JOURNAL OF EDUCATIONAL INNOVATIONS
Year:2005 | Volume:4 | Issue:11|Papers Count:8

This investigation was conducted as a Preliminary Study on Gardner's multiple intelligence Theory. Participants were a sample group of 120 secondary school students in different branches of study. The data was gathered by administering the Multiple Intelligence Questionnaire adapted from Douglas and Harms' questionnaires, Bell Adjustment Questionnaire, and a researcher-made questionnaire on the sample group. The following results were obtained: -It was shown that there was low to moderate but significant correlation among different kinds of intelligence and related school subject scores. - Interpersonal and intrapersonal intelligence scores accounts for 22 percent of the total variance of social adjustment. - Different finds of intelligence are not totally independent from each other. There were low to moderate but significant correlations among some of them. 33 percent of the common variance among different finds of intelligence suggests spearman' s «g» factor. - The greatest variance of educational achievement can be accounted for by verbal- linguistic and logistic - mathematical intelligence. - In regards to intrapersonal intelligence, girls are superior to boys, but boys are superior to girls in regards to visual - spatial intelligence. There was no significant difference between the two genders in other kinds of intelligence.    

The rational approach is one of the main approaches to religious education. This approach has its critics and supporters. Critics of this approach believe that the rational approach - according to characteristics of rationality, cannot fit to the process that is religious; because, there is sharp distinction and conflict between religion and rationality. Therefore, based on critics' views we could not speak about rational approach to religious education. However, supporters of rational approach to religious education believe that there is close relation between rationality and religion; because religion is a rational-based activity. The study of critics and supporters' view about rational approach to religious education is set forth.      

Three-hundred and seventy-three male and female students from martyred families attending high schools for martyred families were selected by using cluster sampling in four provinces of Tehran, Kermanshah, Ardebil and Chahar Mahal and Bakhtiari. They completed the Family performances (Baldowing, 1983), Social skills (Matsan, 1983) and Psychological health (Goldenberg, 1988) questionnaires. Their GPA of the previous school year was used as the criterion to evaluate their educational performance. The findings revealed that the average of family performance in martyred families with remarried mothers is lower than that in martyred families with non-remarried mothers. Findings indicated that female children of martyred families were in a better condition compared to male children of these families with respect to psychological health and educational performance, but no significant difference was found between the two group's social skills. The educational and psycho-social implications are discussed.

It's been years in the psychology and assessment of moral development that theories of genetic epistemology and social behaviorism (which are based on Piaget, Kohlberg, and Bandura's approaches) have been in the center of attention for the psychologists and education experts and have been used by the educational counseling centers and other psychology centers in Iran. Therefore, there have not been a suitable theory and proper native assessing tools made in our country in the field of moral development. The main issue is that the theoretical foundations and the structure and content of these viewpoints are provided without considering the innate and eternal moral foundations, moral motive and feeling, moral belief and culture, and moral behavior and reactions. Such viewpoints are not in consistency with our school students' moral development. This article has shown that Piaget, Kohlberg, and Bandura's viewpoints have strictly positioned the moral judgment, learning social laws, and relations of the Western countries as the foundation for their theories without considering spiritual, rational, and motivational bases of moralities, which have roots in divine creation and the human nature. By providing a new model for moral development formation, this article has shown that individual's social and moral development is a result of complicated, dynamic, and mutual interactions of the five following factors: innate nature of the individual, social contexts, events and experiences, moral judgment development, and manifestation and change of stimulations and sentiments of sympathy and helping other people. The article tries, while criticizing the present psychological approaches on moral development, to prepare the way for a new scientific and authentic research in making theory for moral development and preparing theoretical basis for making national assessing scales for moral development. .      

In order for the human forces employed in organizations to stay up-to-date, they should get training on regular basis. Staff training is among the most important factors for enhancing the structure and activities in any organization (Shahani, 1377). In-service Training for employees is troublesome because in order to participate in different schools they have to leave their place of work, which causes serious problems for taking care of responsibilities and duties in the organization. By looking into the resources available in in-service education centers throughout the country, the present research is trying to answer the question of whether the virtual education system for the employees of the ministry of education can be setup or not. If the response is positive, we look to see what education fields, what lessons, and for which employees in the ministry of education it can be done. As well, it looks to see with what procedure it is possible. This article has mentioned the feasibility of use of virtual in-service education with regards to technical, human, financial, and physical resources, as well as organizational culture and fields of implementation of that system.