JOURNAL OF NEW EDUCATIONAL APPROACHES
Year:2010 | Volume:5 | Issue:1 (11)|Papers Count:7

The purpose of Present study was to identify academic achievement variables related to correlates of science subject in third grade guidance school students and path analysis of the effects of these correlates, and providing a Proper model. Therefore all 5301 students, who participated in times study, were selected and TISS-R was administered to them out of. Fifteen variables were, thirteen of these had significant correlations with science achievement (P<.01).The results of path analysis showed that the teachers´ activity in class had the highest direct and indirect effects on achievement. Also 49 percent of variance in achievement could be explained by teachers´ educational experience and teachers´ characteristics.

This paper reviews modification in curriculum in post modern era, emphasizing the post modern philosophy, and the curriculum arising from this viewpoint. The results suggest that modification either in the curriculum or in the administration, or school-oriented programs and shared programs might not lead to produce essential and effective changes. Much of these modification, which have been passed from modernism to post modernism, can not respond to the real needs of the learners. Post modernism with its self reflective and theorizing might be able to challenge with the current curriculum, and with its emphasis on variable disciplines and using new technologies is able to respond to the needs of learners at present age.

The aim of the present research was to investigate the efficacy of educational-psychological early interventions for improving executive functions and attention of children with neuropsychological learning disabilities. In order to do this 40 children with neuropsychological learning disabilities were randomly selected from 6 year preschool children population of Isfahan city via random cluster sampling method and assigned to experimental and control groups (each group consisted of 20 children). Then the educational and psychological early intervention was given to the experimental group. Research instruments were neuropsychological test of NEPSY, Wechsler Preschool Children Intelligent Scale and children with neuropsychological learning disabilities diagnosis test. Collected data was analyzed using multivariate analysis of covariance. Research findings indicated that educational psychological early interventions can improve executive functions and attention of children with neuropsychological learning disabilities.

In this study, leadership effectiveness of schools’ principals in Iran and India during 2006-07 academic year was investigated. Six hundred teachers were selected from hundred and twenty high schools from city of Isfahan (Iran) and Mysore city (India) through two-stage stratified random sampling technique. Selection of schools and teachers was done by giving equal representation of both government and private schools. Leadership Effectiveness Scale (LES) developed by Haseen Taj (2001) was used in the present investigation to collect data. Two-way Analysis of Variance was applied for analysis of data. Findings indicate that there was a significant difference between the two countries on all the six dimensions of leadership effectiveness of the principals. Iranian teachers assessed their principals having the six factors more than Indian principals (F=58.450; P<.001). Gender (F=16.092; P<.001) and kind of school (F=9.180; P<.003) influenced significantly teachers’ perception about leadership effectiveness of the principals in both the countries. The mean of women was higher than men.

The purpose of this research was to introduce the application of randomization test of hypothesized order relation for validation the models that are based on hypothetical order pattern of relation between factors. As an example of application of this procedure, the Holland‘s hexagonal model of vocational interest was selected and its validity in comparison with the structure of vocational interests of students (n=300) of Isfahan university was examined. similar to many other cross cultural studies, results showed good fitness for holland‘s riasec model in describing the structure of Isfahan university students' vocational interests (CI=0.71; p=0.02). These results support the structural validity of OP-PGI in an Iranian context. Applications, advantages, and limitations of this Procedure and some suggestions were discussed.

The purpose of this article was to determine the validity of Flanagan Aptitude Classification Tests. Selection of best personnel in organizations is the problem that management and personnel selection departments usually encounter. To solve this problem, researchers validated test that has high predictive validity in different jobs. This test contains four sub-scales: psychomotor test‚ visual-spatial test‚ special ability test and general cognitive test. In the first stage of this research, 272 art students from Tehran and Isfahan Universities and in the next stage 185 art students were selected by random sampling. It‘s criterion validity was examined in fall and spring by correlation coefficients and stepwise regression. The correlation coefficients were converted to Fisher‘s z for comparison. Almost all of them were significant. In other words, the FACT predicted the student’s grade point average. Furthermore, findings form stepwise regression analysis showed the concurrent validity and predictive validity. The predictive validity was superior to concurrent validity in predicting the criterion. So this test was proposed to be used in selection and prediction of success in different jobs.

The purpose of this paper was to examine the educational viewpoints of Derrida, to criticize it, and to deduce his educational denotations which are related to education, curriculum, and teaching methods. The study also tried to criticize and analyze these denotations. The analyses show that Derrida’s thoughts have also resulted in guidance for education. For example, nobody can impose the predetermined purposes, plans, and methods on students. The students, themselves, consider special purposes according to their needs, interests, and abilities and then specify a curriculum suitable for their conditions. There is no superior method, and selecting a method depends on each person’s special situation and his learning conditions. However, it can be deduced that Derrida gives more importance to critical, fair, multiculturalistic, exhaustive, and regional education. Also, he considers the deconstruction and critics suitable for current conditions. Derrida’s educational thoughts may be questioned since they challenge the ethics, reject all borders, and have no special evaluation criteria for evaluation.