نشریه رویکردهای نوین آموزشی
سال دوازدهم شماره 1 (پیاپی 25، بهار و تابستان 1396)

In this paper the attention has been paid to goals of the environmental education and related activities in Sweden, Australia, Canada, Turkey and Iran through a comparative and analytical method .In this regard, in addition to review documents of Iran and selected countries in the field of environmental education, interviews done with 12 experts in Tehran and Isfahan. To select these experts chain sampling method was used and the interviews with environmental experts executed until data saturation. In aim section, the prevailing view in all countries is sustainable development. In goals section, there was similarities in the development of knowledge, skills and positive attitude to nature. In part of activities related to environmental education, there is a significant gap between selected countries with Iran. On the other hand, it can be stated that this gap has been caused by a Gap between the intended purpose of the program and its implementation in Iran. At the end, localized actions have been proposed regarding the objectives of environmental education.

The aim of this study was to investigate the Effect of Spiritual Intelligence and Teachers Self-Efficacy on their Teaching Styles in Roodbar city according to demographic characteristics such as gender, years of teaching, discipline and degrees. Among elementary school teachers, 223 were selected by census method. In order to measure variables, Grasha’ teaching style questionnaire (1996), self-efficacy tschannen-moran and wool folk Hoy (2001) and spiritual intelligence king’s (2008) were used. A collecting data, was analyzed using descriptive and inferential statistics (correlation coefficient, multiple regression and multi-way ANOVA (MANOVA)). Results showed that two variables (Effect of Spiritual Intelligence and Teachers Self-Efficacy) have positive and significant predictive power and influence are teaching styles. None of the demographic variables mentioned had a significant impact on self-efficacy of teachers. Among teachers of different academic disciplines, there are significant differences in terms of spiritual intelligence. Teachers with related academic disciplines a have higher spiritual intelligence

The purpose of this study was to determine the effectiveness of the lesson study on professional skills in Hamadan province Exceptional Education Teachers’. Research method was ex-post facto. The population was all of exceptional teachers’ in Hamadan Province in 2013-2014 academic year. Through stratified random sampling method, 320 teachers were selected as sample. Data gathering tools included questionnaires of providing learning opportunities, interest in increasing knowledge and job skills, class organization and management, and observation forms included applying learning theories, use of teaching aids and education supplies, use of correct methods of assessment, encourage students to work in groups and test of familiar with theories of learning. Results showed that lesson study groups and other have significant differences in variables of providing learning opportunities (t=2.23; p

The aim of this study was to investigate the role of the life quality in school and academic self-concept on their academic engagement in Salasbabajani fifth and sixth grade students. The research method was descriptive correlational (path analysis). The population of the study consisted of all students in fifth grade and sixth grade (420) in Salas Babajany. Using Stratified random sampling method, 210 subjects (100 males and 110 females) were selected. Quality of Life School Questionnaire, academic Self-concept and academic engagement was used to collect data. The results of the analysis showed that school life quality, directly (β=0/519) and indirectly (β=0/519) through academic self-concept affects. Also, academic self-concept directly (β=0.347) effect on academic engagement. The best way to predict the academic engagement direction path of the quality of life school to academic engagement. Therefore, it can be concluded that school life quality and academic self-concept are significant variables in relation to student's academic engagement.

The aim of the present study was to examine the effect of the multidimensional motivational–behavioral interventions on performance and academic motivation.This study was administered with a quasi-experimental design with pre-test, post-test and control group. Participants were all of the female students in first-grade high school of public high schools of Semnan in the academic year of 2013-2014. Totally 72 female students (34 in the experimental group and 38 in control group) were selected by multistage random sampling method. Participants received the behavioral components training for 12 sessions. Participants completed Herman's Achievement Motivation Questionnaire (1970) and Semnan Multidimensional Academic Motivation Questionnaire (Pooragha & Talepasand, 2014). Data were analyzed using Covariance Analysis model. Results showed that the motivational-behavioral intervention had the effect on planning, task management, and persistence. In addition, the motivational-behavioral interventions had the effect on the total score of performance, hardworking and trust. The motivational-behavioral intervention has been effective for increasing the motivation and the performance in schools. Thus applying this intervention is recommended.

The aim of this research was to study the effect of self-regulated learning on conflict resolution styles in guidance school students. For this purpose, 240 students (boys & girls) in guidance school were selected by multi–stage cluster sampling. Two questionnaires were used in this study including Bufard Self–Regulation questionnaire and rahim organizational conflict inventory –II (ROCI-II(. The collected data were analyzed using Pearson correlation and multiple regression statistical tests. The results showed that self-regulation of cognitive and metacognitive strategies have a significant effect on the styles of conflict resolution, but motivational self-regulation strategy on conflict-solving styles had no significant effect. Also the self-regulated learning strategies have a significant effect on the Collaborating style but self-regulated learning strategies do not have a significant effect on other conflict resolution styles (avoiding & obliging & compromising & dominating). It is concluded that self-regulated learning, constructive conflict resolution style is the best predictor. For this purpose, through educational institutions to educate and promote self-regulated learning basic movement and should be taken seriously.

Self- handicapping has many consequences and can cause adverse effects on the educational system of any country. The aim of this study was to investigate the relationship between Self- handicapping and family communication (conversation and conformity orientation) with mediating role of intellectual beliefs in girls and boys students from high schools in Shiraz. For this purpose, 400 students were randomly selected by using multi stage cluster sampling method who filled out questionnaires of family communication patterns (Richie & Fitzpatrick, 1994), Self-handicapping scale (Jones & Rhodewalt, 1982) and intellectual beliefs scale (Dupey Rat & Marine, 2005). Data evaluated using multiple regression analysis with synchronized method based on baron and Kenny (1989). Results demonstrated that conversational orientation had negatively direct effect (β=-0/15, P