JOURNAL OF EDUCATIONAL INNOVATIONS
Year:2018 | Volume:17 | Issue:66 |Papers Count:8

The purpose of this study was to investigate the mediating role of academic optimism in relationship between primary school teacher's emotions about teaching and their personal responsibility. 287 teachers were selected from primary school teachers in Tehran 18th educational district using cluster sampling method. The participants completed the academic optimism scale(Beard, Hoy & Woolfolk Hoy, 2010), the Achievement Emotions Questionnaire for Teachers (AEQ-Frenzel, Pekrun & Goetz, 2010) and personal responsibility scale (Lauermann and Karabenick, 2013). The proposed model fit was examined through path analysis. Emotions about teaching among teachers explained 14% of the variance in academic optimism. Academic optimism and emotions about teaching among teachers accounted for 39% of the variance in personal responsibility. The results indicated that enjoy, positively and significantly predicted personal responsibility directly and indirectly through academic optimism. Anger, negatively and significantly predicted personal responsibility through academic optimism, but the mediating role of academic optimism in the relationship between anxiety and personal responsibility was not confirmed. Thus, the results imply the importance and the role of academic optimism and anger control in improving personal responsibility that should be considered by educational experts and authorities.

Private teaching and applying expert and experienced teachers by parents in order to enhance the learning quality of students has had a developing growth to the extent that sometimes it led in reducing the teachers professional commitment and decreasing their teaching quality at schools. The aim of this study was to evaluate the implementation of effective math teaching indicators in talented students and public high schools of Isfahan from the viewpoint of students. It was a descriptive-survey research. The statistical population consisted of pre-university students from different educational districts of Isfahan and the research sample consisted of 180 male and female students who were selected using purposeful sampling method. The main research tool was a questionnaire containing 9 components and 49 items (CEQ, 2008) and two open-ended questions. The results showed that the talented student and public high school students have estimated the amount of implementation of effective teaching indicators fewer than the medium. All students, regardless of their gender and the type of their schools considered the conflict of thoughts as the best effective teaching indicator. At last, to improve the math teaching quality, there have been some suggestions for the educational authorities; such as developing the interdisciplinary science of math education with its required research on training and the relevant integration of educational sciences with mathematic knowledge. For this purpose, establishing the close relation and collaboration between educational sciences and math faculties could be useful.

Looping is an educational practice that a group of students stays with a teacher for two or more years. The purpose of this study was to examine the process of looping system implementation at primary schools in Mashhad. We used Grounded Theory and semi-structured in-depth interview. Data were collected through interview with teachers of looping system. Sampling was done using purposeful and Snowball sampling. Paradigmatic model demonstrates that while approval of looping system implementation in the Education Transformation Document is a facilitating factor in the implementation of such system at schools, the presence of motivated volunteer teachers is also a necessary condition for its implementation. Organizational and human factors can intervene with decision making on teacher's request to participate in the looping system. Consequences of looping system implementation by a qualified teacher are: In depth familiarity with students and their families which might help teacher to solve student's educational and non-educational problems, positive educational effects, enhancement of teacher's skills, positive psychological effects on students and teachers, reduction of the training and recognition time, improvement of interactions between involved people, enhancement of the positive modeling in the students, and the student's dependence on the teacher. The consequences of a looping system implementation by an unqualified teacher are: Labeling students and their families by teacher due to the teacher's obtained knowledge, educational and emotional traumas of students, and stabilization of the inappropriate behavioral-personality patterns taken from teacher. The research findings provide useful information about the positive and negative consequences, and the limitations of looping system implementation for the education authorities.

