فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 22 (تابستان 1388)

The purpose of the research is to survey the effectiveness of training curricula at B.A teaching courses in promoting Mazandaran Islamic Azad universities student's knowledge, attitudes and skills. The method taken in the research was descriptive–cross. The statistical population was composed of 1644 students studying at teaching courses in Islamic Azad universities located in Mazandaran in 2006–2007. the sample size was 310 students who were randomly are relatively stratified random. The data were collected by a close–ended questionnaire based on research hypotheses and the Lickert scale after determining the reliability and validity 74 percent. Descriptive statistics such as frequency distribution, frequency percentage and tables were applied to analyze the data. In the deductive statistics section, in order to study the effect of training courses curriculum based on different academic years and fields regarding the comparison of more than two independent qroups was addressed in trems of one ranked variable kruskal – vallis test was used. U Mann- Whitney test was used to study the effectiveness of the training curricula on gender. Regarding in independent two – situation (bisituational) proposal, different testees are used for any of the situation. The findings show that there is a significant difference in the knowledge, attitude, and skills by students major and genders. This desired change in elementary teachings compared to other fields regarding presenting a wide volume of training courses curriculum is greater and in men regarding that greater opportunities and conditions to learn and apply the knowledge is available in scientific enrironments, has been more than that for women. Significant differences in their knowledge, but there is no significant difference in their attitude and skills of university students in studying different years. Regardings traditional crriculums, these regions have been addressed less offen.

The main purpose of this study was to investigate women’s administrative experiences of leadership in higher education in Iran. This study benefited from qualitative research of descriptive phenomenology. The target population was women who had academic rank and those who had university a key role in Isfahan province. Sampling was conducted using purposeful method, the snowball technique for the critical case in the beginning and continued up to information saturation. Finally the number of participants reached 8 individuals. Data collection was done through deep interviewing which recorded with a mp3 set. For analyzing the information seven stage Collizzi method was used. Finding includes factors and obstacles for administrative women in university. That involved 3 main dimension and 8 sub dimension which includes social, administrative and individual factors. It should be taken into consideration that each of those 8 sub dimension includes other sub dimension that from 61 sub dimensions general achievement factors were classified in 7 main dimensions and 19 sub dimensions. This includes associates positive outlook, women’s characteristic features, women’s individuals’ outlook, society outlook, leadership and management skills, family and parents factors, academic and open environment that each of those 18 sub dimensions includes other sub dimension that could be mentioned in 191 sub dimensions. Finding of this study shows that despite the fact that women in higher education in Iran are faced with different obstacles but try to pay their all attention to their leadership and management and prove their position as a successful manager and change the negative society attitude to positive outlooks toward women.

The present study aims at investingating the relationship between the students’ loyalty to nongovernmental schools with the trust, commitment and satisfaction. The statistical population consists of all female students studying at the five-regions of nongovernmental schools in Isfahan city. Out of the original population, 340 students were selected through shared random sampling technique and Cohen et al sample-size table (2001). To analyze the findings, use was made of correlational analysis and in order to collect the data, 4 types of questionnaires were employed: the loyalty questionnaire developed by Helgesen and Nesset (2007), the trust questionnaire developed by Garbarino and Johnson (1999), the commitment questionnaire developed by Bove and Mitzifiris (2007), and the satisfaction questionnaire developed by Germler and Gwinner (2000). Face and content validity of the utilized instruments were confirmed by some experts in the field. The findings revealed that there was a significant positive correlation between the students’ loyalty and their trust (r= 0.469, 0.05), commitment (r=0.276, 0.05), satisfaction (r=0.517, 0.05). Among the variables investigated, only trust and satisfaction had the prediction power of loyalty. Moreover, the results of structural equations demonstrated that trust and commitment had a direct influence on loyalty.

The aim of the present study was to investagate the relation between principal's emotional intelligence and their ability to take teachers on trust in primary school. The research method used in this project was descriptive. The statistical population for this study comprise 1098 principals and 10880 teachers of girls and boys school from 5 parts of isfahan city in 2008-2009 educational year. Through randomly Selected using the proportional stratified sampling, 110 principals and 233 teachers were selected as the statistical sample. The data collection instrument comprised Bar-on emotional intelligence questionnaire with 90 questions and trust searcher- developed questionnaire with 30 questions. The reliability coefficient of the questionnaire using cronbach alpha was 0/92 for emotional intelligence and 0/98 for trust. In this study the data were analyzed by using descriptive statistics (frequency, mean, percentile and standard deviation) and inferential statistics (multiple- regression analysis, pearsons product moment correlation coefficient, one way analysis of variance and and manova test) The results indicated thet there was a positive relation between trust and 15 components of Bar-ons emotional intelligence. Also by knowing the population, there is any significant difference on P≤0/05 level between the principals emotional intelligence about their educational perception. But there was significant differences in P≤0/05 level between the principal's emotional intelligence according to the generic state among the average of felxibility components grades. So the flexibility collected among female principals was more than was the principals, furthermore, the principal in P≤0/05 emotional intelligence according to years of service except about the responsibility components isnot significant, thus, prinsipals with 20-25 years of service are more responsible than principal with 10-15 years of service. Also was nol significant difference in P≤0/05 level between the teachers opinions about trust components according to the generic state, educational perceptive and years of service.

