JOURNAL OF EDUCATION
Year:2006 | Volume:22 | Issue:2 (86)|Papers Count:5

The present research has aimed at presenting a model for supportive supervision and has addressed the following questions:1- What are the components of supportive supervision?2- Based on the identified components, what kind of model can be presented for the country's educational system?3- To what extent the suggested model is appropriate from the perspective of professors, and educational experts and observers?In this descriptive survey, the research population consisted of 434 faculty members in different areas of education, 2669 guide teachers, 1029 educational evaluators, and 607 educational experts from all school districts across country (total of 4739 people). To select a representative sample of 500, initially the cluster sampling eas emnloved. Considering the theoretical base and the global studies, six major components of supportive supervision, and their their subcomponents, were identified. The instrument used in this survey was a 121 item questionnaire whith a validity and reliability of 0.93. The data were analyzed using the t-test, factor analusis, and Cronbach's alpha. Results show all six components that following the perusal of the experts, professors, and observers were named: end of the vear evaluation, observation, professional development, goal identification, lesson plan, and professional commitment were valid. The model was confirmed as valid by %88 of the respondents.

To determine the extent of correspondence between the three curricula in terms of objectives, content, methods of instruction and evaluation, in addition to the content analysis of all related document, views of the members of the science curriculum planning council, school administrators, teachers, and students were sought. Furthermore, 100 science classrooms across the city of Tehran were observed and the students therein tested. Despite the fact that the intended curriculum was appraised as well-planned, results show that the implemented curriculum has been markedly different due to many factors such as inadequate teacher training and insufficient equipment to facilitate learning science. Nevertheless, the students performance on two end-of-the-year tests was indicative of adequate learning as their scores were beyond 70% of the total possible score. Considering the nature of the field of science and the emphasis that the intended curriculum puts on the development of skills and attitudes, it is necessary that the curriculum planning council, administrators, and teachers make additional efforts to lessen the diserepancy between the intended, the implemented, and the acquired curricicla.

To study the role of the organizational culture at the guidance schools in teachers' job related fatigue. A sample of 300 teachers responded to the questions on two questionnaires about the organizational culture responded to the questions on two questionnaires about the organizational culture of their schools and the extent of their job-related fatigue. Results show that the dominant culture at schools is beaurocratic, with the entrepreneurial culture existing in only 7.8% of the schools sampled. More than emotionally fatigued. Based on the gathered data, the job-related fatigue can be predicted using the scores on the school's organizational culture.

Following a seven sessions working on three learning strategies of organizing, highlighting and not taking, and summarizing, four samples of high school freshmen were tested and compared in order to see if the strategies were useful and if anyone was more productive than th others. The 126 female students in four freshman classes in Kuchesfahan were randomly selected and assigned to three different treatment and one control conditions.The learning sessions were 105 minutes. Initially, all subjects were tested on reading comprehension of a prepared text from popular youth magazines. A comparable form of this test was also used for post-test. The data were analyzed using one way ANOVA and Scheffe post-hoc test. Results show that all three experimental groups performed significantly better than the control group on the post test, indicating the usefulness of each of the three strategies mentioned. However, there was no significant difference between the three strategies, meaning that they are all equally beneficial.

Considering the importance of children's physical fitness and health, the elimination of the Phys. Ed. Teachers from the boys' elementary schools could have detrimental effects. To show such effects two groups of male first through ghird graders were tested on their physical fitness. One of the two groups lacked a Phys. Ed. teacher while the other had one. Results show that the group who had a Phys. Ed. teacher was significantly more fit as far as their lungs and hearts, as well as stomach and feet muscles were concerned. However, in other areas such as shoulder muscles and physical agility no significant difference was observed.