Journal of Research in Educational Systems
Year:2019 | Volume:12 | Issue:43 |Papers Count:14

In examining and analyzing the nature of university autonomy in higher education systems، evaluation and explanation of the relationship between the two institutions of government and university is of particular importance. As the government interferes and controls the policies of higher education، the university is faced with the challenge of the autonomy of the university. The purpose of this study was to understand and explain how the power institution is present and effective on Iran's higher education. The methodology of this research is influenced by Norman Fairclough approach، "Critical Discourse Analysis". The documents and texts of this study consist of all texts and written and spoken literature on the conditions of university autonomy in Iran. Given the discursive analysis approach، the practical way of collecting data is to review documents. The findings of the research show that the state institution influences all four types of university autonomy in Iran's higher education system through its significant factors. These factors are classified and categorized into three categories: "regulatory and control"، "administrative and legal"، and "financial and educational". Based on the findings of this study، the demands of the trade union and the efforts of the scientific community to overcome the current policies and procedures of exercising power by the state institution on academic autonomy in Iran are strongly suggested. In addition، "moderating political attitudes، " "revising the traditional and state-based view on higher education governance، " and "efforts to revive university autonomy"، are three main strategies for restoring university autonomy in Iran.

Not only identify and classify dimensions and components of Staff development is important but also identify methods. This study aimed to identify methods of staff development in higher education system. This study was descriptive survey. The study population included all staff of Islamic Azad University in Region 8 in 2016(N=3812). The sample size were 203 individuals base on Cochran formula by using classified random sampling. The data was collected via researcher-made questionnaire. Cranach's alpha coefficient was used to determine reliability (0. 96). The data were analyzed using factor analysis. The findings showed that 5 methods influence on staff development such as Inter-university، extra-University، formal، informal and group method which factors can be explained 67. 625% of total variance. The most power to explain was related to informal method (18. 02%) and the least power to explain was related to formal methods (10. 92%). Higher administrators need to use several methods such as informal، group development، Inter-university، extra-University methods influence.

This study is preliminary based on two main goals. One study on what has happen to Institutionalizing of knowledge management and secondly considering element for to Institutionalizing of knowledge management to a model. This study was conducted through Appling is on the basis of qualitative and grounded theory of research. For achieving such goals، we have used three different techniques: documentary method، focus group and interview. Statistical society of this study comprises faculty members of universities and talented expertise from related field. the focus group including 6 faculty members from universities and we selected 4 faculty members and two expertise in order to conduct deeply consideration through interviews. We have applied the purposive samling. In order to analyses data gained through interview we used Strauss method for coding the data that it was comprises of open coding، axial coding and selective coding. The findings show that Institutionalizing of knowledge management is faced with challenges that we point out 10 crucial challenges and the reason behind of such challenges are due to lack of appropriate organizational culture، lack of specialized bodies، insufficient managerial capabilities and inadequate infrastructures. Subsequently we could identify 3 different captions for Institutionalizing of knowledge management as follow: 1) management 2) organizational culture 3) infrastructure (human resources and supplies and equipment’ s). accordingly، we have provided subtitles for each caption. Such model can play a crucial role in Institutionalizing of knowledge management in Iranian universities. Based upon such model we develop a program for implementation of knowledge management.

Studying ML of students in grade 10 and math teachers in first high school is the purpose of this descriptive-survey research. Statistical society of this research are the students of grade 10 and math teachers in first high school of one of the country of Isfahan and the sample available are 56 students and 14 teachers. In this paper a researcher made test is used as measuring tools that it's formal and content validity are confirmed by expert in mathematical education and mathematical teachers. In PISA framework، mathematics are divided into four content categories: Quantity، Uncertainly and data، Change and relationship and Space and shape. This paper is done in Space and shape category. According to the results of this research that based on One sample T test، students and teachers don't have desirable operation in ML assessment. I wish the results of this paper make changes in educational resources and teaching method to raised student's ML.

