نشریه پژوهش های تربیتی
سال دوم شماره 1 (بهار و تابستان 1394)

Dynamic and complex circumstances of any organization, especially educational organizations critically require creative and innovative knowledge workers. Various skills such as personal knowledge management (PKM) are necessary to succeed in job and professional career. PKM is one of the best sources of personal, collective, and organizational innovations and proper direction of organizational knowledge system. Most of studies are about organizational knowledge management and disregard PKM as basic element of organizational systems. Therefore, this paper tries to introduce PKM concept, approach, models and skills. After that, it will discuss the role of PKM to achieve personal and organizational excellence. Personal knowledge management is a conceptual framework to organize and synthesize personal information. It helps people to absorb essential knowledge and make aware of lifelong learning. PKM make a study foundation for personal knowledge ability progress, and, it finally increases professional skills and competitive advantage. A survey research method was applied to conduct the study. A simple random sample of 97 managers in Shiraz University participated in the study by responding to PKM questionnaire. The validity of the questionnaire was tested and verified. Results showed that Shiraz University managers had average level of personal knowledge management.

The aim of this research was evaluating the competencies of trainers and labor-coaches of “Education with Production” outside of the “Work and Knowledge Centre” in Kermanshah province. The research method used was survey. The statistical population consisted of 20 managers and experts from education office and technical schools, and 135 students whom they used the "Education with Production" service in Kermanshah province. Based on Krejcie and Morgan table, 19 people from the first group, and 102 people from the second group were selected randomly as the statistical sample. Based on internationally related available researches, scientific documents, qualitative analysis, and also, by referring to the experts, trainers’ and labor-coaches’ competencies were classified with three ranges: personal competencies, professional-technical competencies (with the components of knowledge, insight, and skill), and ethical-belief competencies (with the components of work commitment, development of ability, social moderation, social relationships, bureaucratic discipline, and inner faith). Then, based on these ranges, the questionnaires were prepared. Based on descriptive and inferential analysis, total average of all of the competencies was high and significant. It was in the rate of moderate or lower in the following items: applying the suitable methods of teaching, proving the plan of proper task and updated information from the journals, utilizing computer and software related to the skills training, collaboration with school counselors, trying to upgrade and update their knowledge and skills, and others, exchange of professional knowledge and information, paying attention to the needs of students and their individual differences, reporting students’ disciplinary issues, reading and observing the principles and related standards.

In recent years, the use of ICT in teaching has been expanded.The aim of this research was to investigate teachers’ attitudes in using ICT in teaching from teachers’ viewpoint, in the educational year of 92-93. The population of this study consisted of all high school teachers in Karaj city (300 people). They were chosen based on random cluster sampling by using Morgan standard table. Researcher-made questionnaire was used to gather the data. The validity of the questionnaire was confirmed by experts, and its reliability was calculated by Cronbach’s Alph Coefficient which was acceptable (89%). Generally, the results showed that teachers hold positive attitudes towards the use of ICT. The inferential statistics analysis of the data showed that there was no significant difference between sex variables and teachers’ attitudes toward using ICT in teaching, but there was a significant difference between teaching experience, age, and education level, and teachers’ attitudes toward using ICT in teaching.

The concept of identity is one of the most crucial issues of human society. One of the areas in which the concept of identity has been strongly discussed, is education. In each period, affected by the terms and textural characteristics of societies and eras, identity has found special concept.The authors attempt to redefine education and its components, based on the phenomenological concept of identity. The main question is that, how education and its components must be redefined according to the phenomenological concept of identity? This study used a qualitative research, with the analytical and deductive method. The results showed that ideas of education, teacher training, teacher, student, and othere educational subjects are not defined from a particular dimension, but, are simultaneously defined in several different directions. Teaching activities and the concept of learning are multidimentional themes. Learning is a multidimentional phenomena, which is born with the rise of identity in the person. Hence, it is synonymous with identity or individual recognition. In this sense, learning areas are the areas of identity.

The interest on studying Single-Sex and Coeducational Elementary Schooling has grown significantly among researchers. Despite this, there has been no research on this topic in Iran till now. The effects of school type on academic achievement and social desirability which are among important variables are examined in this research. The research design is causal-comparative. The population is taken from students in fifth and sixth grade from the public elementary schools in the academic year 1391/92 in Shahreiar, Tehran, Iran. The total number of the participants is 279 (half on co-ed and others on single-sex), which were selected by random cluster sampling method. Results showed that the students from single-sex schools had higher GPA, compared to the students of co-ed schools. Also, it was statistically significant that the girls had better social desirability compared to boys.

The purpose of this study was investigating high school students’ learning styles in order to develop an instrument for academic guidance. The population of this study consisted of male students in three fields of science, mathematics, and humanities in high schools of Hamedan. The sample, consisted of 170 male students in grades 2 and 3 of high school in the fields of science, mathematics, and humanities. Students were selected through multistage cluster sampling method. Kolb’s Learning Styles Inventory was employed to measure the students’ learning styles. The results of the study showed that most of the students in mathematics and science had a converging and assimilating learning style, and most of the humanities students had a diverging and accommodating learning style. Thus, by awareness of students’ learning styles, we can guide them to the fields that best fit their learning styles in high school or college.

The aim of this study was to investigate the effectiveness of philosophy for children on the fifth grade elementary school students’ social skills in Khorramabad, in the academic year of 1393-1394 (2015-16). This research is applied and its method is quasi-experimental with the pre-test and posttest with a control group design. The population of the study included all students in fifth grade elementary school in Khorramabad. In this study, based on three similar studies, the selected sample was 60, 30 in the experimental group, and 30 in the control group, the students in each group were randomly selected. To collect data, the Mattson's scale of social skills was used. To analyze the collected data, descriptive and inferential statistics (analysis of covariance) were used. The results of the statistical analysis showed that teaching philosophy had an effect on the students’ social skills. Therefore, it is recommended that the program be implemented at the school level.