INNOVATION IN MANAGEMENT EDUCATION (JOURNAL OF MODERN THOUGHTS IN EDUCATION)
Year:2012 | Volume:7 | Issue:4 (28)|Papers Count:8

The purpose of this research was to investigate the availability of the necessary context to develop creativity among librarians in public libraries of Kohkiloye and Boyerahmad province based on Oldham Model. The study also provides solutions for the development and growth of creativity in them. Measuring research method and data collection tools of questionnaire are based on the Oldham's model of creative ideas. The population was included all librarians of public libraries of Kohkiloye and Boyerahmad province who were all selected as members of the sample (82 persons). The data provided by research were analyzed by the way of descriptive statistics. Data were analyzed using the SPSS 16 software. To carry out statistical analyses, one-sample t-test and the Spearman's correlation test were used. Based on findings of research, the positive spiritual and mental status under the influence of work context and tendency to supplying and sharing creative ideas were average with mean index of 2.92 and 3.01 respectively and there weren’t significant difference. But the positive spiritual and mental status affected by non-working contexts with the mean of 3.66, the individual differences in terms of employment with the mean of 3.88, the individual differences in terms of employment with the mean of 3.29 were higher than medium and there were significant difference. Also, the results showed that the underlying context for developing creativity among librarians in public libraries of Kohkiloye and Boyerahmad province with the mean index of 3.23 was higher than average and there was significant difference.

This study aimed at investigating the relationships between thinking styles and sensation seeking, thinking styles and academic achievement, and sensation seeking and academic achievement. The target population of this study was comprised of all the undergraduate students studying art and mathematics at the Art and Architecture Faculty and Payambar Azam Educational Complex of Islamic Azad University, Central Tehran Branch. The final research sample included 928 students (266 males and 662 females) who were selected via stratified sampling. To measure the thinking styles and sensation seeking of the participants, Sternberg’s thinking style Inventory and Arnett's Inventory of sensation seeking were respectively administered. The results of Pearson’s correlation coefficient and t- test demonstrated that legislative, monarchic, oligarchic, anarchic, internal & liberal thinking styles had positive relationship with sensation seeking in male students. Legislative, judicial and liberal also had a positive relationship with sensation seeking in females whereas executive and conservative in females had a negative relationship with sensation seeking. Furthermore, males’ legislative and hierarchic had a positive relationship with academic achievement. In females, however, academic achievement had a positive relationship with legislative, oligarchic, internal, and liberal, and a negative relationship with executive and conservative. Finally, no meaningful relationship was found between males’ sensation seeking and academic achievement while there was a positive relationship between females’ sensation seeking and academic achievement.

This study aimed at investigating the female secondary school teachers’ access to internet and its application in teaching success. This was a survey study. In order to carry out, 393 out of 11839 teachers were selected through stratified random sampling on the basis of Morgan’s sampling size. A researcher developed instrument measured on Likert scale was used to collect the data. The data were analyzed through descriptive and inferential statistics. The results showed that the there is a significant difference between the amount of internet use among teachers in different educational districts. The results also showed that there is a significant correlation between the teachers’ use of internet, their knowledge of modern methods of teaching, teaching success, creativity in teaching, and schools facilities and conditions were sampled using the Morgan and through stratified random sampling was chosen as an example. The range of the Likert questionnaire for collecting data and the descriptive and inferential statistics were used to analyze the data. Data analysis shows that the statistically significant difference between the rate of internet use among teachers in different areas of education, and that significant relationship are between internet use and knowledge of modern methods of teaching, successful teaching, his creativity in teaching and school facilities and conditions.

This article is primarily bidirectional in that it is concerned with two fields of cognitive styles of field-dependence/independence on the one hand and breadth of vocabulary knowledge on the other hand. In other words, this research is primarily intended to investigate the nature of the students' vocabulary knowledge in the field of passive and active knowledge of L2 words as a whole with regard to their preferred cognitive style of field -dependency/independency. The research method was that 60 juniors were selected. They were then bisected to two groups on the basis of their preferred cognitive styles of field-dependency / independency. Three types of tests, the passive version of Vocabulary Levels Test, the Productive Version of the Vocabulary Levels Test, and the Group Imbedded Figures Test were administered to a group of 60 undergraduate students majoring in the field of English Language Teaching. The conclusion drawn after the analysis of the data was that the participants in the field-independent group outperformed their field-dependent counterparts dealing with both passive and productive vocabulary levels. Finally, the findings of this research could be interpreted as being supportive of the idea that the field-dependent/independent cognitive style could be considered as an effective factor influencing the learners' vocabulary learning in the field of second language acquisition.

