JOURNAL OF EDUCATIONAL INNOVATIONS
Year:2010 | Volume:9 | Issue:34|Papers Count:9

The aim of the current research was to investigate relationship between learning styles and academic performance of middle school students in science and mathematics, A sample of 120 third year students in middle schools were randomly selected through multi-stage cluster sampling. Data were collected using Jackson's Learning Styles Profiler (LSP). Confirmatory factor analysis (CFA), Pearson correlation and Fisher Z test were used for data analysis. Results showed a significant and positive relation between emotional independence and achievement of students in math. Also, relation between functional behavior and achievement of students in science was found to be significant.

The present study was aimed at investigating the impact of cooperative test construction on Iranian EFL students' achievement as well as their attitudes towards such tests. The participants, were a sample of female high school students at Grade One in the city of Ray. First, the standardized Nelson test of English was administered to 90 students out of which 60 homogenous students were selected and assigned to experimental and control groups. Both groups received the same schedule of instruction during the term. Students in the experimental group experienced cooperative test construction while the students in the control group didn't have any role in construction of their tests. Prior to the main study, the test was piloted on a sample of 30 students at the same level of language proficiency to check the reliability and validity of the test developed by both teachers and students. Results showed a significant difference between grammatical knowledge of those subjects who were cooperatively involved in test construction and that of those who were traditionally tested. Then, after two weeks a validated and reliable questionnaire developed by the researcher was administered to the sample in order to explore the students' attitudes towards cooperative test construction, Results indicated that students' reactions to cooperative test construction were overwhelmingly positive. At the end of the study twelve students from the experimental group were interviewed to get a better understanding of their attitudes towards the method. Through the interview the students asserted that they were quite satisfied with the method concerned.

The aim of this study was to examine the effect of brain–based learning on comprehension and pace of learning of Grade 3 primary school students. The method of this study was semi–experimental, and the non–equivalent control group design was used. The subjects were 40 grade 3 boys selected from primary schools. Participants were assigned to one experimental and one control group. Teacher of experiment group received five training sessions on brain–based learning whereas parents of students in experiment group attended one session of such training. Learning environment was also changed accordingly. Students of experimental group was provided with a three month brain–based learning program. Then pretest and post-test results were analyzed. Results indicated that brain–based learning led to an increase in comprehension and pace of learning.

This study aimed to compare responsibility, cooperative attitudes, general health, life satisfaction and academic achievement of students at boarding and day schools. A sample of 375 boarding school students was randomly selected by multistage cluster sampling and matched with 375 day school students. All participants completed the responsibility subscale of California Personality Inventory (CPI), General Health Questionnaire (GHQ), Multidimensional Students' Life Satisfaction Scale (MSLSS) and Martin Cooperative Attitudes Scale. Results indicated that boarding school students scored higher on responsibility, cooperative attitudes and academic achievement compared to other group. But boarding school students scored higher on somatic symptoms and satisfaction with friends, schools and living environment compared to their counterparts in day schools.

The present Current study was conducted to introduce using a structural model for to examine the effect of transformational leadership style of principals on academic achievement through mediating role of procedural justice, trust in principal, intrinsic job satisfaction, organizational commitment and organizational citizenship behavior of teachers. A sample including of 449 teachers in grade 5 and 166 principals of boy's primary schools in 10 educational school districts of Tehran city was selected and participated in the study. D data were collected through by 6 questionnaires. Principals were respondents to completed the organizational citizenship behavior questionnaire and other questionnaires were completed administered to by teachers. Academic achievement was calculated measured by averaging the grade 5 student's' scores results on district level examination in science and math. Construct validity and measurement model of latent variables were confirmed, using exploratory and confirmatory factor analysis. Then the effect of transformational leadership and mediating variables on academic achievement and also goodness of fit indexes of hypothesized and 5 alternative models were analyzed. Results demonstrated indicated that hypothesized and 3 alternative the initial models did not don't have good fit with observed data. After developing the final model, all of direct, indirect and total effects were found to be significant. This model has showed good fit with observed data and explained 0.32 of variance of academic achievement. In general, the results indicated that academic achievement transformational leadership of principal hads significant indirect effect on academic achievement and attention to the role of mediating variables is crucial. Finally, findings implications for principals and further research are discussed.

Organizations are basically established to accomplish their goals and the degree of their success is substantially related to the performance of their employees and the values they hold. To avoid subjective assessments, along with considering ethical measures, a precise objective performance appraisal is necessary. Considering skill as an acquired ability which results in performing a job in minimum time and energy, this research concentrates on five particular skills. Organizing, leading, inter-personal, human, and evaluation skills are the five skills in question. Then, the influencing elements identified as the fifteen factors derived from these skills. The fifteen factors then were prioritized by AHP technique. Therefore, sequence priority of the five skills and their impact on performance was specified by linear assignment technique–known as Barda method. Later, the final weight or impact rate of each is identified by AHP method. Finally, leading skills were identified as the main factor influencing performance of employees.

Following recent developments in Astronomy and Astrophysics this paper aimed to investigate the possibility of offering astronomy programs in formal and informal education. It also explored implications and the facilities required for proper astronomy courses. To this end, various educational institutions and facilities such as schools, students' research centers and institute for the intellectual development of children and young adults were reviewed. Finally, influential factors related to development and implementation of astronomy courses In public education were examined. Findings indicated that there is an appropriate potential for offering such courses.