CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES
Year:2012 | Volume:9 | Issue:32|Papers Count:17

Future higher education professors are the existing PhD students who the education of them to teach in university is usually neglected because graduate curriculum which is expected to prepare them for teaching role focused on the development of disciplinary and research knowledge. One of the most influential factors in this curriculum is supervisor which is the main focus in this study. This research was done through qualitative-phenomenology approach to find out the experience of PhD students from their supervisors related to the development of teaching knowledge. To this aim, this study focused on the experience of three participants among 19 ones who have been studied. Participants were mathematics PhD students who were engaging in their first experience of teaching collegiate mathematics. Data of this research gathered through cooperative observation, semi-structured interviews, participants’ autobiography, lesson plans and other field information.Semi-structured interviews were done with their supervisors too. Data were analyzed through Strauss and Corbin method. Data analysis revealed that supervisors have a prominent role on PhD students’ teaching knowledge development and they do this role as a mentor, as a practical model or as a hidden supervisor.

This is a content analysis of biology book in second grade of high school based on Gardner’s multiple intelligences. Different units of biology book in second grade was evaluated to explore how much variables of Gardner’s multiple intelligences formed content of this book. Each sentence was considered as analysis unit. Data analysis was done using descriptive statistics and chi square test. Findings showed that more attention has been paid to logical-mathematical intelligence. Most content of book has been presented by text and there was not balanced volume in different chapters of book. Some chapter shave more volume and others were meaningfully brief. In addition, multiple intelligences variables has not beenusedequally in different parts (i.e. text, self-assessment, learn more, figures). Moreover, intelligence variables were not used equally in different chapters and the entire book.Based on findings, biology book of second grade of high school is more focused on logical-mathematical intelligence and there is less or lack of attention to the other aspects of intelligence.

This study aimed to identify and compare features of distance education in higher education in Iran and England and India. Similar and different features of higher education institutes for distance education in mentioned countries were compared to improve distance education in Iran. This is an analytical and comparative study. It is based on four stages of Bordi method. The most important results showed that using the experiences of successful countries and changing it according to our country, describing vision of higher educationfrom the due to increasing the power to elect learners, the improvement of comprehensiveness and innovation and effectiveness of the education of our country in the need for a combination approach in Jannou Lacaze and methods of education and also pay attention to the principles and basic approaches this system pivotal student and emphasis on individual differences in educational design. Lack of restrictions on time and place especially in Devisal establishment of the system of education in universities and higher education our country Muslims’ leader, to work.

This is a descriptive and casual correlation study. The main purpose of this research was to study the relationship between faculty members’ self-efficacy and competencies with their teaching quality in branches of zone 1 of Islamic Azad University. The population of this research was 2181 faculty members.436 faculty members were selected through random stratified cluster sampling. Data collection tools were a researcher-made 27-items questionnaire for assessing teaching quality (chronbach alpha=0.861), A researcher made 13-items questionnaire for assessing their competencies (chronbach alpha=0.866), and Schweitzer et al. questionnaire for assessing faculty members’ self-efficacy.Multiple regression and Structural equation modeling were used to specify the portion of mentioned factors in teaching quality. Results showed that faculty members’ self-efficacy (0.31) and their competencies (0.33) had a significant positive relationship with teaching quality. In addition, there was a significant positive relationship (0.36) between self-efficacy and competencies. The gender of faculty members had a significant effect on their competencies.

This study aimed to identify dimensions of effective teacher and validate its components by high school teachers in yasooj. This is a descriptive-analytical study. In the first part, dimensions of effective teacher and its components were identified using document analysis. In the second part, a descriptive research was done for its validation. In the first part, all written theoretical idea and research literature related to dimensions of effective teacher and its components were explored without sampling. In the second part, 252 high school teachers in Yasooj in academic year of 2010–2011 were selected through stratified random sampling using Krejcie and Morgan’ table. Research instruments were note sheets (in the first phase) and a researcher-made questionnaire based on the experts’ viewpoints. Academic members confirmed its content validity and face validity. Its Cronbach's alpha was 0.90. The most important factors of effective teachers were the ones dealing with personality, evaluation, teaching, and classroom management respectively. Other findings showed that female teachers focused more on the evaluation dimension of the effective teacher and there was no significant difference based on the teaching experience.

