NEW THOUGHTS ON EDUCATION
Year:2020 | Volume:16 | Issue:2|Papers Count:12

The aim of this study was to compare the effectiveness of a reverse classroom and a classroom based on social networks on students' creativity and academic performance. The method of the present study is a quasi-experimental pretest-posttest with a control group. The study population was all high school students in Abdanan city. In this project, 60 students were selected by purposive sampling method and randomly divided into 3 groups: reverse classroom, classroom based on social networks and traditional classroom (control group). Torrance Creativity Questionnaire and Pham and Taylor Academic Performance Questionnaires were administered as pre-test and post-test for the groups. The results of multivariate analysis of covariance indicate a significant and positive effect of reverse classroom and classroom based on social networks, classroom education on creativity and academic performance variables. The results also showed that the reverse classroom compared to the classroom based on social networks, has a more positive effect on creativity and academic performance.

The main purpose of the present study is to analyze the content of the curriculum document based on the components of the Citizenship Rights Charter. The content analysis of this research is Shannon entropy and the analysis unit is the pages of Iran curriculum document. The results indicate that the word "citizen" has not been used in the document, but the content of the document is a reflection of citizenship' rights. In the document studied of the components of citizenship rights, the civil rights dimension of Citizenship rights has the highest coefficient. In contrast, the political dimensions of citizenship rights have not been paid at all. Based on these findings, the national curriculum document did not pay attention to the components of citizenship rights. Therefore, revision of the curriculum is necessary in order to pay more attention to the dimensions of citizenship rights.

Despite considerable research on the analysis of texts, policy principles and practices by educational policy researchers in Iran, one missing link has been the lack of attention to the role of local actors in the educational policy development process. Accordingly, the purpose of this descriptive-analytical study was to analyze the role of educational leaders as local policy actors in interpreting, translating, and enacting educational policies with respect to different cultural, legal, political, institutional, and contextual interventions. The method of this study was descriptive-analytical. Take into consideration lack of scientific-academic and institutional evidence in the field of educational policy in Iran, the most recent foreign literature related to the research topic was used for data collection. In analyzing the findings, it was attempted to consider, in addition to the texts, the observations and experiences of the authors as one of the examples of educational policy enactment. The findings of this study show that, unlike traditional approaches that mainly insist on mere policy implementation, the policy enactment emphasize that educational policies are conditionally based, moderated, and sometimes ignored. policy type, power and positionality, space and time constraints, as well as different subjectivities, plays an important role in changing, modifying, and ignoring educational policies.

The major objective of the present study was to conduct a comparative study of the assessment procedures in the universities of Iran and world top universities. To this end, using purposive sampling, we opted for universities of Tehran, Ferdowsi University of Mashhad, and Isfahan from were selected in order to be compared with 16 top universities of different continent. Thus, we opted for 16 universities from the United States of America, England, South Africa, Australia, and Turkey. In so much as the methodology is concerned, we shall employ Jeorge Bordi's comparative and four-staged model which embarks upon the comparative processes in terms of four stages of description, interpretation, adjacency, and comparison. The data collection tools include a respective list related to the information driven out of the first and second hand resources of assessment procedures in different universities of the world. These sets of information were available online in respective documents and websites. After data were collected and described, we interpreted and analysed them in terms of different tables. The findings indicated that the universities of Iran make use of questionnaires that are filled out by the students that have taken the respective course/s. This is whilst the assessment procedures in different universities of the world is undertaken by the existing students, graduates, colleagues, departments and Scientific and professional unions. The related results showed that all universities under research employ semester-final questionnaire to assess a course. Assessing the elements of a course curriculum is different in universities.

The purpose of the present study was to study the tolerance and respect for the thoughts of others and ethics and literacy in the school environment for the elementary students of the city of Ardabil. In terms of data base, it has a mixed research design, which was done using a mixed model and exploration design. To achieve this goal, a case study was used which first quantitative data were collected and then quantitative data were collected and analyzed based on its findings. In the next stage, based on the findings of the qualitative research, a questionnaire was prepared, which was Cronbach's alpha of 0. 90. The statistical population of the study was Ardebil elementary school teachers during 2018-2019 academic years who were interviewed in the qualitative section through purposeful sampling of 13 teachers up to saturation. From a population of 253, 114 were selected through simple random sampling. In the qualitative section and using a targeted sampling, 13 sample teachers were interviewed. Of the 253 community members, 114 individuals were selected in a quantitative phase by simple random sampling. To analyze the data, the thematic analysis (theme) technique was used and the validity of the research findings was guaranteed using the methods reviewed by the members, peer review, participatory research. Also, to test the reliability of the coding, the open-ended and inter-subject agreement methods were used. In order to analyze the quantitative data, structural e

