DANESHVAR RAFTAR
Year:2004 | Volume:11 | Issue:6|Papers Count:7

In this study, the feasibility and generalizability of strategies and procedures of education into general education is examined from theoretical and practical perspectives. Statistical population includes education scholars and experts, and school teachers and educators in the city of Tehran. Statistical sample includes 200 teachers and educators, and 20 scholars and experts which were selected through cluster sampling (multi-stage) and non-random sampling (purposive) respectively. A 50-item questionnaire for teachers and educators, and a 24-item questionnaire for scholars and experts are used as the instruments for data collection. Both questionnaires are made by the researcher and are prepared and implemented using Delphi Method. The research was conducted in three aspects, namely, the educational role of teachers, the impact of the general atmosphere of schools, and the educational role of curriculums. The results are as follows:The educational role of schools: The knowledge of teachers and educators about their educational tasks, teachers' role in setting examples, and their familiarity with the philosophy of education and psychology were all found to be of high priority.General atmosphere of schools: Close attention to development and encouragement of creative thinking, self-belief and self confidence, relating school education to real needs of students, and coordination of home, school, and community educational policy and methods, and attention to compilation of the educational mission statement for schools were among procedures and strategies with high priority.Educational role of curriculum: emphasis on problem-solving approach in curriculums, preparation of curriculum models with education for life and teaching life skills in the framework of curriculum were of high priority. Finally, a model is proposed for the generalizability of education in general education.  

The purpose of this research is to study student's evaluation of the Quality of teaching as demonstrated by humanities of faculty members at schools of Tehran universities. The analysis is focused on the identification of how personal characteristics and academic qualification would influence teaching - learning behavior of the participants in the classroom. The research was of survey type in which the population comprised 20000 university students and 550 faculty members. The sample size of faculty members was decided to be 55.Twenty students were randomly selected from each class and 20 students (from two classes) of each teacher, which amounted to a sample of 1100 students to function as the main data source of the study. Data instrument was a researcher constructed questionnaire which addressed three main aspects pertaining to quality. They were: mastery of the subject being taught, classroom management, competencies and interpersonal relationships. To analyze the data different statistical procedures such as Chi - Square. Analysis of variance and T-Test were used. The findings point to the significance of factors such as university site where the subject teaches and academic qualifications in explaining the quality of teaching; while other factors such as age gender, years of teaching experience showed no significant relationship.  

Teachers' awareness of students' language learning preferences can lead teachers to more realistic and useful teaching strategies which in turn will facilitate and enrich the learning process. Therefore, learners' preferences are to be identified and their skills and assumptions must be given due attention. Learners should be given the opportunity to express their learning preferences especially in reference to definition of objectives and awareness of strategies in learning. To give our students such opportunity, 320 freshmen students at Shahed University were asked to express their learning preferences by filling out a 13-item questionnaire. As a further step, 21 teachers who taught English to the same students were asked to show their awareness of the students learning preferences by filling out the same questionnaire with minor changes. Collected data revealed significant results signifying the need for a closer cooperation between students and teachers as to how learning activities should be arranged and implemented in the classroom.  

Modernism and postmodernism are current social developments that have a very powerful influence on educational systems al over the world. One of contexts of this influence is identity and specially women's identity. Comparative study of identity in modernism and postmodernism and their impact on education (educational goals and content) are discussed in this paper.  

The main aim of this study is to examine the relationship between examination anxiety and academic achievement among high school students. The effort is taken to compare the above mentioned variable with regard to students' sex and their field of study. To this aim the present study comprised three independent studies in which 120, 171, and 200 students were examined respectively. Gathered data were analyzed for coefficient of correlation, and two factor analysis of variance. Findings proved the presence of a negative and significant relationship between examination anxiety and academic achievement, while comparison of examination anxiety in sex and field of study and interaction between the two was not consistent; that is in one study the effect of examination anxiety for sex and field of study was not evident, but in the other study the effect of sex and its interaction with field of study was observed, and finally the effect of sex and its interaction with academic achievement was in favor of girls.  

Class size is one of the issues which have always been discussed among the teachers and experts in educational institutions. The above relationship is an important factor by which the reasonable number of students in classes, as well as the necessary facilities and teachers to fulfill the objectives can be determined. With regard to the importance of the issue, this paper has examined the stated relationship. To do so, 72 classes of the fifth grade including students and their teachers (N=2188) were randomly selected from the three districts with high, medium, and low population density. Correlation and Ex Post Facto designs were applied. Questionnaires and academic achievement inventories were the instruments of the study. Descriptive and inferential statistical analysis was applied through SPSS.  Findings showed that there is no significant relationship between the mean of the total of the three main courses, mean of science and mathematics with the number of students. However, ANOVA showed that with increasing the number of students in literature courses, the student's performance increased.