Journal of Educational Sciences
Year:2009 | Volume:5 | Issue:2|Papers Count:7

Personal Autonomy is an idea that has been faced with two different reactions on behalf of educational experts: While adherents of this idea evaluate it as a positive aim that creates capacity for liberated and independent choice in the individual, opponents believe that considering personal autonomy as an educational aim can lead to isolation of individual from society and impel him toward narcissism and disobedience from collective principles and values. It seems that the origin of these oppositions return to misunderstandings and disagreements that exist about the "concept" and "degree" of personal autonomy. In this article, a model of autonomy on the basis of its "rational concept" and "week degree" has been introduced that can be accepted as a justifiable and balanced model of personal autonomy and suggested as an educational aim.

Introduction: The purpose of this research is identifying the differences in teaching methods among teachers based on their field dependency at the secondary schools in Mashhad. The research method was the quantitative- non- experimental- explanatory- retrospective. (expost facts) a group embedded figure test and teaching method questionnaire were used. T-test was used to analyze the data. The findings indicate that there is a significant difference between the teachers teaching methods based on their field dependency. Therefore, the results elucidate that field dependence of the teachers affects their teaching method. It means that the field independent teachers significantly preferred to implement the in-directive/active methods of teaching while the field dependent teachers prefer to apply the directive/passive methods of teaching.

The main purpose of this study was to examine the relation between philosophic mindedness and the teachers’ teaching method in high schools in Isfahan City. The research method in this study was descriptive- correlational. Two scholar-made questionnaires were used to gather the data on philosophic mindedness and teaching method. The statistical sample consisted of 90 teachers and 300 students of high schools in Isfahan City studying in 2008-2009 school year that were selected by multi-stage cluster sampling method. The data was analyzed at two levels: Descriptive statistics and inferential statistics, by SPSS software. The results showed that there were a significant correlations between philosophic mindedness and its dimensions, including comprehensiveness, penetration and flexibility with teachers’ teaching method. Also, a significant relation was observed between philosophic-mindedness and teachers’ teaching method, based on sex, field of study, educational degree, and years of service.

This study was carried out to investigate the relationship of the communication skills of principals with their efficiency from the perspective of the principals of high schools in Shiraz City. The sample consisted of 130 principals (73 female and 57 male) selected randomal through quota sampling method. The instruments used were 2 questionnaires: principals' communication skills and their efficiency. Correlation/ regression analyses and t-test were the major statistical methods used in the research. The findings showed that there was a significant relationship between the communication skills of principals and their efficiency. The results showed that individual dimension of the communication skills had the power to predict the principals' efficiency. Additionally, the group and organizational dimensions lacked the power to predict the efficiency. Also there was a significant difference in communication skills and efficiency between the two groups. The findings also showed that female principals had higher communication skills and efficiency compared to male to rinupals.

This study was conducted to investigate the effectiveness of descriptive evaluation on cooperative learning, creative and academic function in the third graders' (boys and girls) students in Bandarabbas city, that participated descriptive and traditional evaluation.The sample of this research were 102 students consistent; 52 student that evaluated by descriptive method and 50 student that evaluated by traditional method, who sampled randomly. Instruments uses in this paper were the Abedi creative questionnaire and an interview check list covering classroom behaviors include; cooperative learning, classroom discipline, classroom activity, interaction student by student and by teacher. It was hypothesized that there was a significant difference in the creative and cooperative learning of the evaluated traditionally and descriptively. But, between creative boys and girls wasn' t significant difference. The results of analysis data showed that there is a significant difference in cooperation learning traditional and descriptive evaluated groups. But, between boy and girls students wasn' t significant difference. The quality results of observed data also showed that classroom activity, cooperative and interaction much greater among students who were evaluated descriptively rather than evaluated traditionally. However, this results were in girl students higher rather than boy students.

The purpose of this research is to compare the scholastic function of the grade one students according to their gender and preschool educations by controlling IQ. First grade primary school students of the education organization of Tabriz who were studying in 2006_2007 made the statistical community of the research. In this research a multiprocessor randomized sampling was employed and totally 240 first grade students from sixty schools were chosen. In this research coordinated tests mathematics. Sciences, let’s read and write the average of the mentioned subject matters. And color raven test special for children to control primitive difference in IQ were employed the gained results indicated that by controlling IQ, there is a significant difference in the scholastic function of the students in mathematics. Sciences, Lets read and write and their average based on the preschool education. By controlling the IQ there is no signification difference in scholastics function of the students in mathematics, Sciences, and their average. Based on the gender and the female students mean score is higher than like that of the male students. But there was seen no significant effect between the first grade students scholastic function based on the gender and preschool education. As a result the preschool educations cause no different effects on male and female students.

The main purpose of current study was needs assessment about development of life skills curriculum elements in secondary school emphasizing Klein's study of schooling model. The main findings included the followings: 1) from educational specialists point of view: the relevance of goals and objective with student needs, the convergence among a variety of contents, the selection of learning activities based on student intellectual, physical, societal, and affective readiness, bring about opportunities for student in order to experience practically life skills through active teaching strategies selection, at last, the evaluation based on cooperation of teachers and students, were possessed the most important in life skills curriculum.2) From teachers point of view: the goal and objective design on the basis of student needs, the relevance of content with student learning competences, the using of active teaching strategies, and finally the profitableness of self evaluation in life skills curriculum were the primary priorities.3) from students point of view: the compatibility of learning activities with current acquisitions and experiences of students, the using of active teaching strategies, and the profitableness of self evaluation in life skills curriculum were the most important priorities. 4) From all of the study groups point of view: the activity of students in the small learning groups, the time management and the profitableness of space environments out of school were the most important priorities.