NEW THOUGHTS ON EDUCATION
Year:2005 | Volume:1 | Issue:2-3|Papers Count:12

The hermeneutic view, as a constructive approach in social sciences is revived in last decades. Principles of this view are applied to educational studies as well. In this essay, the application of these principles to the area of research on evaluation of academic achievement is discussed. In this discussion the main point of the hermeneutic view, namely the hermeneutic circle, is highlighted within the framework of Heidegger's and Gadamer's views. Accordingly, four steps are suggested for doing research on the evaluation of academic achievement. In the first step, the researcher tries to determine whether the teacher is aware of her pre-understandings in the process of evaluation. This is because evaluation, like any other cognitive activity. is not advanced with an empty mind. In the second step, the researcher deals with the question whether the teacher tries to enter into the intellectual horizon of the pupil. In effect, in the third step, the researcher deals with the question whether the teacher confirms or changes the pre-understandings identified in the first step. Finally, in the fourth step, the researcher looks to see whether the teacher provides a .fusion of horizons'; a fusion between the intellectual horizon of hers and that of the pupil's. This is to say that from the hermeneutic view, proper evaluation is far from being a one-directional activity of the teacher.      

To investigate the efficacy of process and product mental simulation in improving educational performance and achievement, 66 participants were randomly selected and assigned to process mental simulation, product mental simulation, and no simulation. Each group consisted of 22 subjects. To assess educational achievement, two exams derived from the participants' regularly taught books with equal size and points were administered as midterm and final tests. Prior to the midterm exam all participants responded to the Educational Performance Test (EPT). Seven days before the final exam, instructions for the process and product mental simulations were offered to the participants. Right before the final exam, they responded to the EPT again. Results indicated that the process mental simulation group, as compared to the product mental simulation and control groups, had a higher level of educational performance and achievement. Also it was revealed that process mental simulation, as compared to outcome mental simulation, had a higher efficacy in improving educational performance and achievement. These effects were created by mental simulation which could lead to the enhancement of both educational self-efficacy and motivation.      

The relationship between self-concept (academic, non-academic) and academic achievement among 300 female students in second year high school, studying math-physics and human sciences in Tehran's 6th district was investigated. The research instrument was Marsh's self-concept test (SDQ). The scores obtained in a verbal math test were also used as a measure of academic achievement. The results indicate that in both groups academic self-concept could predict the academic achievement (P < 0.000). The results of step-wise regression indicate that the academic self-concept is a more powerful predictor of the academic achievement than the nonacademic self-concept. Furthermore, among the math students, verbal and math self-concepts, and among the human sciences students just the math self-concept, could predict academic achievement. Analysis of variance on all variables (general, academic, verbal, math self-concept, and academic achievement) showed that the two groups are significantly different in general, academic, and math self concepts, as well as the academic achievement. These results imply that if the positive self-concept of students' increases their academic achievement and the probability of them selecting the math-physics field.      

The purpose of this study was to examine the effects of cognitive modification on self-steam and aggression of male crime victims ages 12-15. The main hypothesis was that increasing the self-esteem by cognitive modification would reduce aggression. In order to test this hypothesis, fifty male adolescent crime victims who had obtained the lowest scores on the 'Coppersmith Scale' of self-esteem, were selected from a correction center in the city of Tehran. These adolescents were divided into two equally numbered groups. Their aggression was tested using the Eysenck Aggression Scale, both before and after the cognitive modification of the experimental group. The level of aggression in the adolescent crime victims in the experimental group was significantly (p < 0.01) reduced. Reports from both the trainers and the social workers at the center also supported the results.      

This research had intended to deteffi1ine the necessary characteristics of the curricula for Library and Infoffi1ation Science programs at bachelor's and master's levels if they are to train efficient and qualified librarians. A questionnaire was distributed amongst the librarians working at different types of libraries as well as the faculty members of the departments of Library and Information Science. 66 faculty members, 109 undergraduate and 62 graduate librarians responded. The respondents gave their views on the existing curricula and expressed their expectations in a curriculum as wells as their proposals for curricular restructuring. The results indicate that to improve the librarians abilities in undertaking their responsibilities, in addition to the necessity of establishing new courses, changes have to also be implemented in the following areas: 1. Contents of the existing courses; 2. Methods of teaching; 3. Systems of evaluation.      

In the study reported herein the status of the audio-visual materials in the central libraries of the Iranian state universities was examined. The study also tried to identify the problems that the 59 universities surveyed encounter in serving their clients. A questionnaire was used to collect data. Of all the universities investigated, only 8 central libraries (19.05%) had an audio-visual department. The results of the study show that, in general, the audio-visual materials do not have a high status in the Iranian university libraries. Furthermore, these libraries encounter a wide range of problems such as: inadequate budget, space, information resources, facilities, and professional librarians. The staff at these libraries is not pleased with the little attention paid by the university authorities to the A-V departments. The study recommends the creation of an A-V union catalog, the establishment of A-V librarians and archivists association, as well as the establishment of a national audiovisual center as a service provider.        

The aim of the research reported herein was to provide an objective account of the organizational climate of girls' high schools in Orūmīyeh and the morale of their teachers. The sample consisted of 200 teachers, selected by the use of Cochran's formula, from among the 761 teachers in the city's high schools. From each of the two districts in the city, 4 high schools were selected. From each of the 8 high schools 25 teachers responded to the questionnaire. The collected data were analyzed using Spearman's correlation coefficient, analysis of variance, and the Student's t-test. The findings show that the surveyed high schools have an open climate and their teachers enjoy a high level of morale. A positive relationship between the high schools' organizational climate and all aspects of the teachers' morale (belongingness, rationality, and identification) was observed. Furthermore, it became evident that there are relationships between teacher morale and some demographic variables such as age, sex, and tenure. However, no significant relationship between teachers' morale and their academic majors was found.      

The purpose of this study was twofold: to standardize the Farsi version of the Depression Self-Rating Scale (FDSRS), and to explore gender and age differences for different grade levels (i.e. grades 5 through 10) within the cultural context of Iran. Participants were 10226 students from different parts of 6 major cities (i.e. Esfahān, Ahvāz, Tabriz, Tehrān, Shirāz, and Mashhad). Results show that girls are significantly more depressed than boys. This finding was not only true for the whole sample, but also for the sub-samples in each of the 6 major cities. Furthermore, fifth graders were significantly less depressed than the students at all other grade levels. However, there was no significant difference between the other grades in depression scores. Normative depression data on gender and grade level are reported herein.      

The aim of this study was to examine the relationship between attachment styles and emotional intelligence in a sample of University of Tehran students. An exploratory analysis was performed to assess the kind of association existing among three styles of attachment (secure, avoidant, ambivalence) and emotional intelligence. Two hundred students (l07 girls, 93 boys) were included in this study. All participants were asked to complete the Adult Attachment Inventory (AAI) and the Emotional Intelligence Scale (EIS). Analysis of the data involved both descriptive and inferential statistics including means, standard deviations, t-test, correlation coefficient, and regression analysis. The results show that attachment styles are associated with emotional intelligence. Secure attachment style was positively associated with emotional intelligence and insecure attachment styles (avoidant, ambivalence) were negatively associated with emotional intelligence. Emotional intelligence could be increased by secure attachment style through positive 'internal working models' of self and others, positive emotional perception and emotional management. Levels of emotional intelligence could be influenced by insecure attachment styles through negative 'internal working models' of self and others, negative emotional perception and emotional management. Attachment styles will also influence levels of emotional intelligence by different strategies of 'affects regulation'.