فصلنامه نوآوری های آموزشی
پیاپی 47 (پاییز 1392)

The purpose of this article is to expose the limitations of the philosophy of Islamic education to realize its desires, such as “teacher as researcher”. These limitations will be exposed in encountering with practical philosophy. Philosophy of Islamic education, at present, is focus on Islamic education as an ideal which is a magnificent logical construction that all of its commonplaces should be desirable, including the teacher. Teacher’s professional performance, however, largely depends on her (or his) good performance in practical situations, safety of her (or his) arguments, and the quality of her (or his) choices and decisions. Because of the modern conceptions such as "practitioner as executor", "theory as theorist’s theory" and "practice as application of theory" governing on our current understanding, philosophy of Islamic education may be met serious constraint to realizing Islamic educational practitioner who is wish for. Theoretically, it can not properly justify it, and practically, it may be exposed to some limitations to realize it.

This research done to aim survey ways of development and propagation of culture bring prayer in between students girl course High school of Tehran city in sample to size 400 students and to use method description – survey. Questionnaire make researcher used in field prayer by groups sample. Method category sampling to base variables species interior school, area train and also to perfection questionnaire used of method cluster multi- stage sampling. To analysis data used add scientific description (frequency, percent) of tests X2 and regression logistic too. results showed that students down city proportion to up city tend more to prayer; student’s public schools proportion to student’s private schools city tend more to prayer. Also in field affect this three factors familial, interior school and social, results test regression logistic showed that factors familial (pray father, pray mother, participate parents in rituals religious and encouragement parents) and of between factors interior school (bring prayer on time and condition house prayer) affect in tend students to prayer. To base equation regression rate affect this factors equivalent 64% Factors societal and individual exciting students to prayer didn’t arrive neither in equation. Overall factors familial and interior school had affected in tend students to prayer.

Analytical approach to the philosophy of education highlights to recognize and analyze concepts in education. The analysis derived from the philosophical and theological about definition of Education, Religious Education, Indoctrination and other concepts Lead to the rejection of «religious education». One reason is absolute ugliness indoctrination and induction Religious teachings that is the process of religious education has become as “similar- education «and «anti-education». This paper wants to collect different opinions about definition of indoctrination and review them. In order to, five opinions criticized And new opinion is proposed.

Lack of public awareness about how to deal with natural disasters, causes losses amount to be added. Magnitude of the juvenile population, vulnerability of this class and high impact on their families, cause that juvenile population become important in educational projects. Finding the best method for training is an important problem. To discuss about it, in this research, using cluster sampling, 240 secondary school students, a boy school and a girl school, randomly divided into four groups, were trained. The four methods are: 1) train through brochure, 2) train through workshop with brochure, 3) train through maneuver and 4) train through maneuver with brochure. Data analysis was performed using SPSS software. All four methods of training have significantly increased students awareness. The greatest increase awareness was seen from second method, and fourth method was then. Overall, the impact of training on boys was greater than girls. Significant difference between boys and girls awareness was not seen. Holding workshop with brochure, recommend as the best way to improve rescue culture in natural disaster.

The purpose of this study was to examine the effects of gender and activity level on student’s physical- self concept. 408 boy and girl students in secondary school aged 11 to 14 years (204 girl students (12/86 1/10) and 204 boy students (13/05 have been selected in randomly clustering form. Students completed personal questionnaire and physical self - description questionnaire (PSDQ), which consisted of nine specific components of physical self-concept (Activity, Appearance, Body Fat, Coordination, Endurance, Flexibility, Health, Sport competence, Strength), and two global scales (global physical self-concept and global esteem) (Marsh, 1994). Related study covered comparing casualy type or after occurance. in this research, A 2 (gender) × 2 (activity level)UNIVARIATE were used for determine the effect of gender and activity level on Physical Self-Concept and sub-scales. Finding of univariate test indicated that the main effects of gender and interaction activity level and gender weren’t significant 05/0<Р)) but the main effect activity level was significant.. Finding of univariate test also indicated that girl students showed greater Physical Self-Concept than boy students in appearance sub-scale (P≤0/05), in contrast, the effect of activity level on Activity, Appearance, Coordination, Endurance, Flexibility,, Sport competence, Strength sub-scales were significant(P≤0/01), in order words, Activity students showed greater Physical Self- Concept in above sub-scales. In accordance with previous researches, the results showed students participation in physical activity lead to increase in physical, appearance and psychological factors that lead to increase in physical self- concept. Therefore it suggested that education chiefs and physical education teachers provide all- encompassing participation of students in physical activity in order to enhance physical self- concept.

One of the most effective methods of class management is the understanding of students disciplinary factors. In this regard the purpose of this research is discriminating between disciplined and indisciplined students based on mind reading five components emotional intelligence (self-stimulation, self-control and social consciousness, self-knowledge and social skills). The subjects of this research were 384high-school students of Tabriz who were selected by multistage cluster sampling method and purposive sampling method. Twocut point girls and boys indiscipline scores and also the comments of school officials were applied for selecting disciplined and indisciplined students. For collecting research data, Sharing emotional intelligence questionnaire and Baron-cohenmind reading test were used. Data in this research analysis by discrimenant function analysis and regression logistic. The findings of discrimenant function analysis resulted in a significant discrimenant. According to this function, four variables of mind reading, self _ control, social consciousness and self-stimulation were of the maximum power in discriminanting between the two groups, Also The findings of discrimenant function analysis proved that 60 percent of people in two groups were again classified correctly according to the resulted function, The significant results of the logistic regression proved that this model can classify 60 percent of students in two groups of disciplined and indisciplined.

Despite the significance given to code-switching as a common linguistic phenomenon among bilinguals around the world, the reasons for which teachers in Turkish Persian classes–which are supposed to be run in Persian–resort to codeswitching have not been intimately explored. In the first section of the present study, the data were collected from a primary school by tape recording and note taking from interactions taking place between bilingual teachers (n = 4) and their students. It was found that bilingual teachers in this study tended to use students L1 to serve a number of pedagogic and social functions. For the second section of the study, however, a questionnaire was developed to elicit bilingual teacher's (n = 305) reasons for resorting to code-switching in elementary classes. The Friedman test run on the data collected from the questionnaire indicated that the majority of respondents agreed with code-switching in elementary schools, but they appeared to credit different reasons for such a change from Persian to Turkish in their classes. Code-switching mostly occurrs in the classroom to cater for the needs of the students. Code-switching functions justify its use in the class, but it shoud be used in some restricted activities.