(JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES
Year:2009 | Volume:2 | Issue:7|Papers Count:8

The aim of this study was to evaluate and analyze the content of English textbooks taught in Guidance Schools according to the Fog readability formula and from the view point of experienced English teachers.The findings: On the whole, the strong points of the books in different cases were as follows: The typing style of the books, good grammar presentation and practice, the organization of content from simple to difficult, clear instructions, correspondence with the children's age and books availability for most of the teachers and students. The weak points of the books were as follows: lacking attractive lay out, not having good pronunciation and vocabulary explanation, not using enough authentic language, having no attention to the learners background knowledge, not having enough correspondence with the children's real life situations, Lacking the audio cassettes.From the view point of the teachers: There was a significant relationship between the evaluation of the books and the teaching experience, the teachers degree and the gender of the teachers. But there wasn’t any significant relationship between the evaluation of the books and the teaching location.For measuring the readability of the writings, Fog index was used. The results indicated that the readings of the books in all the grade were in low level. That is, they are very simple to read and students need a level higher than these ones. Consequently, all of the books were poor according to the results.

The present research, studies the role of hidden curriculum in disciplinary behavior of students from the viewpoint of girls guidance school principals and teachers of Khalkhal city during the academic year (1388-1389). The aim of the present research is publicity of detecting factors that are transmitted to students through the program for hidden curriculum to the students. Search method, regarding the object is applied and regarding its type it is descriptive-correlation. In case of validity of questionnaires expert opinions were used and the questionnaire's reliability resulted from Chronbakh a is %91 Statistical universe consists of 140 people and in research process 120 reliable questionnaires were studied as statistical samples using enumeration. Researcher- made questionnaire was completed by answerers to study the effects of hidden curriculum components, which contains school's physical structure, school's social atmosphere, existing organizational structure and relations in the school, encouragements and punishments, and information and communication technology. Results from the research showed that: 1- There is significant relationship between physical structure of school and disciplinary behavior of students.2- There is significant relationship between social atmosphere and disciplinary behavior of students in school.3- There is significant relationship between the relationships in school and disciplinary behavior of students.4- There is significant relationship between organizational structure and disciplinary behavior of students.5- There is significant relationship between encouragement and punishment mechanisms and disciplinary behavior of students in schools.6- There is significant relationship between the rate of using information and communication technology in schools and learning due to hidden curriculum.

This study reviews the status of trust within the organizational and job commitment of Isfahan school administrators using descriptive research has been done. Statistical research community, including public school administrators in Isfahan, in the 87-88 school year to 138 the number of director and secretary of the 4130 using stratified random sampling method proportional to size number 94 and number 282 Admin Secretary, as the sample were selected. The data collected included a questionnaire including 40 buoy Blav job commitment and trust questionnaire with 30 closed response buoy five degree Likert scale was. Questionnaire reliability coefficients using Cronbach's alpha for the pilot study performed by career commitment 89 / 0 and for the trust in 1998 / 0 is obtained. Data in this study included descriptive statistics statistical characteristics frequency, percentage, mean and standard deviation and inferential statistics in test t, variance analysis and Scheffe test were analyzed. Results showed that demographic characteristics between the components of career commitment in managers by age and level of service in the area where 0.01 ³ p and degree level by 0.05 ³ p there is a significant difference. But in terms of gender, qualification and experience of significant difference in levels was observed 0.05 ³ p. Other research results indicate that it was between internal trust in teachers by gender, diploma, job experience, age and place of work area in significant difference 0.05 ³ p there.

The aim of this research is to study the relation between self-efficiency sense and emotional intelligence with job burnout amount the personnel of Islamic Azad University of Tabriz. The method of research is correlation method and 260 subjects were selected using stratified random sampling and job burnout tests of Maslach and Jackson and Bar-On self-efficiency sense and emotional intelligence tests were answered by subjects. Testing of hypotheses showed that there is a relation between the self-efficiency sense and emotional intelligence with individual success sense component (P<0.01) and 43.6% of changes in this component result from the two above-mentioned variables. Regression coefficient in anticipating variables were 0.451 and 0.274 for self-efficiency sense and emotional intelligence, respectively (P<0.01). It was also determined that there is no relation between self-efficiency sense and emotional intelligence with two other components of job burnout that is emotional fatigue and personality metamorphosis.One of the findings of this research showed that there is a correlation between self-efficiency sense and emotional intelligence with individual success sense component, which were 0.63 and 0.569 (P<0.01). But there was no significant relation between self-efficiency sense and emotional intelligence with two other components of job burnout.

