فصلنامه تعلیم و تربیت
سال سی‌ام شماره 1 (پیاپی 117، بهار 1393)

Ways of encouraging high school teachers to utilize new technologies in their classrooms need to be identified. In this research, such task was undertaken using the Graph &Mosa's model. A sample of high school teachers was randomly selected to whom a questionnaire on the subject was given. Using the explorative factor analysis method, six factors were identified: teachers knowledge and skills, structural characteristics of the organization, financial and administrative support, social support, teacher's attitudes and beliefs, and student's characteristics. Confirmatory factor analysis was also utilized in order to verify the efficiency of the factors and sub-factors discovered.

To answer the basic question on the extent to which the educational goals pursued in the Middle School Social Science textbook match those stated in the superseding documents, such as the curricular guide for the course, the declaration of the strategic development of the public education system, the 20 year outlook manifest, and the Islamic Republic of Iran Constitution. All documents were content analyzed using a coding system with a 0.96 inter-rater reliability, and then compared. Findings show that although the compatibility of goals pursued and those stated is high, the political goals are rather overlooked, especially in the first and second grades textbooks. The expert observers did not agree on the importance of the stated goals and the extent to which they are pursued in the textbooks. It is recommended that a vertical reorganization of the content, especially in the area of political goals, be undertaken.

Factors affecting the public-private sector's support for elementary education were identified perusing related legislations, documents, and programs. To validate these factors a sample of 432 elementary school principals was given the list of factors of which 8 were confirmed using factor analysis method. The factors confirmed were: participatory values, participatory structure, distributive leadership, empowerment, psychological ownership, participatory payment, and internal supervision.

To assess the SES, organizational commitment, and job burnout among teachers of Rasht, a random sample of 503 teachers from among 2596 was selected and measured on these constructs using three questionnaires. Results show that the organizational commitment is rather high, while the job burnout is around average. The higher the SES, the stronger the OC (r=0.62), while the lower the SES, the higher the burnout (r=-0.68). Age showed a low and positive correlation with OC, and a low and negative one with the other construct. It is concluded that immediate attention needs to be paid to the teacher's SES.

Learning to solve problems can help reduce anxiety and stress on the one hand, and increase chances of success, on the other. A sample of 78 freshmen at a teacher training college was randomly selected from among 156, and then divided into two groups of both males and females of almost equal numbers. One group went through a two months course on problem solving and learned to identify problems, state solutions, try some of the solutions, and evaluate their effectiveness. The student's stress, anxiety, and achievement motivation were measured utilizing appropriate instruments. Results show that the stress and anxiety of the experimental group was reduced, while only the male's achievement motivation was increased.

To arrive at an effective model for implementing courses in human resource training different approaches to this task were critically reviewed and their constructive aspects reutilized. The new approach was then tested to identify any probable defect. The final model consists of basic elements such as goal identification, need assessment, content selection, method identification, implementation conditions, and evaluation procedures. These elements are interconnected and in interaction with both the teacher and the learner in order to maximize effectiveness. The trial of the model proved to be effective, and hence, guidance for its use, along with the necessary suggestions are given herein.

The spread of new technologies has tremendously changed classroom atmospheres in the developed countries, and as a result, learning packages are utilized ever more frequently in their schools. In Iran the use of such packages is picking up speed. One such package has been developed for use in Geography class. To evaluate its effectiveness, a sample of 267 female high school juniors was selected from among all such students in Tehran's district 5. Two measures were used to collect data on psycho-emotional atmosphere and achievement. The data analysis showed that the experimental group showed a significant improvement in both factors.