POUYESH IN EDUCATION AND CONSULTATION
Year:2019 | Volume:4 | Issue:9 |Papers Count:7

There is a vast variety of Iran’ s dialects. They are spread in a wide geographical domain and have had evolution during centuries. The study of these dialects is the key to many unknown linguistic subjects and also the knowledge to cultural attachments between Iranian linguistic communities. This article is divided to two parts. The purpose of first part is comparing the approaches of presenting linguistic subjects in Iran’ s high schools; mainly based on educational books of old and new system. This descriptive/comparative analysis shows that elimination of linguistic subjects based on structuralist approach in new Persian language books and also shifting the syntax to Persian literature book, is a sign of regression to the traditional grammar. Also, adding some free lessons as “ local dialects and literature” , to be written by local teachers and students, requires academic knowledge about it. For accomplishing this goal, second part introduces central Iranian dialects as an example. The sub-branches were analyzed from morphological point of view. One of the purposes was showing the attachement of these dialects with old periods of Persian language. The descriptive study showed that in north-eastern sub-branch of central dialects and most dialects of Tafresh sub-branch, grammatical gender and also declension of noun in oblique forms, still exists. It shows that both sub-branches have saved the traces of Old Persian grammar.

Professional ethics has a high priority in all school programs, and neglecting it has many detrimental effects. In order to institutionalize ethics in their organizational culture, schools need continuous and effective promotion of professional ethics in all its pillars. Because of the importance of professional ethics in teacher decision-making and promoting commitment and culture in providing quality services in schools, the purpose of this study was to investigate the role of professional ethics on organizational commitment with regard to the mediating effect of organizational culture. The research method is descriptive correlational and its statistical population is Isfahan school teachers. The sample size was 384 persons using Morgan table, which was selected by stratified random sampling. The tool used was standard questionnaire. To ensure the validity of the content, professors and experts and for reliability of the measuring tool, Cronbach's alpha and test-retest methods were used. Data were analyzed using structural equation modeling in order to evaluate the relationships. The results showed that professional ethics has a positive and significant relationship with organizational commitment and organizational culture. The results also showed that based on the data analysis, the structural equation modeling of the relationship between professional ethics and organizational commitment with the mediating role of organizational culture presented in the study population, despite the fit indices, has a good fit. Therefore, it has the capability to be used in society.

In modern societies, there is usually a gap between the new and the older generations, which is created by the type of behaviors, beliefs and values appropriate to the inevitable social and cultural changes. One of the effective institutions in transferring values and norms is the institution of education. This study was conducted to examine the relationship between hidden curriculum and generational gap. The method of research was descriptive survey. For this purpose, the statistical population involves all the high school's managers, teachers and advisers in Najaf Abad in 2016-17. The number of population was 258. Through applying the random sampling, the statistical samples were assessed 150. They answer the questionnaire "Hidden curriculum and generational gap". Using Cronbach's alpha reliability coefficient of 0/89 were calculated and encompassed four factors of cognitive, social, physical and organizational. In order to analyze the data obtained from research, spss software and descriptive and inferential statistics were used. Results in statistical analysis in one-sample t test showed that hidden curriculum on generational gap values among high school students affected. The Friedman test results revealed that effect priority of hidden curriculum on generational gap, respectively, influenced by organization factor with an average rank of 3. 05, recognition factor 2. 59, social factors 2. 50 and physical factor 1. 87. According to descriptive statistics level and distribution and frequency of questions related to the four factors of hidden curriculum, The most important organizational factor for generation gap is: Not attractive content for education", the most important cognitive factor: «Lack of understanding of the realities of juvenile age by the school's educational factors", the most important social factor»: The lack of interactive between parent and educational environment" and «Inappropriate clashes with students' mistakes in school", and the most important physical factor is» Appearance and the content of the books".

