فصلنامه تعلیم و تربیت
سال بیست و نهم شماره 4 (پیاپی 116، زمستان 1392)

The subsystem of educational measurement which deals with the assessment of student's learning is a significant component of any educational system. Its significance, herein, lies in the author's claim that the assessment subsystem should reflect the values of that system. Otherwise, there would be no hope of these values being implemented. In other words, the necessary, yet not sufficient, condition for the realization of the educational system's ideals is a value-laden subsystem of learning assessment, provided that other conditions such as adequate curriculum and teaching are met. In order to reform the assessment subsystem, from this perspective, efforts for the subsystem reflecting all norms and values accepted by the educational system have to be prioritized. Only by reforming the assessment subsystem, one can hope for improvement in other components. The current "descriptive evaluation" approach in Iranian educational system lacks any emphasis on certain values, and as such is in need of being reevaluated. Furthermore, the idea of assessment perfusion throughout the learning process needs to be advocated.

Learning problem-solving skills could help students decrease their level of stress and cope more effectively. To show the effectiveness of such learning experiences, a sample of 80 pre-university students was selected in stages and then divided into two groups, one of which was put through a course on problem-solving skills. The participant's levels of stress were measured both before and after the course, using Markham's Stress Questionnaire. Data analyses revealed that half of the students were highly stressed, but those who went through the course exhibited a significant decrease in stress. Thus, offering such courses would be useful.

Indices of life quality are numerous, 8 of which, including economy, life expectancy, public health, and family life, were chosen for a content analysis of elementary school textbooks. From among 36 volumes of such books, 4120 pages were selected and analyzed. The results show that the most emphasized index is family life, while the least attended to is life expectancy. In terms of significance factor, public health came on the top while economy ranked in the bottom. It is rather obvious that attention to the indices of life quality is minimal in the examined textbooks.

Different teaching models could be used for teaching different subjects and skills. It is hypothesized that the inquiry-based model of teaching would be appropriate for teaching critical thinking, self-regulated learning, and increasing academic success. To test this hypothesis three samples of high school freshman taking Physics were selected and then pre-tested on tendency toward critical thinking, self-regulated learning skills, and academic achievement. One of the three groups was then put through the course taught by a teacher using the inquiry-based model of teaching. The other two groups served as controls. Following the course, all three groups were tested again on the same subjects. The analysis of the data revealed that the tendency toward critical thinking has improved in the experimental group (p<0.000). No effect was detected on the other two constructs. Hence, it is recommended that Physics teachers utilize the model in order to improve their student's tendency toward critical thinking.

School head masters can play a positive role in encouraging teachers to use the available educational technologies. Having a repertoire of devices and instruments does not guarantee their use. What is needed is a head master with leadership quality in technology use. To examine the impact of the head master's technology leadership on teacher's technology use, a sample of Tehrani teachers was given two questionnaires with adequate reliability on head masters attitude toward educational technology and teacher's use thereof. Data analyses revealed that most of the variability in technology use is explained by technological leadership, and the model can serve as a guide as how to increase the use of technology by teachers.

Northern Iranian regions face a number of environmental crises. Successful dealing with these crises require special knowledge and skills on the part of citizens, as there is a relation between environmental knowledge and behavior, according to the experts in environmental studies. A sample of 715 citizens from three of the Northern provinces was given a questionnaire on environmental knowledge and behavior to fill. The collected data reveal that the level of environmental knowledge is rather high among the respondents, as is the frequency of their environmentally responsible behaviors. However, those with the higher level of knowledge exhibited lower scores on the behavioral questions. Probable reasons for such findings are discussed and research suggestions in the areas of both abstract and concrete knowledge are given.

Many sociologists believe that social development and renewal is not solely achieved through new technologies, increased production, or even increasing the literacy rate. Social renewal is efficient and effective only when all citizens develop special insights and attitudes. Textbooks can play a major role in bringing about such developments. To examine the current situation in Iran, 21 elementary and junior high school textbooks were content analyzed to see if any of the characteristics of the "new human" are emphasized therein. Of the 9 components of this concept, adequate attention is only given to the component of "respecting others" while little attention is paid to the others. In other words, the current textbooks do not help the students to develop the desired insights and attitudes.