نشریه مطالعات آموزش و یادگیری
سال دوم شماره 1 (پیاپی 58، بهار و تابستان 1389)

IntroductionHuman beings are inquisitive and have always inquired about the meaning and purpose of their life. Other living beings spend the natural course of their lives without ever wondering about the reasons and causes and they never think about the purpose of existence. So, searching the meaning of life is a characteristic that distinguishes human beings. Overall, the meaning of life is one of the most important philosophical, psychological and religious issues which can be scrutinized from multiple aspects. Religion offers a metaphysical insight into life, inviting human beings to higher non-materialistic values. Islam discusses how there is a meaning or multiple meanings to life which have been created by God, the creator. Upon creating a meaning or multiple meanings for the lives of his creations, God has bestowed the creature the ability to discover this meaning. Therefore each of us as God's creations is able to fulfill the meaning of his/her own existence or parts of it according to inner capacity and talents as well as the criteria presented by religion. Internalizing the constructs and factors of the meaning of life can be accomplished through an in-depth understanding of these constructs and factors and this can only be accomplished through education. The importance and the fundamental role of education in giving meaning to life, presents the importance of educational textbooks in promoting these concepts. High school is an important and influential stage of a person’s social development and therefore the meaning of life presents an important issue during this stage. The religious nature of our society necessitates an investigation into the meaning of life from a religious point of view. Islam presents some factors for the meaning of life that include faith, love, work, suffering, purpose, and death. Research QuestionsThe major questions of this research include:- How do the content of the first, second and third grade high school textbooks of Religion and Life promote the meaning of life?- Is there a positive high ratio of student involvement (between 1 and 1.5) in the content of Religion and Life textbooks in the three grade levels regarding the factors of the meaning of life?MethodThe methodology of the present research is review of literature and content analysis (conceptual approach) and it aims at obtaining student involvement ratio in the contents and questions of Religion and Life textbooks in high schools. In order to do so, the factors of the meaning of life were defined and subsequently used as analytical criteria. The paragraphs of the book were selected as analytical units and Remi’s method was used to analyze content and answer questions. Student involvement ratio that is higher than 0,5 indicates that at least 25 percent of the analytical units include the mentioned factors. Ratio that is higher than 1 indicates that at least 50 percent of analytical units include the mentioned factors. Therefore the higher the ratio is more than 0.5, the more attention the textbooks pay to these factors. Ratio levels higher than 1 indicate an acceptable inclusion of these factors. ResultsThe results of content analysis indicate that student involvement ratio in Life and Religion textbooks of the first grade is 0.41, and student involvement ratio in the textbook questions of the same grade is 0.44. It can be concluded that the current Religion and Life textbooks of the first grade level, cannot introduce the meaning of life to the students. Student involvement ratio in Life and Religion textbooks of the second grade is 0.76. The involvement ratio is higher than 0.5 and this indicates that more than 25 percent of the analytical units include factors of the meaning of life. It can be concluded that the current Religion and Life textbooks of the second grade, can introduce the meaning of life to the students in an average level. The ratio of the questions of the second grade Religion and Life textbook is 1.67 which indicates that more than 50 percent of the analytical units include factors related to the meaning of life. It can be concluded that the questions of current Religion and Life textbooks of the second grade, can introduce the meaning of life to the students in an acceptable level and can have an influential role in introducing students with the meaning of life. Finally third grade student involvement ratio in the content of the Life and Religion textbooks is 0.15 and involvement in the questions of this book is 0.21. It can be concluded that the current third grade textbooks of Life and Religion have a week effect in presenting the concept.Conclusion and discussionStudying the overall ratio of student involvement in the content and the questions of Religion and Life textbooks of the three grade levels regarding the factors of the meaning of life, indicates that the first grade and the third grade textbook content is not very satisfactory in introducing and internalizing the components of the meaning of life to the students and with respect to the pivotal role of these textbooks, their performance is week. The second grade textbook presents the mentioned factors in various parts of the content and questions. The results indicate that the difference in the ratios between the first and the second grade is rational. However, this is not true for the third grade textbook in which there is a decline. Considering the importance of meaning of life and related concepts, it is recommended that the authors of these books pay more attention to the meaning of life to assist the students in this aspect. In the case that the textbooks remain unchanged, other methods of introducing students with the meaning of life such as extra curriculum classes on life and the meaning of life, discussion groups, hosting psychologists and religious figures lectures in schools should be regarded in order to assist the students in the challenge of finding meaning and purpose for their life.

