DANESHVAR RAFTAR
Year:2005 | Volume:12 | Issue:12 (SPECIAL EDITION ON EDUCATION 4)|Papers Count:8

The main objective of this research was to improve mathematics achievement of female high-school freshman students through teaching them two strategies for self-regulation in learning (i.e. writing journals and graphical feedback). Prior to instruction Rayvan test was used to control intelligence, following the instruction “self-regulation test” was used to evaluate self-regulation degree and a “teacher made test” was utilized to evaluate math achievement. The research sample was a group of sixty freshman students from a high-school, in Tehran’s school district number 10 who were underachievers in mathematics and self-regulation. These students were divided randomly to four groups; a control group and three experimental groups. The control group did not receive any teaching. The first experimental group members were thought to carry on writing journals strategy, the second experimental group members were thought the graphical feedback strategy and the third group were taught to use both strategies.Research results showed that the students who had learned the two strategies had a high mathematics achievement and self-regulation significantly different, compared with the other two groups.

This study aimed at identification of the features and skills associated with the management of time among junior high school principals and its comparison with the ideal situation. To this aim a sample of 177 junior high school principals from different districts of Tehran were studied using the three tools of studying; documents, interviews and questionnaires. The information obtained was analyzed using the related test and factor analysis. The results showed that the features of time management verified in other studies will with some modification be confirmed in junior high schools too. There is also a significant difference between the exisiting and the ideal situations.At the end, some suggestions concerning the improvement of time management are offered.

The present research aimed to study the relationship between academic achievement motivation and personality traits of high school students in Isfahan city as well as determining the degree to which each personality variable influences the students’ academic achievement. To this aim, 180 students, among Isfahan city high school students were randomly selected and studied. Some of the findings indicated that among the personality variables related to academic achievement motivation, the following were influential to the extent stated below: psychological hardiness 28%, self-efficacy 21%, endogen values 18%, internal locus of control 16%, and self-esteem 16%.

This study aimed at disclosing the unintended learning consequences related to the social climate of selected high schools in Isfahan. It, therefore, exemplifies research in the realm of so called “hidden curriculum” so prevalent in the field of curriculum studies. Although the unintended learnings are not necessarily miseducational, but this study concentrate on outcomes or consequences deemed detrimental to the total education of student based on values and criteria guiding the education enterprise in Iran.The study was carried out in two phases. In the first phase a sample of 400 high school students were randomly selected from the population of high school student in Isfahan and were asked to identify the social climate of their school. The research instrument was a questionnaire designed by the researcher and validated through proper procedures. The data was then analyzed so that two distinct types of social climates, restricted and unrestricted, could be clearly distinguished.In the second phase, the researcher sought to describe the unintended learnings culminating from each of the two categories of schools. The absence of three specific qualities, namely initiative, cooperation and self-esteem; entered into this phase of study. A total of 45 students participated in this phase and data was collected through semi-structured interview. All the interview sessions were conducted by the researcher and the process was fully recorded for purposes of documentation and cross-check. The recorded responses were then analyzed and the findings were validated by a group of experts in education.The results indicated that a significant difference there exists between the two sub-groups of high schools with regards to the attitudes in questions, namely collaboration and cooperation, docility and self-esteem.Also, a significant difference was found between the girls and boys who belonged to a similar climate. This finding requires further examination to reach a plausible explanation.

This study aimed at, prioritizing educational needs of vocational centers trainer in Tehran province. In need assessment two fundamental aspects of “knowledge” and “skill”, were studied in current and ideal situations.Data collection was performed through using questionnaire and interview. The results showed that the trainer’s performance in “knowledge” aspect is acceptable but more attention should be paid to their educational skill especially in computer, information technology and ESP (English for special purposes) fields.Regarding the trainers’ “skill” the results indicated the level as not acceptable as trainers’ “knowledge”. They need more education for performing their job responsibilities and lack of skill is particularly observed in their use of computer and information technology.Answering the specified needs and their recognition in designing the trainers’ educational programs would be useful and will enrich the educational planning of teacher training courses. It will also enrich the educational planning and curriculum design of vocational centers.

This research is a comparative investigation of the amount of stress, it’s resources and their relationship with demographic characteristics of teachers at exceptional and normal schools of Isfahan city. The sample was randomly selected among the teachers in Normal and Exceptional schools, 75 subjects from each.The Cooper stress questionnaire (1983), The Kyriacou and Sutcliffe questionnaire, and Holmes-Rahe Rating scale were used respectively for; measurement and comparison of stress among teachers, diagnosis and identification of school stressors, and for identification of social stressful events. Multiple ANOVA, regression analysis, and Fisher ‘Z’ tests were used as statistical measurement tools in this research. Results showed that:No significant difference in Experiencing Stress among teachers in Normal and Exceptional-Schools was observed.No significant difference was observed in the amount of stress of the two groups regarding their demographical and occupational characteristics.There isn’t any significant difference between social and occupational stressors and Experiencing Stress in teachers.There is a significant difference between academic stressors and experiencing Stress in teachers (p=0.001) (both Normal and exceptional schools).

This study intends to explain the process of education, based on the educational foundations of Islamic mysticism. Indeed, this investigation tries to answer the question; “what is the process of education based on Islamic mysticism?” In this study the analytic-deductive method is used to respond to the above question. At first, the ontological, epistemological and humanistic foundations of Islamic mysticism are explained. Characteristics and aims of the mystical education and also, the meaning of curriculum -according to this approach - are explained afterward. The most important characteristics of Islamic mystical education are as follows: 1) unity oriented, 2) esoteric approach, 3) emphasis on intuition, 4) the concept of education as a journey. According to these qualities, the Islamic mystical aims are divided into three categories. These categories are: the ultimate aim is “awareness of God” by intuitional perception. According to the terminology of Islamic mysticism, this aim is called “union with God”. The mediate aim is “self-awareness”. This kind of knowledge will be achieved by “illumination”. At last, the short-term aims are “love cultivating”, art and moral education. In fact, these aims are as the way and method to achieve the long-term and also mediate aims of mystical education. As a matter of fact this study is suggested to signify these aims in formal education more seriously; because, they have usually been neglected in formal education.