DANESHVAR RAFTAR
Year:2006 | Volume:12 | Issue:15 (SPECIAL EDITION ON EDUCATION 5)|Papers Count:7

This research aimed to determine the extent to which junior high school textbooks have paid attention to the different components of work, culture and the three dimensions of the work culture attitude (cognitive, emotional and behavioral). To this aim, the effort is taken to answer seven major questions. The research method was descriptive content analysis and the research society was the junior high school textbooks published during the academic year 2002-2003.Among junior high school textbooks fifteen books related to technology, social science, Islamic culture(religious teachings), Persian literature and experimental science of the first, second, and the third grades were selected through objective sampling.The research instrument was the researcher made content analysis checklist. Research findings analyzed based on descriptive and analytic statistics criteria, are as follows:1) Among Junior high school textbooks, vocational textbooks referred to work culture 171 times, but in 31 percent of the times all aspects of the work culture attitude were taken into consideration. This trend in social science books showed 316 times and 41%, in experimental science books 45 times and 78%, in Islamic culture and religions teaching and in Persian Literature textbooks there were 30, and 32 references to the cognitive aspect of work culture where as no attention was made to other aspects (emotional and behavioral).2) Among the three grades, the textbooks of the first grade had 206 references to the work culture, and in only 30% of the cases all aspects of work culture were taken into consideration. In second textbooks, 245 references and only 68.5%, and in third grade textbooks 146 references were observed and 39%.3) In all junior high school textbooks, 597 references to the cognitive aspect of work culture, 389 references (65.1%) to the emotional aspect and 217 references (36.3%) to the behavioral aspect were observed. Among the above references to the cognitive aspects, 226 references (37.8%) were direct and 367 references (60.9%) were indirect. Among the components, the vocational safety and hygiene with 132 and group cooperation with 112 references had the highest references and the participation in performing the tasks, honesty in performing the task components, and committed criticism with only one reference each component had the lowest references.

The aim of this investigation was scrutinizing and comparing communication skills of high school and college students. Queendom (2004) Communication Skills Test was administered to 733 students including 481 high school students (193 males, 283 females) and 252 college students (198 males, 283 females). Results suggested to efficiency, validity, and reliability of Queendom Communication Skills Test for assessing social communication skills in Iranian adult participants. College students scored higher than high school students did on the entire items of the test, but differences in subtest (except one subtest) were not statistically significant. Furthermore, females scored higher than males in both whole test and subtests. These differences in two subtests (Emotional control and Assertiveness) were not statistically significant. Findings of the present study are discussed with respect to related literature and suggestions for further research are set forth.

Present research aimed to study and compare the social growth of Shahed and non-Shahed junior high school students in city of Tehran. The research society was the junior high school students of the twenty regions of Tehran, in the academic year 2004-2005. 104 boys and 96 girls were selected through a random-class sampling proportionate to the volume of the research society. Research method was descriptive survey, and for examining the research hypotheses a 27-item questionnaire of Alis and Insman was filled out by the students. Research findings are analyzed in two different levels of descriptive and analytic statistics with SPSS software. ANOVA, independent t test, and Toki follow up test were the means of analysis. The research results showed that:1) There is no significant difference in social growth of Shahed and non-Shahed students in Tehran.2) There is a significant difference between social growth of Shahed and non-Shahed junior high school students whose mothers work outside and those whose mothers are housewives.1. Both Shahed and Non Shahed students whose mothers worked outside showed a higher social growth. 3) There is a direct relationship between Shahed and non-Shahed students’ social growth and their mother’s education level. The higher the mothers’ education level, the higher the students’ social growth.

Durable development requires all-out work force participation. Many authorities in the management science believe that the participation or contribution and involvement of human resources will have a significant role in the organization efficiency and effectiveness. The purpose of this study is the identification of factors (managerial and organizational; social; cultural; motivational and biological) which have challenged the adoption of management and staff responsibilities on the part of women employed in Lorestan education office. For this purpose, some 375 women were selected by random-class sampling among 13169 women working in the community under study. Through survey research; and using a questionnaire consisting of 30 open and closed questions; we collected the required data. The result of analysis showed that the managerial and organizational factor was the main challenge for the adoption of management and staff responsibilities. This was more frequent among individuals with advanced degrees. The social; cultural and motivational factors were respectively in the subsequent priorities and single women appeared to tend less to adopt management and staff responsibilities. The least challenge was the physical factor apparent only among people with a long career. As to other variables such as age; place of work (geographically and different grades); no significant difference in the adoption of responsibility as principal was observed.

A major aspect that educational psychology is concerned about is the study, analysis and introduction of those theories, and rules of learning that can help teachers in the process of teaching. Present research aimed to study the range of familiarity of elementary school teachers with learning theories and their application in teaching process. To this aim 170 teachers were selected through random – class sampling proportionate to the volume of the statistical society, among elementary school teachers of Isfahan city. Research results showed that the teachers’ familiarity with learning theories was below the average. In other words, teachers’ grade mean for the learning theories measurement test was less than ten (out of twenty). The highest mean belonged to the behaviorism theories (8.78) and the lowest mean belonged to meta-cognitive theories (6.38).

The relationship between work or vocation and education has led to the presentation of three general theories in the history of the west education. The liberal education theory considers the value of work in its creating leisure for rational activities. It also describes education only as life and not as preparation for life. The Marxist theory is inclined to praise work for itself and considers the vocational education as the main part of education. Finally, pragmatist theory considers work as the factor of rational and social education and growth. This article derived from an attributive survey, studies the above-mentioned theories concerning the foundation of epistemology and its role in vocational education.