One of the main tasks of the educational centers is the training of human resources equipped with future knowledge، who، in addition to daily life problem solving can also think of innovation and invention. The purpose of this study was to investigate the direct and indirect effects of learning styles and research self-efficacy of students on their future research capability. To this end، 220 students of public universities in Shiraz were selected by cluster sampling method and evaluated by Wark's learning styles questionnaire (1998)، research self-efficacy (Salehi، 2011) and future research capability (Parsa et al.، 2011). Correlation coefficients showed that there is a correlation between dimensions of learning styles as the exogenous variables of the model with research self-efficacy and future research capability. Moreover، among learning style dimensions، auditory and reading-writing styles had direct and significant effects in increasing the capability of future research. In addition to direct effects، research self-efficacy could interfere with the relationship between learning styles and future research capability. The results of this research show that learning styles and research self-efficacy can affect students' learning outcomes. Therefore identifying obvious and hidden variables in the classroom can lead to raising the level of knowledge and the learner's capability to create knowledge and predict the future.

The main goal of this study was to examine the effectiveness of teaching of science course with combining Keller's motivational design model on achievement emotions of elementary students. The study had a quasi-experimental design with pre-test، post-test and control group. Research population was included all of the Fourth grade male students of the elementary schools in sanandaj during the academic year of 2016-17، witch among them a fifth grade class with 32 students as a experimental group and another class with 31 students as control group were selected using a multi stage cluster sampling method. Achievement emotions questionnaire – elementary school was used as research tool. The teaching program with combining four elements of Keller's motivational design model was conducted for students in the experimental class during 8 sessions (each 45 min) and 2 sessions per week while the control group was trained without teaching by combining elements of motivational design in the classrooms. Data analyzed done with covariance analysis method. The results of multivariate covariance showed that there is a significant difference between two groups in the dependent variable (classroom emotions). The results of one way covariance analysis in the text of mancova also showed that there is a significant difference between the two groups in the post-test scores of different classroom emotions and by combining elements of motivational design has been able to increase the students' positive emotion of enjoyment and reduce the negative emotions of anxiety and boredom in the experimental group in the classroom situation (P>0/05).

The aim of this study was to investigate the mediatory role of the achievement emotions in relationship with class psychosocial climate، and academic burnout to illustrate the relationship between research variables in the causal model. these data gathering were: a short version of the achievement Emotions Questionnaire (PEGQ)، Goetz & Perry (2005)، the Questionnaire of Joe Psychosocial class of Fraser، Giddings and McBurray (1995)، and the Academic Burnout Questionnaire (Salmela Arrow et al.، 2009). The validity of the questionnaires were confirmed by statistical factor analysis. To examine reliability of the measures، Cronbach alpha coefficient was used. Two hypothetical models were tested by path analysis. The indicators of the results showed that the goodness of fit statistics are very suitable in both models. both models are well supported by the empirical data and the mediatory role of positive and negative of the achievement emotions in the relationship between exogenous and endogenous variables was verified. The findings of the path analysis showed that the direct effects of adaptive and non-adaptive the class psychosocial climate (solidarity and friction)، on the positive emotions، and the direct effect of the positive and negative progressive emotions on the academic burnout were significant. The non-direct effects of adaptive and non-adaptive the class psychosocial climate (solidarity and corruption)، on the academic burnout were significant. In the mediating model، positive emotional was 39% of academic burnout and 36% for positive emotional variance and negative emotion was mediated by 42% of variance of academic burnout and 38% of negative emotion variance.

The purposeful sharing of knowledge in organizations leads to faster individual learning، develops creativity، and ultimately leads to improved individual performance in the organization. The purpose of this study was to investigate the mediating role of cognitive trust and emotional commitment on job satisfaction and intention to share knowledge on education staff in District 3 of Tehran in 1395. The statistical population of this study is 200 employees of Education Organization of District 3 of Tehran. Using Cochran''s formula، 130 of them were selected by stratified random sampling method. In order to collect data، a questionnaire including the intention to share the knowledge of Charghi (2001)، Blasttin job satisfaction questionnaire (2008)، Kim''s emotional commitment questionnaire، Choi، Kualahan and Han (2008)، and finally the trust trust questionnaire (2009) Is. Validity (content، convergence and divergence)، and reliability (Cronbach''s alpha، compound، and composite reliability coefficients) of the questionnaires indicated that the research measure expressions had a good validity and reliability. The analytical results by structural equation modeling using SMART-PLS software showed that all three exogenous variables of job satisfaction، cognitive trust and emotional commitment have a significant and significant effect on the intention to share knowledge. In addition، both the variables of emotional commitment and cognitive trust play an intermediary effect on the relationship between job satisfaction and the intention to share knowledge، while emotional commitment، as compared with cognitive trust، has a greater impact as a mediator variable on the intention to share knowledge.