The aim of this study was to investigate the impact of aesthetic-based teaching on student's attitude towards school. It was a quasi-experimental study with pretest-posttest and control group design. The research population included 1314 high-school eighth grade male students of Mahabad city in the academic year 2016-2017. The research sample consisted of 52 students who were selected using purposeful sampling method. In the first phase of data collection (pre-test), questionnaire of attitude towards school was distributed among the students of both groups. Then, the experimental group has been taught for 14 sessions, with the aesthetic-based teaching method, including the use of multi-sensory perception, the use of rhythm and music, body language, stimulating student's imagination, attention to affective domain, the use of color and shape of the image and integrating art and teaching, while the control group was taught using the conventional method. Immediately after the end of the course, the test was taken from both groups. To get some information on the student's attitude towards school, attitude towards school questionnaire, developed by MacCoach and Siegel (2003) was used. The data was analyzed using SPSS software through Ancova and Mancova. The results showed that the level of attitude towards school of students who were taught eighth grade science through aesthetic-based teaching method was different from those students who were taught through conventional teaching method at school. Therefore, it can be concluded to the extent that the components of aesthetic-based teaching (visual elements, colors, music, student's imagination, art, student's emotions, happy learning environment, creativity, and fun of learning) are integrated into the teaching process, and the teacher tries to focus on the goals of the cognitive domain through paying attention to and highlighting the student's emotional domain, the student's attitude towards school and school components will improve.

The aim of this study was to discriminate between students with high and low academic burnout based on their academic procrastination and loneliness. It was s causal-comparative research. The research population consisted of all students studying in Ahar public and private schools in the 2015-2016 academic years. The research sample consisted of 332 students who were selected based on Krejcie and Morgan table, and using cluster sampling method. Data were collected using procrastination assessment scale (Solomon & Rothblum, 1989), University of California Los Angeles loneliness scale (1980) and the Maslach burnout inventory-student survey (2002) and they were analyzed using software 16 SPSS and the statistical tool of discriminant analysis. The results of the discriminant analysis, led to a significant recognition function. According to this function, the component of preparing articles had the highest ability in discriminating between the groups. Subsequent discriminative components included preparation for the exam, preparation for homework and the variable loneliness, respectively. Also, the results of the discriminant analysis showed that most students with low academic burnout were correctly discriminated from the other students with the highest percentage of detection (84/3%) and 80/2% of the two group's students were properly reclassified according to the obtained function. The results of this reclassification indicated the ability of these variables in discriminating between students with different academic burnout levels. Therefore, in educational programs for the prevention and reduction of academic burnout among students, academic procrastination and loneliness needs special attention.

Positive psychology is the scientific study of human flourishing and a practical approach to optimize the individual’s life. The aim of this study was to evaluate the effects of positive education on well-being, character strengths and optimism of ninth grade students. Participants included 46 female ninth grade public school students. To select the sample, two schools were randomly selected from among the 1st cycle secondary schools of Tehran. The students selected from one school were considered as experimental group (n=22) and the students selected from the other school were considered as control group (n=24). Participants in both groups completed the questionnaires of well-being, character strengths and optimism. Then, positive education was performed in the experimental group. Data were analyzed using multivariate analysis of variance model. The results showed that the level of well-being in the experimental group was significantly higher than the control group after intervention (Eta=0. 32). Besides, the character strengths of students in the experimental group were significantly enhanced in which the most effect was on transcendence virtue (Eta=0. 68) and the least effect was on temperance virtue (Eta=0. 52). However, this intervention had no significant effect on optimism. It could be concluded that positive education was able to increase significantly the level of well-being and character strengths of students. In addition, findings of this research on positive education showed that teaching the positive psychological skills to students and incorporating these skills into school curriculum will result in mental health and educational improvement of students.

The purpose of this study was to investigate how the MUSIC model of motivation affects the internal and external educational motivation, educational engagement (motivational strategies, learning strategies), and academic performance of students in mathematics. The research method was experimental with pre-posttests design and control group. The statistical population consisted of all students in the eighth grade of Dezful city. Using multistage cluster random sampling, 50 students were selected in two classes of 25 students from Dezful city and they were randomly assigned to two experimental and control groups. Pre-tests of academic motivation and educational involvement were distributed to both groups and then the MUSIC model of motivation was implemented in the experimental group and the control group received no training in this regard. In this research, the tools of internal and external academic motivation of Hartar and MSLQ were used. The data were analyzed using descriptive and inferential statistics (Levin test, Kolmogorov-Smirnov test, and single variable covariance analysis (ANCOVA). The results showed that using the MUSIC model of motivation led in increasing the internal educational motivation, decreasing the external educational motivation, increasing the educational engagement and improving the academic performance of students in the experimental group, compared with the control group. Therefore, the use of the MUSIC model of motivation could have a positive impact on the academic motivation, educational engagement, and academic performance.