The interactive effectiveness between Spiritual Intelligence (SQ) and life skills training (LST) on improving attitudes of university students to life skills were carried out in a randomized block designs study. At first, 166 male & female university students were randomly selected out of 11370 students at Islamic Azad University in Borujerd. Then attitude to life skills questionnaire (Ahadi, 1386), and Spiritual Intelligence questionnaire (Naseri, 1386) were filled out by the subjects. On the basis of the results of the Spiritual Intelligence questionnaire (higher or lower than the mean), the subjects were divided into four groups. There were two experimental groups, one with a higher score on SQ and the other with a lower score on SQ and two control groups under the same situation. The experimental groups in two separate classes of students with higher and lower score on SQ took part in 16 sessions of 3 hours of the LST, in a time span of 8 weeks. At the end of the course, subjects filled out the attitude to life skills questionnaire as the post test. Finally, after four months in order to figure out the stability or possible changes in the results, once more, in a follow- up study, the attitude to life skills questionnaire was administered. The results of statistical test of Independent-Samples t-test indicated that LST have a significant effect on improving attitudes of university students to life skills, though in an interaction with SQ, the two aforementioned factors have no significant effect on those.

The aim of the current research is to investigate the relationship between self-regulation learning and achievement motivation with academic performance among high school students in Sari. The method of study is correlational in nature. The population consisted of 4895 students during the second educational year of 2009-2010 in Sari high schools. The sample consisted of 324 students (151 boy students and 171 girl students) who were selected using stratified random sampling method from among high school students. The research instrument was a 31-item questionnaire by Zimmerman and Pons (1986) for self-regulated learning strategies (MLSQ) with a reliability of (a=%89) and a 29-item questionnaire for achievement motivation (MAI) with a reliability of (a=%73). The data were analyzed using testing statistical significance, coefficient of determination, and for comparing independent group t-test and Multivariate Analysis of Variance (MANOVA) and regression were used. The findings showed that there is a significant difference between self-regulation learning strategies and achievement motivation. Results showed that there is a significant difference between self-regulation learning strategies among boys and girls. Also, there is a significant difference between self-regulation learning strategies and students' achievement motivation. Besides, there is a significant difference between self-regulation learning strategies and academic performance of the students. However, there is not any significant difference between gender and achievement motivation.

This study aims at measuring the construction validity of moral development scale. Theoretical foundations are the theory of moral development. Items were prepared based on their initial assessment of moral development. The content validity was investigated through experts' opinion. Some items over 75% were confirmed and chosen. The population consisted of high school students in Tehran. Test reliability coefficient was 0.93. Factor analysis showed that 55 percent of variance in the improvement of the scores can be explained by the scale of moral development. After that, varimax rotation of four major factors were identified and named. Confirmatory factor analysis of indicators of structural equation model testing demonstrated that a model is fit to the data. Finally, this questionnaire can be used to measure the moral development of students and can be used by various researches.

The aim of this study tends to explore how students adjust themselves in learning English with the aid of tasks and the interaction between students and reading proficiency. This study would like to address the relationship between assessment tasks and reading proficiency. In order to achieve this goal, 237 students of Islamic Azad university (Roudehen and Tehran West branch) majoring in English were selected and to test their level of reading proficiency a validated IELTS test was used. Then students were divided into three groups and in each group one technique of assessment was used. At the end of the term students had the same IELTS test as a post test. In order to see students' progress based on their level of reading proficiency, one way ANOVA was conducted. Based on the results of this study, it is concluded that every assessment task is not useful for students of all levels of reading proficiency. Some tasks are useful in low proficiency levels and some are helpful just in high proficiency levels. Therefore teachers, material designer and researchers should be aware of these points to improve the efficiency of the assessment tasks.