Journal of Research in Educational Systems
Year:2018 | Volume:11 | Issue:39 |Papers Count:14

The purpose of this study was to present a inquiry-based in education in order to extract its components and to analyze the content of social studies textbooks from the elementary period (third to sixth) in the academic year of 1395-1396, conducted qualitatively and quantitatively in two phases. At first, the first phase examined theoretical foundations The literature review of the research, the views of the scholars of this field and the empirical research background, and the second phase of the analysis of social studies textbooks. In the first phase, data gathering tools are content analysis worksheets for extraction of theoretical basis components and in the second phase of content analysis (quantitative phenomenon) for analyzing the textbooks of elementary social studies based on the extractive components of the first phase. The results of the research in the first phase indicated that the extractive components included critical thinking, problem solving, accountability, participation and collaboration, thinking, meta-cognition, self-regulation, questioning, leadership, leadership, flexibility, reasoning, curiosity, communication skills, co-operation, and collaboration. In the second phase, in the Social Studies Book III, a total of 36 cases, the fourth grade of 37, the fifth grade of 27, and the sixth base of 54 have a inquiry-based component. Therefore, it can be concluded that the above-mentioned books should not be considered and should be addressed by the inquiry approach.

The purpose of this study was to predict academic procrastination based on psychological capital through the mediation of psychological, emotional and social well-being in University students. The research method was descriptive-correlational and the statistical population included all students of Shahid Rajaee Teacher Training University in the academic year of 1995-96. Four hundred and twenty participants were randomly selected by the cluster multistage method and completed the scales of academic procrastination (Savari, 2011) resilience (Connor and Davidson, 2003), life orientation (Scheier and Carver, 1992)) for measuring optimism, hope (Snyder, et al., 1991), and comprehensive well-being (Joushanloo, Roustami & Nosratabadi, 2001), with emotional, psychological and social components. Data were analyzed by structural equation modeling. The results show that all fitness indices fit with the collected data. The total effect of psychological capital on academic procrastination is negative and significant, and the effect of psychological capital on emotional, psychological and social well-being is positive and significant. The effect of psychosocial well-being on the academic procrastination is significant, as well as the indirect effect of psychological capital on academic procrastination with mediating of psychological, emotional and social well-being is significant. It is recommended that educational psychologists and consultants develop a suitable educational program to reduce the academic procrastination in the students of University and educate them about ways to promote resilience, optimism hope, and social, psychological and emotional well-being.

Developing hard items with complicate calculation algorithms cause to in appropriate trends such as teaching to the test and test preparation strategies in examinees. Having exact educational standards and applying taxonomy models, however, will help to obtain fine evaluation of educational programs, contents and students achievement. In this manuscript, a small sample of differential calculi multiple choice items test has been studied in behavioral objectives framework which is based on combining the Bloom and Web approaches; the goal was to illustration of capability-complexity approach in taxonomy of test items. Twenty items of a 30 items test battery which administered on a 3409 sample of students has been classified by capability-complexity approach. Outcomes of 3 items have been reported in this article. Results had shown all the test items measuring procedural knowledge at level three. 92% of items were abstract, and simultaneously recalling multiple calculation algorithms require for responding correctly to each item. Tasks with one calculation algorithm and lower complexity had better statistical parameters such as scalability and their item information functions yielded much more information about examinees capability.

This research has been conducted to design a model for integrating succession planning and career planning in Iranian Public Universities via the viewpoints of higher education managers and elites, based on the systematic design of Strauss and Corbin’ s Grounded Theory method. Method: Therefore, using the purposive sampling method, 15 interviewees including universities’ executive and middle managers, authors in aforementioned field, key informants in the fields of human resource management and higher education were interviewed through semi-structured interviews, and data were extracted from the interviews. Data were analyzed through three steps of coding (open, axial and selective). Findings: The result was 25 core categories placed in a paradigmatic model consisting of the approaches of establishing an integration model (Familiarization, Participation, Organizational learning, Trust-Making, Forethought, Academic Autonomy, and Systemic vision), environmentally intervening conditions (political, Circumstantial, Socio-cultural, International, Legal and policy-making environments), contextual properties (Organizational structure, Organizational climate and culture, Managerial consistency, Resistance against change), causal conditions (Talent pool, Efficient promotion system, Human resource management, Integrating succession planning and career planning, Organizational advocacy of individual attempts, Professionalism), main phenomenon (Meritocracy), and outcomes (Individual and organizational outcomes). This model portrays the implementing process of the model for integrating succession planning and career planning Iranian Public Universities’ and the relations within categories and their dimensions.