IntroductionCoping strategies (styles) play a major role in an individual´s physical and mental health when confronting with stressful situations. “The construct of coping has been defined as the cognitive and behavioral efforts of an individual to manage the external and/or internal demands encountered during specific stressful situation” (Lazarus & Folkman, 1984). Coping responses have been categorized into three broad higher order functions including problem-focused (task-oriented) coping, emotion-focused coping, and avoidance-focused coping (Billings & Moos, 1981; Zeidner & Endler, 1996). Problem-focused coping refers to actions that are employed in order to reduce demands or increase skills to manage demands. Emotion-focused coping represents the actions that are employed in order to change the meaning of a stressful situation as well as to regulate the resulting negative emotions. Finally, avoidance-focused coping refers to actions that are employed in order to disengage oneself from a stressful situation. One factor that impacts on people´s ability to cope with stress is their level of emotional intelligence “(Salovey, Mayer & Caruso, 2002). According to Mayer and Salovey (1997), emotional intelligence is a multi-dimensional construct which can be divided into (a) the perception of emotion, (b) the emotional facilitation of thinking, (c) the emotional understanding, and (d) the emotional management (p. 1091). Research evidence suggests that higher emotional intelligence is related to positive interpersonal qualities (e.g., Petrides & Furnham, 2000; Sakofske, Austin, & Minski, 2003; Salovey et al., 2002; Schutte, Malouff, Hall, Haggerty, Cooper et al., 1998). Empirical studies have also found that low emotional inteeligence is associated with more maladaptive coping strategies and high emotional inteeigence is associated with more adaptive coping strategies (Furnham, Petrides, & Spencer-Bowdage, 2002; Salovey, Strod, Woolery, & Epel, 2002). The aim this study was to examine the relationship between emotional inteeligence and coping styles with stress in a sample of students. On the basis of existing evidence, our hypotheses were twofold: First, it was expected that emotional intelligence would correlate positively with problem-focused and positive emotional focused coping styles. Second, it was predicted that emotional intelligence would correlate negatively with negative emotional focused coping style. Mehod Participants and Procedure A total of 413 undergraduate students (140 boys and 273 girls) from the University of Tehran tood part as volunteers in the present study (mean age= 20. 77 years, age range= 19 to 28, SD- 2. 70). Participants were asked to take part in a "study on personality and behavior" via announcements made by relevant lectures in classrooms. Questionnaires were completed in caasses consisting of 20-30 students in the presence of the researchers who gave a brief description of the materials and answered questions. All participants were asked to complete the Emotional Intelligence Scale (EIS; Austin, Saklofske, Huang, & McKenney, 2004; Schutte et al., 1998) and the Tehran Coping Styles Scale (TCSS; Carver, Scheier, & Weintrub, 1989; Besharat, 1387/2008). MeasuresEmotional Intelligence Scale-41- The EIS-41 is a revised version of the 33-item emotional intelligence scale of Schutte et al. (1998), devised by Austin et al. (2004). Adequate psychometric properties of the scale and a three-factor structure including Optimism/Mood Regulation, Utilization of Emotions and Appraisal of Emotions have been reported 9Austin et al., 2004; Besharat, 2007; Schutte et al., 1998). Tehran Coping Styles Scale (TCSS)- The TCSS is a 60- item scale devised by Carver et al. 91989) and validated by Besharat (1387/2008) for Iranian populations. Adequate psychometric properties of the scale and a three-facor structure including problem-focused coping, positive emotional-focused coping and negative emotional-focused coping styles have been reported (Besharat, 1387/2008; Carver et al., 1989). ResultsA correlational analysis was performed to assess the kind of association existing among components of emotional intelligence with coping styles including problem-focused, positive emotional focused, and negative emotional focused. Analysis of the data involved both descriptive and inferential statistics including means, standard deviations, analysis of variance, Pearson´s correlation coefficient, and regression analyses. The results revealed that emotional intelligence was positively associated with problem-focused and positive emotional focused coping styles, and negatively associated with negative emotional focused coping style.DiscussionThe present study found that emotional intelligence, as measured by EIS-41 in a student sample, was positively associated with the use of problem-focused and positive emotional focused coping styles and negatively with the use of negative emotional focused coping style. These findings are consistent with those of previous studies in which higher emotional intelligence was found to be associated with more adaptive coping styles and low emotional intelligence was found to be associated with more maladaptive coping styles (Furnham et al., 2002; Petrides & Furnham, 2000; Saklofske et al., 2003; Salovey et al., 2002). Emotional intelligence is supposed to influence coping strategies through management and regulation of emotions, utilization and facilitation of emotions, and appraisal of emotions.

