Organization and people who are related to this field can use these results and improve the psychological status of students through continuous consultation with students in order to reduce their pressures and improve students' academic and social performance to help the community.

The purpose of this study was to find out the perceptions and experiences of faculty members about the concept of professional identity. Professional identity provides an understanding of how and why particular teaching and learning approaches are used and shapes one's self-image as a faculty member and provides a framework for them on how to act and how perceive their work and role in society. Although there is no single definition of professors' professional identity that fits all university faculties, it is possible to identify specific core norms that all professors agree with. Understanding the professional identity of faculty members is a difficult but necessary task. The constituent factors of professors' professional identity should be sought in the context of their lives.

The Approach of study was qualitative and research method was phenomenography and it was conducted in Kurdistan University. The sampling method was purposive with maximum diversity and according to the theoretical saturation, by using semi-structured interview sample size arrived 14 peoples. The Sjostrom and Dahlgren (2002) seven-stage method used to coding and analyzing data.

The result of data analyze was elicitation five classes of description categories include: professional identity as (professional independence), (being ethical), (acting beyond boundaries), (creation) and (professional interaction), which illustrate the qualitative differences between faculty members' perceptions of professional identities and ways that they play multiple professional roles.

Universities and institutes of higher education need more than ever lean and effective managers and leaders to face the threats and challenges of the modern world. The main purpose of this study is to present a model for professional development of heads of departments in Iran universities and institutes of higher education based on a lean approach.

This research was conducted based on the framework of a qualitative approach. For this purpose, 20 experts and academic experts on the subject were selected through purposeful sampling and were interviewed in a semi-structured way. To analyze the data, the thematic analysis technique was used. To ensure the validity and reliability of the qualitative research data, the following strategies were followed: 1. Analysis and reviewing by members (interviewees) 2. Analysis and reviewing by colleagues; and 3. Triangulation of the data sources methods was used. After implementing the content of the interviews and their preliminary analysis, codes or basic concepts were identified and in order to achieve the main categories, similar codes were placed on specific categories. Finally, for each category, the title containing the entire codes was selected.

As a result of this study, five main components (Leader/Administration Lean Skills, Lean Knowledge Skills, Lean Research Skills, Lean Behavioral Skills, and Lean Personal Skills) for the model of Professional Development of heads of departments of universities and institutes of higher education based on a lean approach were identified and presented.

The five main components of this research can be an effective model for the professional development of department heads in universities and higher education institutes and have beneficial results in promoting quality, efficiency, effectiveness and waste reduction in higher education.

Universities and institutes of higher education need more than ever lean and effective managers and leaders to face the threats and challenges of the modern world. The main purpose of this study is to present a model for professional development of heads of departments in Iran universities and institutes of higher education based on a lean approach.

This research was conducted based on the framework of a qualitative approach. For this purpose, 20 experts and academic experts on the subject were selected through purposeful sampling and were interviewed in a semi-structured way. To analyze the data, the thematic analysis technique was used. To ensure the validity and reliability of the qualitative research data, the following strategies were followed: 1. Analysis and reviewing by members (interviewees) 2. Analysis and reviewing by colleagues; and 3. Triangulation of the data sources methods was used. After implementing the content of the interviews and their preliminary analysis, codes or basic concepts were identified and in order to achieve the main categories, similar codes were placed on specific categories. Finally, for each category, the title containing the entire codes was selected.

Despite research on teachers' technological skills and competencies, it is unclear what technological skills and competences teachers need to be effective for teaching-learning processes. Therefore, it is necessary to conduct a research in this field rather than through the results teachers the power of maneuvering to enhance the level of education and initiative in teaching. Therefore, this study attempts to identify and classify the technological competencies of elementary school teachers and to test and validate their related competencies.

Purpose of the present study was to explore the technological competencies of elementary school teachers; therefore, research was a descriptive research. The statistical population of this study consisted of all elementary school teachers in Ahvaz in the academic year of 1397-98 with more than 5000 teachers in the year. In this study 6 to 7 samples were considered for each item, ie, according to 69 items in the researcher-made questionnaire, the minimum desirable sample size was 414 people. The sampling method was multistage cluster sampling. The face and content validity of the instrument was calculated in several steps and confirmed by experts. Reliability of the test was calculated based on Cronbach's alpha coefficient (0.98).

In order to develop teachers' technological competencies scale a Factor analysis was performed. The test revealed teachers' technological competencies, comprising 3 factors and 47 items, which accounted for approximately 60% of the variance of the construct. The test consisted of 20 items on the first factor (competences of technology integration in education), 17 items on the second factor (identification, selection, and application of technological tools) and 10 items on the third factor (tendency to use technology). The overall results showed that most of the questions in the test measure teachers 'technological competencies and have good validity and reliabilityand. The factors derived from factor analysis can adequately measure teachers' technological competencies.

Considering the increasing importance of the role and application of various technologies in education and consequently teachers' competencies and competencies, the present study aimed to construct and validate the technological competencies of primary school teachers. Based on the results of factor analysis, three components were identified and named by the technology integration competencies in education; the competencies of identifying, selecting and applying technological tools, and the tendency to use technology. Exploratory factor analysis and confirmatory factor analysis were used to identify the path coefficients and confirm the extracted model. The obtained data through the comparative fitness, goodness of fitness and root mean variance estimation supported the three-component structure of the questionnaire. Finally, the overall results of this study showed that the validity and reliability indices of psychometric evaluation are appropriate and this test can be used for technological competencies of elementary school teachers.