According to Increasing growth of the online curriculum as a subset of e-learning in the higher education system and existing concerns, its evaluation is an important issue. Therefore, the aim of the present study was to conduct a systematic and meta-analysis study of the component, criteria and evaluation standards based on the existing literature, in order to develop and present a comprehensive framework for evaluating the online curriculum in the higher education system. The research method was qualitative and research Synthesis method, using Robertes' six-step model from 246 research documents related to the subject, 19 documents were selected purposefully, with the most coordination and appropriateness. After analyzing and integrating the commonalities, seven main components and twelve sub-components of online curriculum evaluation were extracted. To validate the data, a peer-reviewed method and assessment was used. The results of this meta-analysis, while providing a comprehensive online curriculum evaluation framework for universities and higher education institutions, showed that the component of assessment and evaluation with the highest frequency of the highest importance and then the components of educational content, technology, learning activities, introductions, interaction and participation, and goals are important in the next rankings, respectively.

The research is of practical purpose and conducted in a quantitative framework through using survey method and The research method was descriptive-surveyed. The statistical population of the study consisted of undergraduate, postgraduate and doctoral students of Al-Zahra University. sampling was performed by stratified random sampling and using Cochran's formula, 405 students were selected. To collect data, a researcher-made questionnaire with 43 items based on the 5-point Likert scale was developed. In addition to the validity of the research was also based on the views and guidelines of a group of experts in the field of resistive economics. The reliability of the study was calculated by Cronbach's alpha coefficient and was obtained 0/86. Data was analyzed through conducting confirmatory factor analysis and one-group t-test. Findings regarding study showed "extent of university role in resistive economics", considering the obtained t-value (p≥ 0. 05) and theoretical mean, show that for the components of “ education and discourse, course content, teaching and promulgation of the culture of supporting domestic products, and benefitting from capacities” , the contribution of university in resistance economy was below average; for the components of “ modification of consumption pattern and benefitting from earning capacities” it was above average, and for the components of “ skill synergy and teaching work culture to students” the contribution was evaluated at an average level. Also, in terms of component validation, the model developed for the Resistance Economics University was well validated. the designed model for the resistance-economy based university is considered to have good validity.

The purpose of the present study is to explore of the Martin Buber's intellectual system in the areas of religion, ethics and education in order to explain the teacher's professional and ethical responsibilities. Research that has been done with descriptive-interpretative approach and with deductive method, in the first step, describe and interpret Buber's spiritualistic approach. Buber is regarded as a spiritualist philosophy who proposed the idea of the "Eclipse of God", has admitted to fender the modern instrumentalist thought in between the encounter of man with God, and expressed concern at the diminishing spiritual and moral aspects of the various aspects of human life today. In the next step, the implications of this approach are deduced for the four areas of teacher's ethics: God, the world, the self, and other human beings (students, parents, co-workers, and society). Teacher's ethics based on Buber's perspective can be summarized in two stages: Teacher by creating a personal relationship with God, calls divine spirituality into all his thoughts and actions. The result of this spiritual state is that the teacher becomes aware of his existential powers, such as the right to choose, making decision and will, and in all communication, releases from selfishness, narrow-mindedness, insistence on the "I-It" kind of relationship with the manifestations of creation and others, and he works with integrity of being for the fulfillment of God, world, self, and human beings.

The purpose of this study was to develop and test a school capacity model for parental participation in primary schools. The research is based on a developmental purpose and based on a correlational data collection method and is a structural equation model. The statistical population consisted of all parents of the first and second elementary schools of Paveh city. Data collection was designed using a 36-item questionnaire based on strategies for parental participation in school of Hoor-Dempsey et al (2005). The reliability of the questionnaire using Cronbach's alpha was. /97 obtained. In order to test the model in the first part, exploratory factor analysis was performed using principal component analysis with varimax rotation. To determine the number of main factors, variance ratio explained by each factor, and Special value (gravel) were used. In the second stage, confirmatory factor analysis was used. The results showed that the school capacity model for parental involvement includes 5 dimensions of welcoming and open atmosphere, teacher empowerment for participation, family-teacher-parent structures and participation opportunities and participation events. Fit indices also showed the utility of the model. This model is capable of measuring primary school capacity for parental participation in related research and can be a useful tool for assessing school capacity for parental participation.

This study infers the lived experiences of Ph. D. candidates on empowering them by dissertation supervision. Our research method was phenomenology, and we interviewed students who were selected by the snowball sampling method. For ensuring the trustworthiness of the finding (credibility, transferability, confirmability, and dependability), we employed member checking, thick description, and external audits. The results demonstrate the ups and downs of empowering students through dissertation supervision. Therefore, ups in empowering students include freedom of selecting their supervisor, self-efficiency, independence, self-challenging, and supervisors’ empathetic understandings, fluent roles, and effective feedback. On the other hand, downs in empowering students are Supervisors’ low responsibility, inappropriate proficiency, and poor feedback, which led the students to look for an unconventional pathway.