IntroductionThere are many definition of creativity in the psychological literature. Several theories attempt have been made to definition and explanation of creativity. Some authors focus on products of creativity and other authors emphasize on process of creativity. Nevertheless, the production of an idea or product that both novel and appropriate is usually accepted as a core characteristic of creativity. Creativity is one of the most important characteristic in human beings. So an important goal in education system is a encourage creativity among students. If we have creative students, we will achieve our goal in education. Goal orientation can be one factor that affects on creativity. According to Elliots (2001) view all students have four goal orientations that included: approach- mastery goal orientation, avoidance- mastery goal orientation, approach -performance goal orientation and avoidance -performance goal orientation. In general, mastery goal oriented persons put more emphasis on learning and interest challenging task and like to continue to study even when they encounter failure. On the other hand, performance goal oriented persons worried about getting score and like to achieve good grades. Individuals, who have mastery goal orientation, have an intrinsic motivation to do any work. According to creativity theory of Amobil (1982) intrinsic motivation is necessary for creativity. In addition the results of many researches showed that intrinsic motivation related to creativity positively and extrinsic motivation related to creativity negatively. So the main goal of this study was to investigate the Relationship between goal orientation and creativity among gifted high school students. Based on our purpose we have three questions as follows:1- Is goal orientation related to creativity?2- Which goal orientation can predict creativity?3- Are these any significant differences between girls and boys in research variables?MethodThe research method was a correlation study that was conducted among gifted high school students in Shiraz city. 203 students were selected that included 103 girls and 100 boys. These students completed two questionnaires: the goal orientation scale was used to assess goal orientation. This scale included 12 item each consisting of four components. The results of item-total correlation and Cronbach alpha showed acceptable validity and reliability for this scale. Also participants completed creativity questionnaire that develop by Abedi. This scale included 60 items with 5 point likert. Results of item- total correlation and Cronbach alpha also showed acceptable validity and reliability for this scale. The correlation, multiple regression were used for answer the questions.ResultsThe result of multiple regressions showed that 21 percent variance of creativity was explained by goal orientation. And among goal orientation, avoidance-performance goal orientation and approach- performance goal orientation can predict creativity negatively and mastery goal orientation predicted creativity positively. Also the results of ANOVA showed that girl students get higher scores in creativity scale than boy students.DiscussionThe results of this study indicated that there is a negative relationship between performance -goal orientation and creativity and there is a positively relationship between mastery- goal orientation and creativity. So we can say that the students who do not have much worry about their scores and their grades are much more creative. Therefore based on the current results we suggest that education system should encourage learning goal orientation and emphasize the process of learning instead of product in education. In addition teacher and education system should provide cooperation situation between students rather than emphasize on strict competitive among them. Another results of this study showed that girl students are more creative than boy students. Educational implication for real life discussed in article.