The contents of the textbook should be organized in such a way that the student, as they move along the smooth path, gradually becomes involved in the concept of step-by-step learning in an upward spiral, thus contributing to the production of the concept. Through discovery, some is achieved through engaging in process-based activities and through quantification through interaction with others. In all these stages, the overriding focus of active learning over the passive learning volume is, therefore, textbooks. They should be formulated to this end and deficiencies The purpose of this study is to analyze the content of elementary tertiary science books from the perspective of active and inactive content using William Roman method. The sample consisted of 14 pages of two chapters of the book that were selected by simple random sampling. In each chapter, all sentences, pictures and activities were selected and coded. It is less than 0. 4, which means the text failed to get enough students to do the work. Coefficient 1. 5 indicates a high level of involvement in the activities. The images are moderately involved and have a coefficient of between 0. 4 and 1. 5. Active activities are covered.

One of the most essential changes in improving the performance of educational systems is the change in attitude and teaching method of teachers. The purpose of this study was to investigate the experiences of elementary teachers teaching in emergent learning situations. Due to the nature of the subject under study, the present study is one of the applied researches in terms of purpose and the research method is qualitative and descriptive phenomenological. The field of study was Mashhad elementary schools in the second semester of the year 1398-1999. The sample of the study consisted of successful elementary teachers who were studied as purposeful sample. Semi-structured interviews were conducted to obtain theoretical saturation. The first and second steps of Strauss and Corbin encoding, open and axial encoding, were used to analyze the data. Validation of the research findings was done by participant review methods, comprehensive description of participants' conditions, purposeful selection of participants, secondary coding, and expert review. The results show that the place of popular emergent teaching method among elementary teachers in Mashhad is both passive and active. Also, the characteristics of emergent instruction, the characteristics of elementary school students, and the educational implications of using emergent instructional teaching, necessitate this method of teaching.

The main purpose of this study is to identify challenges and problems of pre-school teachers and provide solutions to improve them. The research method is a combination of applied (quantitative and qualitative) and statistical population of research in the qualitative section, including all preschool teachers in Aqqala city. In the qualitative section, the snowball sampling was used, according to which 15 people were selected who included experts in this field of preschool curriculum and implementation and had long-term experience in teaching preschool. The research tools included semi-structured interviews to address the problems and challenges of preschool educators. Then, in order to measure the research variables, the researcher-made questionnaire was designed based on the findings of the theory derived from the data and the newly developed Glaser design based on the 7-point Likert scale, which included 5, 2 and 3 questions in knowledge, skills and education. Then, two-step approach was used to investigate the research questions and with the help of 12 professors, the content validity coefficient (CVR) and the content validity index (CVI) were reviewed and approved. Also, the reliability of the questionnaire was obtained using Cronbach's alpha with an average of 0. 87 and finally its suitability was confirmed by confirmatory factor analysis. Based on the results, 3 components of knowledge, skills and education were recognized as components affecting the quality of pre-school implementation and the status of these components were effective in enhancing the quality of internship performance, from the experts' point of view in the field of curriculum and with long-term experience in the field. Areas of pre-school teaching were assessed.

Our daily experience, our relationship with ourselves and others, and the quality of our life determines the ability to adjust the core attention and the common subject of attention deficit hyperactivity disorder and attention-aware. Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood, which continues until adulthood, therefore, this study intends to investigate the effectiveness of mindfulness-based therapy on problems in students with attention deficit hyperactivity disorder. The research method was applied in terms of purpose and the method of collecting semi-experimental with pretest and posttest design. The population of this study was all the students with attention deficit hyperactivity disorder and the sample consisted of 30 students with attention deficit hyperactivity disorder who were selected by available sampling method. The research instrument is behavioral grading questionnaire of executive functions, by Gerard et al. For comparison of pre-test and post-test, paired T-Test and/or dependent were used, the results of the findings showed that the students ' executive function score in pre-Test was 15. 60, which increased in posttest to 18. 90, and this increase was statistically significant (P = 0. 004).