JOURNAL OF EDUCATIONAL INNOVATIONS
Year:2005 | Volume:3 | Issue:10|Papers Count:6

Global Education (GE) emphasizes on the preparation of students in such a way that their needs in today's ever-changing world are rather easily met. One such a need is the discovery and utilization of better ways of life. Towards this end, the GE maintains three characteristics: being interdisciplinary, emphasizing curiosity and skepticism, and promoting active learning.The GE Project in Iran has been a four-year experiment that started in 2001- 2002 academic year. 20 primary schools and 20 guidance schools in five provinces, including Tehran, participated in the project. The project developer and implementers have tried to implement the project with the least possible amount cost and change in the current curriculum. In this paper, the third phase of the project, implemented at the third grade level, is comprehensively evaluated in three areas of inputs, processes, and outputs.The findings indicate that: in designing educational activities, it seems the attention to the skills is much more than the other two areas, and to the attitudes much less. In designing most of the activities 2 to 4 dimensions of the GE were utilized.Although resolving some of these shortcomings and judging the effectiveness of the project requires  more time, but the removal of three basic limitations and provision of the necessary tools and facilities for schools, along with further familiarization of the activity designers with the global and participatory education and global curricula in other countries, and continuous instruction for teachers and principals seem necessary if the project is to be successful.

Models of teaching is important tool in paving the way for organizing education oriented toward benefiting from variety of intelligence and improved learning.Cooperative models in its suitable approach to problem solving, thinking and research brings up facilities with regard to program and goals. Cooperative models are submits of social family models of teaching and aims at teaching cooperation. In that, students have vital role. Teacher is a guide and leader and is responsible for condition of learning. In designing new plan for Iran educational system the participative models of teaching has an important role to play. There is variety of cooperative learning models and Jigsaw is the important ones. In that, the student cooperates in complete goal achievement and the implementation of the assigned task. It is usual to made students study a chapter of a book in teams. Then, each member studies a section of that chapter, and is responsible in teaching it to the other team members. Jigsaw lass, rather than making feeling security and intimacy, prevents climate with absent of cheating, aggressive competitions and negative affection and jealousy. It helps transference of Knowledge and science and expansion of skills with aimed and suitable model to students.In the present semi-experimental research the independent variable is Jigsaw and the dependent one is students achievement. 111 students in three 5th grade class made experimental group and 99 students in whole fifth grade and six elementary classes in the district 2 Robat Karime. Students in control group learns history subject in a traditional way (teacher center using lecture). The effect size was 1.08 which means that the experimental mean was at the 80th percentile of the normal curve distribution of thewhole class. The result is the significant difference in students achievement. The above mention results only shows the counted direct effect of Jigsaw whereas, its indirect or nurturing effects such as, social, individual, cognitive, behavioral skills and self awareness of students, which are also significant, have not been counted. The result of this research predicts its implication for the other subjects. The use of effect size formula for counting the effect of any new model of teaching is recommended.

The integration of mentally retarded students into regular, education schools by no means ensures their acceptance and social development.Therefore, in this study 495 regular and special education teachers including 248 special teachers and 247 regular teachers from Tehran in order to measure their attitudes towards mentally retarded students and their educational integration were given Beh-pajooh's Attitude Scale (1992). Independent variables include: social contact, gender, age, in service training, level of teaching, information, education and experience of teaching and attitude scores was dependent variable. The results indicated that a: special teachers' attitudes towards mentally retarded students and their educational integration were significantly more positive than regular teachers' attitudes. b: both special and regular teachers, who were younger and female, who had experienced more social contact, right information, higher education and courses regarding in service training expressed more positive attitudes.

This research is conducted to compare and contrast different orientations, approaches and methods of language learning curriculum. It describes the philosophical, Psychological, and linguistic basis of curriculum planning to investigate their effects on language learning curriculum in Iran and other countries such as Saudi Arabia, Japan, Germany, England, and America.The results of this research showed that all levels of language learning (i.e. orientations, approaches, and methods) are close to each other in four fields of philosophy, psychology, linguistics, and curriculum and that the existing differences are the results of different expressions.The research results indicate that even though each country has a different orientation in language teaching but all of them pay considerable attention to four language skills (listening, writing, reading & speaking), goals, contents, and grammatical rules. Furthermore, the entity of different curricular aspects of language learning in above-mentioned countries is nearly the same. It has been also showed that Iranian researchers have introduced a suitable language learning curriculum for primary schools in Iran.

The present study investigates the relationship between perceived self-efficacy and performance on mathematics in a sample of third grade junior high school students in Tehran. The sample was comprised of 390 junior high school students who were selected randomly.The Perceived Self-Efficacy Scale (Sherer, 1982) was administered and student grades in mathematics were obtained from the students’ report card. Data were analyzed using several statistical procedures including correlational and discriminate analysis (t- test) to investigate gender differences.Results of the study showed that the relationship between perceived self - efficacy and math achievement is statistically significant. Males scored higher on self-efficacy than females, but these gender differences were not statistically significant. The results suggest that perception of self-efficacy plays an important role in math achievement.

In the light of the positive influence of religion and morality instructions of religion in life, this research studies the relationship of religious status with emotional intelligence in pre-university students in Tehran. The sample of this study is 450 male and female students that have been chosen by purposive sampling method, from those studying in 4,11, & 18 educational regions. We have used correlational method in the research. The tools for gathering data include an inventory for assessment of religious status of young students and inventory Bar-On emotional intelligence. To analyze the data we have applied Pearsonian correlation. The result is as follow: There is a significant positive relationship between religious status with EQ. In conclusion, it seems that instruction of religious and moral material which complement emotional intelligence training is important element in leading a good life style of male and female students.