TRAINING & LEARNING RESEARCHES (DANESHVAR RAFTAR)
Year:2019 | Volume:16 | Issue:1 ( 29) |Papers Count:12

Nowadays almost all schools fail to develop a process in line with supporting the professional development of teachers. Professional learning communities intend to formulate a framework and process for teachers’ continuous learning and professional development. The present research aims to investigate the impact of Professional Learning Communities (PLC) on the teachers’ self-efficacy. This research is considered to be practical in terms of objective and descriptive study (correlation) in terms of the method used for data collection. The statistical population of this research contains all the high-school teachers (Boys Only) in Saveh County in 2014-15. Using Cluster Random Sampling, 140 persons from 7 high schools were selected based on Morgan Sampling Table. Questionnaire with fifty two questions, Professional Learning Communities Assessment-Revised (Olivier et. al. 2009), and Teacher Sense of Efficacy Scale with twelve questions (Tschannen-Moran and Woolfolk, 2001) were utilized for collecting data. Using Cronbach’ s alpha, the questionnaires’ indexes of reliability were 0/93 and 0/89 respectively. Furthermore, its validity was authenticated by experts. In addition, Spearman Correlation Coefficient and Structured Equation Modeling (SEM) were applied for analyzing the data. To do so, the following softwares, i. e. SPSS and AMOS were made use of. The results of this research indicate that Professional Learning Communities based on teachers’ self-efficacy are influential in all categories. Moreover, Supportive Conditions-Relationships and Supportive Conditions-Structures are the most influential components in the Professional Learning Communities.

The Purpose Of This Study Was To Students’ Evaluation Of Congruence Within Teaching-Learning Environment Of Undergraduate Courses At Shiraz University. The Study Population Consisted Of All Undergraduate Courses Students Of Different Educational Groups At Shiraz University. 294 Participants Were Selected Using "Multistage Cluster Sampling” Method. Research Instruments Consisted Of Researcher Made Questionnaire Of Congruence Within Teaching-Learning Environment Based On ETL Project (2005). The Results Showed That: 1) All Of Dimensions Of Congruence Within Teaching-Learning Environments Was Lower Than The Adequate Level And Dimensions Including Congruence Of Course Organization & Management And Congruence Of Assessment & Feedback Were Lower Than The Acceptable Level Of Competence, Also Congruence With Students' Backgrounds, Knowledge & Aspirations and Congruence Of Learning Support And Teaching-Learning Activities Were Higher Than The Acceptable Level Of Competence. 2) There Is A Significant Difference Between The Dimensions Of Congruence Within Teaching-Learning Environments Of Undergraduate Courses At Shiraz University From The Perspective Of Students. 3) From The Perspective Of Students Of Different Educational Groups, There Is A Significant Difference Between The Dimensions Of Congruence Within Teaching-Learning Environments Of Undergraduate Courses At Shiraz University. 4) From The Perspective Of Male And Female Students, There Isn’ t A Significant Difference Between The Dimensions Of Congruence Within Teaching-Learning Environments Of Undergraduate Courses At Shiraz University. 5) From The Perspective Of Students Of Different Educational Years, There Is A Significant Difference Between The Dimensions Of Congruence Within Teaching-Learning Environments Of Undergraduate Courses At Shiraz University.

The current study aimed to investigation the relationship of Teacher and Peer Support on the Academic Engagement of the Students, mainly focused on confirmation of the mediator role of Academic Competence. The study sample included 280 First high school girls students were selected by cluster random sampling in khoramabad. Data were collected by using the student personal perception of classroom climate (SPPCC) and School Engagement Scale. Structural equation modelling (SEM) was employed as statistical technique for data analysis of the study. The results revealed that both Teacher and Peer Support and Academic Competence were significantly correlated with Academic Engagement. Also consistent with expectation, mediation analysis, which was conducted based on SEM, showed that there was an evidence of indirect effect of the variables on Academic Engagement through Academic Competence. Test of mediation by bootstrapping method established significant mediating role of Academic Competence in the relationship between Teacher and Peer Support and Academic Engagement. Clearly, Academic Competence played a significant role in the relation between Teacher and Peer Support and Academic Engagement of the First high school girl’ s students.