Even though there is a general agreement on the importance of the role of Persistence in higher education، a model that uniquely assesses the role and impact of Dynamism and Persistence on universities has not been presented and no explicit explanation has been made. Considering the pivotal role of the Dynamism and Persistence of higher education in the framework of the qualitative approach and applying the research methodology of Grounded theory، we are going to explain the Dynamism and Persistence model of the higher education system in the universities. Semi-structured interviews were conducted in order to collect information and use a targeted sampling method with 18 experts familiar with the topics of higher education. Data analysis was performed in three stages: open coding، axial coding and selective coding. The results show that 390 codes or the initial concept of interviews، as well as 40 concepts and 23 categories، are presented in the form of a paradigmatic model، including the development of multiple capacities and capabilities of higher education as the core category and the causative conditions (qualified faculty، diversity Educational and research programs، development of applied research، combined training capacity، university interaction with industries، flexible and practical curriculum)، underlying factors (multiple educational facilities، motivation of professors، student attraction at all levels، appropriate social communication، development of online systems )، Interventional conditions (attraction and promotion، student empowerment، Q. Development strategies، appropriate image of universities)، strategies (foreign students، human resource empowerment، new training capacities)، post-secondary factors (individual-organizational levels).

The research aimed to evaluate the design and implementation of higher education privatization policies. To this end، strategies، programs، and policies of this section (design and implementation) were received according to interviews and documents (literature and background)، proposing strategies for each section. This review was conducted using laboratory method and semi-structured interviews applying thematic content analysis. In this regard، factors involved in the privatization of (design and implementation) of higher education in the world and Iran were recognized at first، which were then categorized in 22 areas and recommendations were provided for each factor. Following that، the requirements for privatization of higher education in Iran in the section of design and implementation were presented and placed in eight general areas. In compliance with any required section in the design and implementation (policy and strategic، legal، financial and economic، research and educational، management and organizational، social and cultural، infrastructural and communication requirements)، a section was designed and implemented as executive corrective strategies and recommendations. In the next stage، barriers to the design and implementation of these sections were categorized into six fields (i. e.، legal، economic، political، administrative structural، educational، and cultural and social barriers)، and corrective strategies were recommended to deal with the mentioned barriers.

The purpose of this study was to investigate the effect of applying Pebble-in-the-Pond instructional design model on the students’ problem-solving skills of Training Science department in Arak University. For this purpose، the quasi experimental method with the pre-post-test plan including the control group was used. The research population included 170 students of Bachelor degree in Training Science majoring at educational technology in Arak University in the academic year of 2016-2017 that 30 of them who had chosen the system-based instruction course were selected purposefully. Then، they were randomly assigned to an experimental and a control group each consisting of 15 subjects. The data gathering instrument was Hapner and Petterson problem-solving questionnaire (1982). In order to analyze the data، the multivariate analysis of covariance (MANCOVA) was used. The statistical findings showed that applying the instructional method based on the Pebble-in-the-Pond model did not affect the students’ problem-solving skills significantly، (P<. /05). Nevertheless experimental group performed relatively better than control group in problem-solving skills variable.

The purpose of the present research was influential factor in use and computer technology acceptance by teachers in teaching by fuzzy cognitive maps. The present study was a qualitative study that was carried out based on fuzzy cognitive maps due to the complex and vague structure of factors. Given the nature of exploration، this approach involves expert opinions about a mental reality. So the research sample of the study consisted of 30 highly qualified teachers in the high school of Urmia، based on the principle of data saturation. The data were collected by using interviewing tools. In this regard، teachers were asked to draw on a paper the main phenomenon and the factors affecting it in the center of the page as a circle، and outlines ways to influence these factors on it، both positive and negative. Designed maps were transformed into matrices which were analyzed by FCMmapper software. The results showed that the use of classroom computer technology by teachers is most central. Teachers' training in the field of computer is the highest degree of exterior، followed by the computer skills of teachers، the use of computers and the usefulness of it in teaching، had the most impact on the desired phenomenon. These findings are important implications for the consideration of factors affecting the use and acceptance of computer technology by teachers in teaching، Carry out the necessary steps to enhance teachers' ability to use computers in teaching، Eliminating the existing gaps in the education system in educating teachers.