نشریه اندیشه های نوین تربیتی
سال هفتم شماره 2 (پیاپی 20، تابستان 1390)

Concept maps usage expanding as an academic achievement measurement tools great a challenge in scoring them. This study introduces three scoring methods of the concept maps tests: (1) Relational method that in which a relationship between concepts separately was scored. (2) Structural method that based on scores was given to hierarchical organization of the concepts. (3) Similarity method that in which a student’s concept map compares with a teacher’s concept map and assign score for each section of the map. Critical validity, interrater reliability and discriminative reliability were used to identify the most appropriate method of scoring. Subjects of the research consist of 105 high school students in Tabriz that were present in four classes. Findings showed that the relational method of scoring has higher quantities of the indicators than other methods. Similarity scoring method has the lowest indices in comparison with two other methods.

Conflict is a naturally occurring phenomenon with either positive or negative effects, depending on its management. It is a phenomenon inherent within all organizations, and arises from the differences of goals, needs, interests, attitudes, values and perceptions between the interaction of groups such as management and employee. In fact, it is inevitable in changing organizations. School as an organization is involved with conflict. Conflict cannot be resolved; rather, it has to be managed. Researchers have recorded five patterns of conflict management styles that are competition, accommodation, compromise, avoidance, and collaboration. Researches revealed that conflict management requires skills that are emotionally based, and emotional intelligence (EI) is a more significant factor in predicting success. The purpose of this study was to identify relationship between the administrators’ conflict-management styles and their emotional intelligence. The examined population for the research was comprised of 589 administrators (292 males and 297 females). The selection routine was followed by multistage sampling method. Conflict-management styles test was used for identifying administrators’ conflict-management styles and EI test for emotional quotient rate. The data obtained were analyzed by using Pearson correlations. Analyses of the data indicated positive correlation between EI and collaboration style. Also, there was a negative correlation between EI and competition, accommodation, and avoidance styles, but there was not any correlation between EI and compromise.

The purpose of this study was to determine the relationship meta-cognitive knowledge, and effective teaching of public universities faculty members in city of Isfahan at the 1387-88 school year. This study was descriptive- correlation. Subjects were 82 faculty members (59 male and 23 female) and 820 students(468 male and 352 female). The instruments were Met-cognitive Awareness Inventory(MAI) that distributed among faculty members through proportional stratified sampling, and Effective‌‌ Teaching Indicators Questionnaire(ETIQ) that completed by students of selected faculty members through simple random sampling. The finding showed that there were significant correlation between the meta-cognitive knowledge scale scores and the effective teaching scale scores (P<0/01).). Result of correlations between the meta-cognitive knowledge scale scores and the effective teaching scale scores with demographic elements showed that there weren’t significant correlation between the meta-cognitive knowledge scale scores and the effective teaching scale scores with age and (teaching experience)(P>0/05). The difference between degrees wasn’t also significant in the both of meta-cognitive knowledge and effective teaching scales (P>0/05). The finding of analysis of regression also showed that meta-cognitive knowledge scale scores explain only 0/022 percent of variance in the effective teaching (P<0.01).

The aim of the present research was to study the relationship among attachment and identity styles with general health and academic achievement of female pre-university school students in Qazvin city. Study sample consisted of 324 pre-university school students. They were selected by means of the multi-stage cluster sampling method. Attachment styles, identity styles and general health of the subjects were measured using the Cloinz and Rid's Adult Attachment Scale, Berzonsky Identity Styles, and Goldberg General Health Questionnaire, respectively. Results of the study indicated that: identity styles and learning styles were significantly correlated to each other and also were significantly correlated with general health of the subjects. Identity styles and academic achievement were significantly correlated. The correlations among attachment styles and academic achievement were not significant.