Research in School and Virtual Learnin
Year:2015 | Volume:2 | Issue:7 |Papers Count:7

This study aimed to determine the effectiveness of Bullying Recognition and prevention Program on teachers' ' views and beliefs about bullying and their efficacy in classroom behavior management.For this study, 40 of female teachers primary school were selected randomly and assigned to experimental and control groups. In order to measure the research variables, the questionnaire of student social behavior and self - efficacy of teachers were used. The designed program for experimental group with bullying recognition and prevention content, was used in six 90 minutes sessions. Results of multivariate covariance analysis indicated that educational interventions was able to create meaningful changes in the two types of teachers' beliefs about bullying (assertive, normative) and their efficiency in classroom behavior management. Considering that information increase of teachers about bullying and their skill to prevent it has a positive results, the findings of study insists on the necessity of performing preparation courses and professional development for teachers and school counselors to properly deal with students' behavior problem and that can be effective in designing the content of in-service programs for teachers.

This research is studying the relationship of critical thinking, with creativity, self-efficacy beliefs and academic performance in teacher - students in Farhangian university of Sanandaj city. The research method is descriptive – correlation. Population of research was 213 male and female teacher - student in three academic groups: humanities, science and mathematics that they have been chosen by stratified random sampling method. Three questionnaires were used for collecting data: California Critical Thinking Disposition Inventory (CCTDI), Creative and General Self – Efficacy (GSE) and also average marks of students. Pearson correlation test, t-test and multiple regression test have been employed for analyzing data. The findings of research showed that there was not meaningful relationship between critical thinking and academic performance. Variables of creativity and self - efficacy beliefs are predicting critical thinking in a positive direction. Also there was a significant difference between male and female teacher - student in critical thinking and creativity. But there was not a significant deference between self - efficacy of male and female teacher - students.

The purpose of this study is to evaluate effectiveness of teaching components of self-directed learning (based on Pintrich's model), on intrinsic valuation of gifted students in Kermanshah and their final grade in mathematics. The experiment was performed using quasi-experimental method with Solomon four-group design.60 of students were randomly selected as sample, divided into groups of 15 randomly selected students. A questionnaire was used in this study: Motivated Strategies for Learning Questionnaire (MSLQ), It`s reliability and predictive validity has already been confirmed. Also, in order to evaluate mathematics grades, two teacher-made tests were used which were confirmed a validated by the supervisor and consultant, in addition to chiefs of respective educational groups. Results from data analysis showed that: Teaching components of self-directed learning (based on Pintrich's model) has 17.9% positive impact on intrinsic valuation of gifted students but it had no effect on their grade in mathematics. Even though, while analyzing the averages from Solomon four group design, it was deducted that pre-test grades in mathematics had no effect on post-test grades of the same subject and the average grade of post-test for control group is more than that of pre-test for inspection group. Above results indicate necessity of paying more attention to training in components of self-directed learning, and boosting intrinsic valuation, when considering gifted students.

The present study aimed to study the effective factors on humanities develop-ment management with data based theory. The test of these factors was done in current situation of higher education in Iran. For this purpose, the research was carried out by descriptive – measurement method and mixed approach in qualitative and quantitative sections successively. To interview in the qualitative section, 14 clear – sighted people from the community were selected by using purposive sampling method and. in the quantitative section, 245 faculty members of governmental and Payame Noor Universities in Isfahan were selected by simple randomly method (Statistical population: 670 people). The validity of questions of semi - structured interview and the researcher made questionnaire by content and simultaneous method and its reliability were determined respectively by agreement coefficient method (90.04) and by Cronbach's alpha coefficient (0.87). Qualitative data was analyzed by data based analyzing method and quantitative data was analyzed by descriptive indicators and Multiple Regression method. General results of study showed that nine major and 32 minor factors are effective on main subject of this research that can be explained by cause, background and intermediate conditions.

This research aims to determine John Dewey’s aesthetical view for teaching and learning process. In the present research, we had two questions: 1. what is the view of John Dewey's about aesthetics and its components? 2. What is the relationship of these components to the teaching and learning process? To answer the research questions, many data were collected from library resources many notes were collected from online databases (Namaye, website of foreign language researches of TMU, website of thesis of TMU, Tehran University, Allameh Tabatabai University and Alzahra University, Magiran, ISC, Noormags, CRCIS, SID). Then by using the review – documentary method, Dewey's view about art, beauty, aesthetics and teaching and learning are described briefly. Afterwards we deduced the implications of Dewey's artistic opinion for teaching and learning processes. The results of this study is that the process of teaching and learning is an aesthetic experience and should be presented in an aesthetic way. From Dewey' 's point of view, in order to teaching and learning process be aesthetical, following issues should be applied: using scientific bases in the teaching and learning process, having one teaching method, avoiding contradiction in teaching, linking learning to social and everyday life, using psychological factors such as imagination and emotion in teaching and learning process, having aesthetic view of the teaching job, using game in this process, being honest and create an artistic discipline.

This study investigated the impact of orally presented scaffolds on cognitive knowledge and cognitive regulation among a cohort of female Iranian learners of English. Six intact groups of learners were assigned to five experimental conditions and a control group. All groups were tested on their cognitive knowledge and cognitive regulation through a pretest and two posttests. The results of the statistical analyses (one-way and repeated measures ANOVAs) showed that the participants who had received scaffolds significantly outperformed the control group on the posttests. The results also revealed that unfocused scaffolds functioned more efficiently in promoting the learners' metacognition, particularly regulation of cognition. The study also found that focused metacognitive scaffolds, when compared to other types of focused scaffolds, were more effective in improving the learners' metacognition.