Introduction The system of education, like other systems, has its own principles and characteristics. One of the essential features of this evaluation is the provision of useful feedback, through which one can identify important educational goals and, among other things, examine the important needs for language learning. The aim of this study was to investigate the effect of feedback corrective (written and verbal) teachers in a formative evaluation On the amount of emotional excitement (emotions related to learning and emotions related to the lesson) male students Khorramabad city was the first grade male students in the eight grade. Research Method This quasi-experimental study in which the pretest-posttest control group was used. The sample consisted of 40 subjects selected by multistage cluster sampling method and were randomly assigned to experimental groups and control group. The data were collected from Educational Excitement Questionnaire were used. Data were analyzed using univariate and multivariate analysis of covariance. Finding Covariance analysis showed significant differences between the two groups. Discussion and conclusion Thus it can be concluded that written and verbal feedback Butler and Wine based model can be effective. If the teachers after the model of formative assessment Butler and Wine to provide feedback to students, they can study the level of emotional excitement to significantly increase.

The main goal of this study was to exemaine the effect of inquiry-based learning method on achivement emotions of elementary students. The study had a quasi experimental design with pre-test, post-test and control group. The research population was included all of the fifth grade male students of the elementary schools in sanandaj during the acacdemic year of 2016-17, witch among them a fifth grade class with 32 students as a expremental group and another class with 33 students as control group were selected useing a multistage cluster sampling method. The achievement emotions questionnaire – elementary school(AEQ-ES) was used as research tool. The inquiry-based learning program was conducted for students in the experimental class during 10 sessions(each 45 min) and 2 session per week while the control group was trained with traditional teaching method in the classrooms. Data analyzed with analysis of covariance using SPSS 22 software. The results of multivariate covariance showed that there is a significant difference between two groups in the dependent variable (classroom emotions). The results of one way covariance analysis in the text of mancova also showed that there is a significant difference between the two groups in the post-test scores of different classroom emotions and inquiry-based learning method has been able to increase the students' positive emotion of enjoyment and reduce the negative emotions of anxiety and boredom in the experimental group in the classroom situation(P>0/05).

This study examined the role of epistemological beliefs and spiritual intelligence in predicting the academic success of students in secondary education. The numbers of 240 high school students were selected by random sampling and they completed the epistemological beliefs and the spiritual intelligence questionnaires. Data were analyzed using Pearson correlation coefficient and multiple regression analysis. Results showed a significant relationship between epistemological beliefs and spiritual intelligence. Multiple regression coefficients showed the best predictor of academic success, includes certain knowledge, simplicity of knowledge, learning and the innate ability to understand and communicate with the origin of the universe. As a result, in education and academic success, these factors should be considered.

This study is determinded to build a model for improving the effectiveness of national media impact on the promotion of science and technology. This by reviewing, there is researched at the first, theoretical studies of scientific and technological culture in the world, then compared benchmarking between Iran and the country's position The questionnaire was designed based on global studies and professors ideas to evaluat the national media impact on the public understanding of science and technology. This questionnaire was completed by middle and senior managers who are working in the cultural and media communications as well as professors and graduate students who were selected by random sampling method. Conclusion is a pattern what is designed in four dementions, "public awareness of science and technology", "public understanding of science and technology", " public engagement of science and technology" and " public participate in science and technology". The road of improving the effectiveness of the national media in the scientific and technological cultural development is specified by the media framework which is relevant.

Research aim was to compare the metacognitive approaches and motivational beliefs of masters` degree student of state and Payame Noor universities in Hamedan. This is a survey-descriptive of the applied type. The population sample was all the students of state and Payame Noor universities of Hamedan(5120 subjects). To collect data, class random sampling was used and the questionnaire was provided for the state university students( 150 subjects) and Payame Noor students (150 subjects), totaling 300. The tool needed included state metacognitive questionnaire (Oneil and Abedi) with 47 terms in Likert scale. To analyze data, descriptive and inferential statistics ( single group T-test. Two independent groups T-test) were used. The analysis of data showed that the state of motivational beliefs and metacognitive approaches of state and Payame Noor students are at the reasonable level. In addition, There is a significant difference between motivational beliefs and metacognitive approaches of state and Payame Noor students in that those in Payame Noor are greater than those of state universities. As with gender, there is a difference between male and female students about motivational beliefs in that it was greater for female students. On the effect of marital status on the meta-cognitive approaches, there was seen to be a significant difference in favor of married students.