The main purpose of this study investigated the relationship between social intelligence managers with job satisfaction of teachers in districts north of West Azerbaijan province was 8 9 - 8 8 academic year. The study of all the teachers, administrators and city north of West Azerbaijan province in the academic year 8 9 - 8 8 comprised using stratified random sampling number of 1 2 principal and 3 6 teachers were selected as sample. Data from two questionnaires Tromso social intelligence and job satisfaction Fild and Ruth were used. Data using statistical Correlation and Multiple Regression were analyzed. The results showed that: between social intelligence managers and job satisfaction of teachers and significant direct relationship exists. Between the components of intelligence and social service managers and job satisfaction of teachers has a direct and meaningful relationship. Social Skills and Social Information Processing components are the best prediction of teacher Job Satisfaction.

The present study was performed with the aim of identification (Effective Parameters to Improve the Quality of Educational Progress Evaluation View point Teachers and Managers of Men in Third Grade City Yazd High school in Educational Year 2009-2010).In this direction, this study focused on the role of organizational, mental and physical and the design of test questions parameters in Improve the Quality of Educational Progress Evaluation View point Teachers and Managers of Men in Third Grade City Yazd Highschool in Educational Year 2009-2010 of whom, 22 Managers and 150 teachers were randomly selected.Research method was descriptive-surveying and research tool was questionnaire provided by researcher with 46 closed questions. Questionnaire simplicity was apparently evaluated and its validity was estimated to 93% by kronbakh a coefficient for Managers and teachers. Data of research was analyzed by descriptive and perceptive. On the basis of research data, it became clear that the effect of organizational, mental and physical parameters and design of test questions parameters on improving the quality of educational progress evaluation was more than average. Managers and teachers sample referred the most effect to mental parameters with average 3.94 and the lowest effect to organizational agents with average 3.60. The differences were significant about parameters like design of test questions in terms of responders positions (Managers, teacher) and physical parameters in terms of area (one and two) and effect of these factors in improving quality of educational progress evaluation and no significant difference was seen about other parameters in terms of position, area, education and record of service.

The aim of this study was to investigate factors that hinder critical thinking in the Iranian High Schools’ curriculum. Both methods of qualitative and quantitative research were adopted. In the qualitative part a grounded theory approach was developed while in the quantitative section of the methodology a survey method was adopted. The population under study in the qualitative part was curriculum development experts (educationalists) who were working in the Education Ministry and responsible for the curriculum of high schools in Iran, through biased sampling 18 experts (educationalists) were chosen as the cases for study. The research instrument for the data collection was deep interview. The population under study in the quantitative part was all of the curriculum development experts (educationalists) and the teachers of high school in Tehran. With regard to the Morgan table, the sample size was 97 for the experts and 375 for the teachers. The random sampling was used for choosing the experts and multi-stage cluster sampling was used for the teachers. The research instrument was a 24-item, five-option likert scale questionnaire designed by the researchers. In order to analyze the data the frequency table, the mean indices, standard deviation, one sample t-test and the Friedman test were used.The qualitative results indicate that, in the stage of open conceptualization-coding (the primary development of concepts), 27primary concepts were discovered and extracted, and in the stage of open conceptualization-coding (the development of main issues) according to the analysis of concepts and issues, 7main issues were extracted. They were policies and prophecies of the educational system, the social-cultural conditions of the society, teacher, content, the teaching method, goals, the critical thinking skills, training good citizens and good experts. In the pivotal coding (determination of conditional, procedural, and consequential issues), the conditional issues (policies and prophecies of the educational system, the social-cultural conditions of the society), procedural issues (teacher, content, goals, and the teaching method), the consequential issues (training good citizens and experts) and finally the ground theory are explained.The quantitative results indicate that developing critical thinking in high school faces some barriers such as: low attention paid to the skills of analysis, synthesis, ambiguity tolerance, risk taking, and accepting the opponent views and etc.

The present study aims to compare the general and exam stresses rate before examinations in male and female athlete and non-athlete students in Islamic Azad University of Bonab. In order to do so, based on the Morgan & Jersey table, there were "10240" students as the statistical sample, "380"of which were chosen as samples, separated based on being male or female, or athlete or non-athlete. Samples were chosen through multilevel stratified sampling, and were answered to exam stress questionnaire.The result revealed that exam stress is meaningfully different in athlete and non-athlete students. Also there was a difference between male athlete and non-athlete students and female athlete and non-athlete students. There was also a meaningful difference in boys and girls about their exam stress and average exam stress in girls is more than boys.