The purpose of this study was to investigate the effects of cooperative learning on academic achievement motivation and anxiety. The design of research was experimental design with pre-test and post-test with control group. From district 5, by cluster sampling, two sixth grade from two different girl’ s schools were selected as the experimental group (N = 40) and the control group (N = 40). In pre-test both groups completed the Spence Children's Anxiety Scale (2003) and Hermans Academic Achievement Questioner (1970). Then, in the experimental group, all courses were provided with cooperative learning method for two months. While control group was taught in the traditional way. After two months both groups completed the Spence Children's Anxiety Scale (2003) and Hermans Academic Achievement Questioner (1970). By using analysis of covariance, the results showed that cooperative learning reduced students’ anxiety and increased academic achievement motivation (p<0/001). The implication for using collaborative learning by teachers in the classrooms to reduce anxiety and increase academic achievement motivation was also discussed.

The purpose of this study was to determine Effective Factors on the Formation of learning transfer to work environment in in-service training of the Kerman copper industry by using a qualitative approach and a Content analysis method. Semi-structured interviews were used to collect data. The population of the study consisted of employees and workers of the copper industry in Kerman province. According to the data saturation level, 17 of them were selected by using purposeful sampling method. Content analysis was used to analyze the data. The validity of the research findings was guaranteed by the members' survey methods and multi-stratified data sources. The results of this study showed that Effective Factors on the Formation of Learning Transfer are placed in three categories, individual factors (self-efficacy, motivation, learner's readiness and attitudes), organizational factors (Transfer environment and organizational justice) and educational factors (Educational Strategies).

The purpose of this study was to explain the strategies and requirements of the resistance economy associated with the higher education system, which was carried out using the mixed method, In the qualitative section of 10 faculty members of the Universities of Mazandaran province, in June, 1395, they selected by purposeful sampling, Data were collected from a semi-structured and individual interview in the qualitative section and a researcher-made questionnaire was used in the quantitative section. The method of analysis in the qualitative section was based on content analysis, the statistical population consisted of the visiting and professorial faculty members of the University of Marine Sciences, which was determined by Morgan's method. The sample size was 159, the results of the research indicate that the Resistance Economics Strategies have an impact on the Resistance economics requirements. Also, the requirements of a Resistance economy have an impact on the realization of the Resistance economic consequences.

In this study, has been studied the effectiveness of close-reading strategies training on comprehension and test anxiety of students. The method of this research was the experimental design, using a pre and post-test exam with the control group. The statistical population of the study were female students of 8th grade of district 5 Tehran city in 1395-96, and selected by cluster sampling method and randomly selected in 2 experiment groups & 2 control groups (a total of 4 groups). In the pre and post-test, subjects evaluated using the researcher-made test, comprehension and Friedban anxiety Questionnaire (1997). Experimental groups taught to training basic techniques of close reading during 8 sessions. During this period, the control groups did not receive this training. The results were analyzed using Covariance analysis showed as a result of close reading training there is a significant difference in the comprehension and anxiety of the test in the experimental groups than control groups in pre and post-test (p<0. 05). Therefore, close-reading strategies training can increase comprehension scores and have a reduction effect on students ' anxiety test. Due to its usefulness, it can used as a study method in schools.

The aim of this study was to develop a graduate degree in educational technology curriculum with a focus on special education in Iran. The method of research was descriptive-analytic and compatible with Brady method. The study population included all universities in the world, is held graduate degree in educational technology curriculum with a focus on special education. In addition, all masters and experts in the field of educational technology, psychology and education of exceptional children Allameh Tabataba’ i University, Tehran University and the Iran's organization for exceptional education as a population were considered. The sample were 8 universities in the world, is held graduate degree in educational technology curriculum with a focus on special education and 33 experts in the field of educational technology, psychology and education of exceptional children of Allameh Tabataba’ i University, Tehran University and Iran's organization for exceptional education that were chosen purposively. In this study, a questionnaire was used as a measurement tool. Descriptive statistics to analyze data such as frequency, percentage and mean were used. Based on the findings, graduate educational technology curriculum was developed with a focus on special education.

The purpose of this research was to study the effective factors on the promotion of cultural components in foreign languages teaching and presenting an appropriate model. Since English language is the most universal, it was selected as the research case. Research methods was applied, quantitative, descriptive and a survey. Society, in qualitative part, includes 15 scholars and in quantitative one includes all teachers of Tehran’ s language academies i. e. 400 people based on Cochran’ s test. The instruments for data collection include a semi-structured interview and researcher-made questionnaires. Validity of the researcher-made questionnaires has been achieved by the confirmation of elites and scholars through Delphi method. For evaluating reliability of the instrument, the Cronbach’ s alpha test was utilized. The reliability of variables in general was 0. 98 in factors, dimensions and components. To analyze the data, researchers have utilized measures of central tendency and variance in descriptive statistics and the Kolmogorov-Smirnov test, Exploratory and confirmatory factor analysis, T-test for fitting the model and Friedman test in inferential statistics. Results in factors, dimensions and cultural components of English language teaching indicated that there are 3 factors of intrinsic, internal and external in the subject and they are higher than the average of society. Meanwhile, 2 dimensions and 9 components were recognized: Cultural Dimension includes 5 components and Educational Dimension includes 4 components. Results indicated in the form of a suggestive model and consequently it stipulates the significant effect of cultural factors on teaching foreign language.