JOURNAL OF EDUCATION STUDIES
Year:2017 | Volume:3 | Issue:11 |Papers Count:6

Dictation is one of the most important educational and writing skills that needs a lot of mental processes. Any defect in any part or process can lead to a written error. Identifying common errors can help to better understanding of the sources of these errors and provide effective ways to remove or modify them in elementary school children. This study examines the problem of the dictation module for a student named Moeen who is studying at the first grade in elementary school. By examining the sources and symptoms of dictation disorder in Moeen, it was found that his disorder was due to dysfunction, duplication, or reversal, a lack of concentration, and reluctance. I presented several solutions to treat this disorder. Using these solutions had great impact on the treatment of dyslexic disorder in the student. Finally, I found that the strategies had been able to prevent to a large extent the repetition of his repeated duplication errors, in particular Dysfunctional, reverse-digitizing, and other lessons, so that the students themselves, family, teachers and colleagues at school expressed satisfaction with the treatment of student dictation disorder. In this regard, suggestions are being made for the treatment of student dictation disorders. Accordingly, in this paper, through using action research and analytical method, and reviewing the existing literature, we tried to explain the issues of dictation disorders to take effective steps to improve the problems of dictation. Due to the lack of quantitative or other scoring methods in the elementary period, direct observation of classroom and home assignment is used to measure writing and detecting the student’ s dictation disorder.

The present study was conducted to have a pathology of the training courses for employees in ministry of education called ( maddeh 28). Accordingly, qualitative research project and qualitative case study method were used. The research participants included 20 trainees, 11 instructors and 3 officials at Farhangian university (Salman Farsi college) who were selected through targeted sampling with Theoretical saturation criterion. The research tool was semi-structured interviews., Continuous comparison and thematic analysis methods were used in data analysis and the findings were presented in the framework of the thematic network. Participant review was used to validate the data. The results of the study indicated that the course had not been effective. The findings which confirm the ineffectiveness of the course include: lack of quality of the content, lack of effective communication, inappropriate scheduling, lack of qualified instructors, lack of proper planning, lack of qualified students, lack of effective evaluation, failure to finance costs, lack of enough equipment and facilities; lack of proper accountability of the officials from the viewpoints of the trainees. Factors such as input, process, and output ones from the viewpoints of the instructors, as well as those such as inside or outside the organization from the perspective of the course officials were also identified.

The purpose of this study is to provide a model for the role of teachers' skill, need and attitude towards ICT on its use during teaching process with the mediator of the quality of the technology services in smart schools. Statistical population includes 34 smart schools (16 girls high school and 18 boys) with 714 male and female teachers in districts one and two in Rasht in the secondary high schools in the academic year 93-94. Out of this community, 17 high schools were selected through cluster sampling from both districts. Of these high schools, 250 teachers (114 women and 136 men) were selected as sample using Krejcie and Morgan table. The research was descriptive, correlational in structural equation modeling. A questionnaire was used to collect data from Hamedi, Tandvyak and Ganjevi (1393) To measure the attitude toward ICT, a standard questionnaire for computer attitude assessment CAS (Lloyd and Gersard ) and finally a questionnaire used to measure the quality of services based on the SERVQUAL SERVICE QUALITY QUESTIONNAIRE. Findings showed that despite the low utilization of technology by the teachers and their moderate need feeling toward skills, they have a positive attitude toward technology in the classroom. Regarding the quality of service, the results indicate a good status of service in schools. Also, the output taken from the LaserL software suggests an excellent fit of the model, and the results indicate that the skill of the teachers in ICT has a direct and indirect effect on the use of technology, but the need for teachers to use ICT is not meaningful. Also, teachers' attitude toward ICT has an indirect effect.

The present study was conducted to analyze the content of the biology textbook of the high school gade 10 in the academic year 1969-97 in terms of being active and inactive based on William Rumi method. The statistical population was the entire content of biology textbook in high school grade 10 including its text, pictures and questions. In this research, sampling was not used, so all the pages of the book were examined. In the book's compilation, periodic exercises, questions at the end of the chapters are exempted. Therefore, the questions in the text were examined in the content section. According to the findings of the study, the determination of the conflictf coefficients (0. 19 ), ( 0. 06) for the text and the images, respectively show that both the text and the images are inactive. Also, the comparison between animal and plant chapters content indicates that both sections are written inactively and the rate of inactivness in animal subjects is higher.

The purpose of this research was to assess the academic satisfaction of the skill trainees ( called madeh28) of Farhangian University in Fars Province. The research method was a sequential exploratory blend (quantitative-qualitative). To collect data, a student satisfaction questionnaire (Turk-ezadeh, 2007; quoted from Mohtaram, 2011) which has six dimensions such as: satisfaction with education, teacher's satisfaction, satisfaction from classmates, satisfaction with promotion and Academic achievement, satisfaction with the assessment of educational progress and satisfaction with the educational environment; as well as two explanatory questions were used. Validity and reliability of this questionnaire were confirmed. The statistical population of the study include all male and female skill trainees of Farhangian university in Fars province who were admitted through the fourth educational employment test (250 trainees). Through Cochran formula and simple random sampling method, 120 subjects were selected as Statistical samples. The data were analyzed using descriptive and inferential statistics. The results of this study showed that: Students' academic satisfaction average in all dimensions was at the desired level and at 0/01 significance level. The highest average of students' satisfaction was in the satisfaction of the classmates and the lowest mean of satisfaction was in the educational environment. There is a significant difference between the average satisfaction level of the classmate and the dimensions of satisfaction with promotion and academic achievement at the place of study, satisfaction with assessment and academic achievement and satisfaction with the educational environment; There is no significant difference between the average academic satisfaction of female and male students, single and married. There is a significant difference between students' academic satisfaction in terms of degrees and students with free and self-sacrificing quotas. The first priority in the list of trainees' suggestions for improving the quality of education was to invite experienced teachers to provide teaching methods in all courses, and their first priority in the list of the biggest family problem during the training course was financial problem.

The purpose of this study was to investigate the effect of self-regulation strategies training on the ability to solve unusual problems among elementary school students grade 5. This research is a pre-test-post-test-follow-up with control group. After studying and designing, 40 female students of fifth grade elementary school studying in a school in Yasouj city in the academic year 1397-98, were selected by random sampling method and were randomly assigned into two experimental and control groups. After the pre-test, the subjects of the experimental group were trained for 12 sessions (one session per week) around the eight problem-solving strategies, and the control group did not receive any training. Two groups were re-evaluated with post-test. For analysis of data, repeated measures were used to analyze variance. The results of repeated measure ANOVA showed that there is a significant difference in ability mean to solve unusual problems (P <0. 05) between the control and experimental groups. Therefore, teaching self-regulation strategies has increased the ability to solve unusual problems in students. In addition, these results indicate that the ability to solve unusual problems over time is steady.