This study aimed to assess the effect of different evaluations on academic achievement of the third grade elementary students in experimental science.Statistical populations were 1983 third grade elementary students in Lordegan in 2010-2011.18 boys-related class and 18 girl-related classes were selected through random cluster sampling. Descriptive evaluation was conducted in six classes. Descriptive- quantitative evaluation was done in six classrooms.Quantitative evaluation was done in the rest six classes. It means that 36 classes were enrolled as experimental groups.5 boys-related classes and 5 girls-related classes was selected randomly as control groups. This is a quasi-experimental study. Data gathering was done through a 40-items questionnaire. Teachers of third grade confirmed its validity. Its reliability was 0.86. Results showed that students in descriptive- quantitative evaluation and descriptive evaluation groups had better academic achievement in experimental science (p<0.001). There was a significant difference between boys and girls. Girls had better academic achievement (P<0.001).

This study evaluated teachers’ self-efficacy beliefs model as determinant of their job satisfaction and students’ academic achievement. This was done through path analysis technique.320 teachers were selected through multi-stage cluster sampling method in Saveh city. They filled out Sherrers self-efficacy questionnaire (1980) and Sharia’s job satisfaction questionnaire (1383). Students’ academic achievement was assessed through their mean score of final exam. Result show that previous students’ academic achievement, further students’ academic achievement, teachers’ self-efficacy and teachers’ job satisfaction are correlated with each other. In first phase, result of path analysis showed that our proposed model is not fitted model. So in order to achieve a fitted model, we assumed that remained variance is constant, and the basic model is then analyzed. The results indicated that in this situation the model is fitted perfectly. In addition, any path except the path coefficient between teachers’ job satisfaction and students’ academic achievement was significant.

This study aimed to assess research barriers for educators and its related solutions. This is a descriptive survey study. Statistical population was middle school teachers in district 2 of education and training organization in Qom (Iran). 97 educators were selected through random sampling. Data collection was done using a researcher-made questionnaire (its reliability was 0.87) based on a five point Liker scale. Data analysis was done through descriptive and differential statistics (X2 test, one-sample Z-test and ANOVA). Results showed that cultural, individual (technical and specialization) factors, method of presenting research services, administrative-structural and motivational factors were preventive factors affecting educators’ research performance. In addition, the most frequent barriers were lack of team working in research performance, lack of institutionalized culture in the field of research, lack of authorities’ attention toward educators’ research. The most important solutions were to allocate some educators’ time to research, and to pay attention to their earning. There was no significant difference between different barriers.

The present study has been investigated the relationship between Emotional intelligence and working life quality with job adjustment. Research method was Descriptive –Correlative and statistical population of this research consisted of all registered and unregistered teachers in elementary school of Sardasht province schools in 1389-90. Data gathering tools included Bradbury’s and Geriw's emotional intelligence questionnaires, and Walton’s working life quality questionnaire, and Bell’s job adjustment questionnaire. For hypothesis testing, Pearson correlation test and step by step Regression were used, and result of statistical tests revealed that: There is a significant relationship between emotional intelligence and working life quality. On the other hand, there is a significance relationship between emotional intelligence and job adjustment among registered teachers; but there is no significance among unregistered teachers. In addition, components of emotional intelligence components are not appropriate predicators for job adjustments of them.

This research was conducted to study the role of post – literacy educations in improving the applied and general knowledge Level of the rural adult girls and women.600 individuals were selected from two trained and untrained groups through the systematically sampling in the statistical universe. The research method was causal – comparative, and the research tool was a 49- multi choices questionnaire at the determined complementary level. T- Test was used for the independent groups in order to compare the average scores of the two groups of the testers. Tav Kendal and Karen Bach alpha coefficient were respectively applied for the validity and reliability of the research tools. The questions related to the hypotheses 3 & 5 were significant at level 0.01 and the questions related to other hypotheses were meaningful at level 0.05.The whole reliability of the questionnaire was 88%. The results shows that there is a significant difference between the learners who were instructed in post - Literacy educations and learners who were not instructed on the factors such as heath, preventing the diseases, child training, ideological and religious problems.