The present research aims at investigating the effect of teaching through a project and cooperative method on the academic achievement of students in statistics and modeling. In this research a quasi-experimental method was used. The research community was the junior girl students of Foolad Shahr high schools. (161 students). The sample population was 51 students, 24 of them were the exper mental group and 27 control group.In the experimental group an active teaching method was adopted which was a combination of project and cooperative methods. The control group was taught in the traditional approach. The academic achievements of students were assessed by teacher-made pre-test and post- test. The validity was confirmed by the experts and its reliability was checked by Choronbakh's alpha coefficient (0/945). The results were analyzed in two descriptive statistics sections which include graphs, mean and standard deviation as well as inferential statistics including a t-test for investigating the equality of the groups, the Levin’s test for investigating the equality of scores variance and analyzing covariance for testing the hypothesis. At a 5% error level it was concluded that there was a significant statistical difference between the achievements of control and experimental group. It means that students who were taught in a project-based and cooperative approach showed a better academic achievement compared with the traditional method learners

The present research was to investigate the relationship among emotional intelligence components with psychological health and academic success in students. In this study 260 Bachelor students at the University of Tehran were randomly selected. They completed the measures of emotional intelligence questionnaire (Shering, 1999) and general health questionnaire (Goldberg & Hiller,1979). The results with utilization of mean, standard deviations, Pearson correlation, and Z Fisher test to compare two independent correlations were analyzed. The results indicated significant correlations among emotional intelligence components with psychological health and academic success in male and female students. In addition the differences between male and female students were significant in emotional intelligence, psychological health and academic success.

The purpose of this research was to determine the relation between Bass’ leadership styles with Principals’ work conscious and commitment in Boy high schools in Isfahan city. The Population of the study were principals (N=150) chosen by random sampling. the Descriptive method was correlational. Some information was obtained by questionnaire 1) The questionnaire of Bass Leadership Styles included Transformational style 20 questions 2) Transactional style 8 questions and 3) non-intervention style 8 questions. The work commitment questionnaire contained 15 questions and work conscious questionnaire 35 questions. To analyze the finding of descriptive statistics (Pierson correlation coefficient and multiple regression) were used. The results show that there is a meaningful relation between transformational leadership style and principal’s work conscious (P 0/05, r=0/204). There is a relation between transformational leadership style with principal's work commitment (P0/05, r=0/267). There is no relation between transactional leadership style with the principal’s work conscious (P0/05, r=0/094). There is a relation between transactional leadership style with the principal’s work commitment (P0/05, r=0/249). There is a relation between non-intervention leadership style with principal’s work conscious (P0/05, r=0/447). There are not any meaningful relations between non-intervention leadership style and the principal's work commitment (P<0/05, r=-0/029). Among the three Kinds of leadership, the best leadership style is transformational.

The purpose of this study was to study the problems involved in teaching/ learning English at high school level in the city of Isfahan from teacher's point of view. The hypothesis of this study had been modeled on the role of vocabulary, sound system and grammar of Persian, educational, individual and socio-cultural factors on teaching/ learning problems in English. The method employed in this study was descriptive. The statistical population of this research consisted of 398 English teachers in Isfahan out of which 105 teachers were selected through simple stratified random sampling. The data collection tool included a researcher-made questionnaire with 44 close ended questions on a five division Likert such whose reliability was supported by experts and its validity estimated at 0.89 through Crombach’s α coefficient. Using SPSS.15 utility, The data were analyzed at two levels: descriptive and inferencial (T-test). The results suggested that socio-cultural, individual and educational factors play a more important role than L1 interference with regard to such factors as the sound system, vocabulary and grammar. The results also suggesed that there were no significant differences among the teacher's opinions as far as their academic degrees and employment services were concerned. Gender, however, seemed to play an important role in shaping their opinions (a=0.05).

The present study aims to investigate effect the practical intelligence on anxiety and concentration of students. Middle schools third grades in 2 educational districts in the city of Isfahan comprised the target population of the study from which two sample groups of 15 each were randomly selected. The samples were then divided into control and experimental groups. A Pre-test, Post-test Control group design was utilized to attest to the typo thesis. The learning and Study skills Inventory (LASSI) were used and the results analyzed with SPSS. The results indicated that the treatment group who benefited from the instruction of the practical intelligence showed a better Performance on the Post-test compare with the group who did not receive any instructions (P≤0/05).