Introduction: Stroke is one of the most common life-threatening neurologic disorders and is among the most important causes of disability in adult life. Unilateral upper-limb motor impairment is one of the main causes of dependence in the activities of daily living. Action Research Arm Test (ARAT) and Fugl-Meyer Test (upper limb section) evaluate upper-limb motor performance in hemiplegic patients. The aim of this study was to demonstrate the inter-rater reliability of these two tests.Materials and methods: In this reliability analysis study, 20 patients with CVA, who ranged in age from 40 to 65 years, were selected form occupational therapy clinics and rehabilitation centers of Qazvin, Iran. Convenience sampling method was used in recruiting the subjects. The participants were tested by two occupational therapists in one session. The obtained data was statistically analyzed via ICC test using SPSS-18. The level of significance was set at a=0.05Results: The ICC inter-rater reliability coefficients of 0.972 (ARAT) and 0.977 (FMT) (p<0.05) were found.Conclusion: ARAT and Fugl-Meyer Test have acceptable inter-rater reliabilities that make them suitable for being used in CVA patients.

The aim of this study is to examine qualitative research in practice. Qualitative research implies processes and methods that are not measured in terms of quantity, amount or frequency. Direct research is one of the strategies used by qualitative researchers to explain organizational behavior. These article intents to show the results of the researcher's experience in applying direct research to describe managerial roles Iranian administrators play at work. In this study deductive method was used to draw the model of the study and inductive approach to build the theory.

Action research is a means for creating meaning and promoting understanding of complex social situations, and improving the quality of human interactions and performance in those situations. Action research is one of the words that can be heard now frequently in the educational cycle, but there are several definitions for it. Literature review shows that several writers have referred to this concept and have mentioned several categories of action research. They identify its models, types, approaches, typologies, and taxonomy or action research views. In general, action research is an umbrella that encompasses a range of research traditions and several established methodology. This paper deals with describing them.

This article analyzes the research method deployed in the qualitative approach named action research. Action Research comprises of a set of systematic practices geared to answer the questions or find solutions. Through the research process a systematic linkage is constructed between the researcher and the object of research. In this connection the nature of methodology, the theoretical perspective, framework and the research methods are determined. Also, relations between the researcher and the object of research can be gauged through quantitative and qualitative approaches deployed in the research project. The quantitative approach in research, derived from the positivistic methodology is predicated on the quantitative methods (measurement, experimentation, quantitative analysis), while the qualitative approach relies on the critical-interpretative methodology and applies the qualitative methods (field study, ethnography, action research).

In this article, the writer refers to action research as teachers’ professional activity that can develop insights, actions and educational change. He indicates its contribution to solving practitioners’ educational problems, inspiring introspection and improving the education. First of all, action research requires that practitioners identify the field of action, and plan and perform some activities to improve their action. Frequently, they need to monitor this process and reflect on it, and then redesign and revise the actions if neccessary. They also need to repeat this cycle until compelling evidence of concrete change and improvement appears. The article provides some definitions and modes of action research from the educationists’ point of view. It also briefly reviews the histories of action research development, introduces how to conduct an action research, and indicates different modes of action research as well as the impact of action research upon schools. The most important claim is that action research is a powerful and successful vehicle for educational change.

Cooperatives have a very important and effective role in popular participation and community empowerment through the entrepreneurship strategy and sustainable businesses development in the rural development process. Doing this role requires attention to education and research in the management structure of this social organization with the presence of all the organs and members of rural cooperatives. From another aspect, Participatory action research is a scientific method for systematic definition and description of the real world problems and it helps to design and implementation of appropriate solutions in various fields significantly. The purpose of this research was to investigation of the philosophy, concept and characteristics of participatory action research and its role in the development of education and research related to the field of rural entrepreneur cooperatives. This is a review article and the library method and targeted literature review in related domestic and international essays and books have been used to gather information. According to results, Action research method unlike the other methods that research and action are two completely separate areas, address both subject in a cycle process simultaneously. Focusing on the issue, the emphasis on practical action and change, mutual cooperation, trust and attention to the common standards of the researcher and the demandant for change and evolution (cooperative members) and group participation makes up while finding ways to solve the problem and empowering the local community, the new knowledge and skills for entrepreneurship are created in the agricultural cooperatives. Therefore, in response to the fundamental question of the research, it can be said that because of the proximity and conceptual similarity between the cooperatives’ principles and the theoretical infrastructures of participatory action research, this paradigm is a suitable model for implementation in the management of rural entrepreneur cooperatives.