the present study aimed to determine the motivational profiles (clusters) of students and to compare their school bonding considering these profiles. This study was conducted with a comparative-descriptive method. The participants were 217 high school students who completed the Rezaiisharif and colleague school bonding Questionnaire and Elliot and Mcgregor Goal oriented achievement Questionnaire that were choose by multiple cluster sampling method. The methods of cluster analysis, MANOVA and Tukey test were used for data analysis using SPSS software. Expect take part in school subscale other subscales are (school attachment, personal attachment, belief and commitment to school) are different between motivation cluster, mastery goal orientation-performance goal orientation, and multiple motivation cluster, findings showed that multiple motivation cluster and mastery goal orientation-performance goal orientation have better school and teacher attachment, personal attachment, belief and commitment to school to without motivation cluster. The findings of this study will help those involved in the field of education make effective attempts by planning helpful educational program, so promote the students’ learning motivations, during the academic years.

Effective teachers in the teaching process are not born, but to be effective must master knowledge and skills required to achieve educational goals and to be aware of them at the right time and in the manner least be required and expected. This study aimed to identify the components of effective teaching fifth grade of primary school were teachers. This study aimed to identify the components of effective teaching fifth grade of primary school were teachers. Views of individuals through semi-structured interviews to obtain and analyze data colaizzi (1987), which led to the identification of 421 initial code; 36 sub-themes, categories or sub-themes and 6 central theme of moral qualities and personality features specialized teaching skills, educational assessment, psychological and management act was class.

Cooperative learning is a type of learning which is better than comparative and individual learning methods in acquiring skills and social and affective development. Dyad training method, some type of cooperative learning, is a suitable candidate to achieve an ideal condition for learning. So the present study through a semi-experimental research aims to investigate effectiveness and efficiency of this method in learning roping motor skills with comparing it with individual training method in second and fourth grade of elementary school. 33 students in second and 40 students in fourth grade with age means of 8. 60 and 10. 89 years in each grade separately was divided to two groups of dyad and individual training. They practiced 8 sessions and one week after the last session participated in the test. Assessment was done according to scoring to program of roping which was practiced. Results showed that dyad training group was better than individual training group in retention test in second grade. However the groups were not significant different in fourth grade. In general with using dyad training, we can increase effectiveness and efficiency of training conditions and get closer to an optimal training environment.

The purpose of this study was to identify the Damaging Factors of Counseling Role of School principals and Strategies for Expanding their Counseling Role in the Process of Education and Learning by qualitative method. The research sample was 48 executives of counseling activities in schools of West Azarbaijan during the educational year of 2012-2013 including managers (12 students), counselors (14 students), teachers (12 students) and students (10 students) who were selected to achieve The purpose of the research and the necessity of the presence of knowledgeable and knowledgeable individuals in the subject matter was through targeted sampling. Data were collected through semi-structured individual interviews and grounded theory and For analyzing data, framework analysis and three-step coding (open, axial, and selective) coding were used and a thematic framework and key issues were identified. Findings based on 51 semi-structured interviews revealed that 3 main subjects and 10 sub-topics were considered as Damaging factors in the role of counseling of school principals. The main themes were identified and classified in three areas: personal, environmental and organizational. The interviewees identified ways of identifying Damaging factors that Informing and empowering principals in their counseling and communication skills (for individual Damaging factors), informing school personnel about the role of counseling principals and attracting their active participation and utilizing in-house resources and capacities (for environmental Damaging factors). Designing, implementing and implementation of macro programs, organizational support and support from the role of counselors principals in general policy and educational system policy (for organizational Damaging factors). Therefore, for the purpose of culturalization, the role of counseling of school principals and their importance in the learning-learning process is to pay close attention to research findings in general policy and macro education in the educational system as well as to analyze the factors affecting the expansion of the role of counseling managers in The upstream documentation of the education system is proposed.