BackgroundTraditionally, many psychologists and educators have believed that student's success and failures are attributable mainly to individual differences in ability. However, individual differences in abilities cannot answer such questions as "why do some students get straight, as whereas others with equal abilities flunk out?" As a response to the recognition that individual differences in abilities provide only part of the answer to why students differ in their academic performance, many scholars began investigating the predictive value of non-ability measures for academic achievement among male and female university students (Sternberg & Williams, 1997). Two examples of these measures are thinking styles (Sternberg, 2009, Zhang, 2004) and learning approaches (Diseth, 2003; Duff, Boyle, Dunleavy & Ferguson, 2004).In Sternberg's theory of mental self-government, thinking styles are our preferred ways of using the abilities that we have. The theory delineates 13 thinking styles that fall along five dimensions, these are: 1) functions (legislative, executive, judicial), 2) forms (monarchic, hierarchic, oligarchic, anarchic), 3) levels (global, local), 4) scopes (internal, external), and 5) leanings (liberal, conservative).In Biggs's theory of approaches to learning or 3P model, there are three common approaches to learning: surface, which involves a reproduction of what is taught to meet the minimum requirements, deep, which involves a real understanding of what is learned, and achieving, which involves using a strategy that will maximize one's grades. Each approach is composed of two elements: motive and strategy. Motive describes why students choose to learn, whereas strategy describes how students go about their learning (Zhang & Sternberg, 2000; Zhang, 2002). ObjectiveThe main goal of this study was to examine the relationship between the thinking styles and learning approaches with academic achievement of male and female students. MethodA total of 386 students [56 male (M=22/1, SD=2/1) and 230 female (M=21/1, SD=1/8)] completed the Short Version of General Thinking Styles Inventory and Study Process Questionnaire were applied. Student's average scores were obtained from the university administrations and were used as a measure of academic achievement. Multivarate analysis of variance (MANOVA) was used to examine gender differences on the thinking styles and learning approaches. Multiple regression analyses were conducted to examine the relationship between the thinking styles and learning approaches with academic achievement. ResultsResults from calculating the correlations between thinking styles and learning approaches with academic achievement indicated that correlation coefficients among legislative, judicial, liberal, hierarchic, global, external, monarchic, oligarchic thinking styles and deep learning approach with academic achievement were positive and significant and, correlation coefficients among executive, local, conservative, internal thinking styles and surface learning approach with academic achievement were negative and significant. The correlation between anarchic thinking style and academic achievement was not statistically significant.Results of stepwise regression analyses using the thinking styles and learning approaches as the predictor indicated those legislative, judicial, liberal, hierarchic, global, external, oligarchic, executive, local, conservative, internal thinking styles and deep and surface learning approaches statistically contributed to student's academic achievement. The signs of beta weights showed that legislative, judicial, liberal, hierarchic, global, external, monarchic, oligarchic thinking styles and deep learning approach negatively contributed to academic achievement scores and executive, local, conservative, internal thinking styles and surface learning approach positively contributed to academic achievement scores.The results of MANOVA showed a significant difference between males and females in global, internal, hierarchical, monarchic and anarchic thinking styles and non-significant difference between male and female in learning approaches. DiscussionConsistent with previous finding that studied the contribution of thinking styles and approaches to learning (e.g., Grigorenko & Strernberg, 1997; Sternberg & Grigorenko, 1993); results of the present study identified the contributions of thinking styles and approaches to learning to student's academic achievement. The relationships between thinking styles and learning approaches to academic achievement scores could be explained by personality traits. It could be that participants who are used to employing the legislative, judicial, liberal, hierarchic, global, external, oligarchic, executive, local, conservative, internal thinking styles and deep learning approach had higher scores in extraversion, conscientiousness and openness to experience personality factors and participants who are used to employing the executive, local, conservative, internal thinking styles and surface learning approach had higher score in neuroticism personality factor. ConclusionIn general, the results of this research demonstrate that attention to the role of thinking styles and learning approaches on academic achievement of university students is crucial. On the other hand, this investigation reports that student's academic achievement is predicted by their thinking styles and learning approaches. We encourage the development of further research examining the relationship between thinking styles and learning approaches with academic achievement among students of different fields. It might also be interesting to examine the predictive validity of these relations by examining performance in different types of assessments, rather than the use of a global grade point average, to gain more specific knowledge about the relationship between thinking styles and approaches to learning with academic achievement scores in male and female university students.

IntroductionElectronic Reference sources are one of the most important information resources which have affected libraries environment. Enjoying the support of the Ministry of Science, Research and Technology, academic libraries have been more successful in using to use electronic resources. This paper aimed to study the process of diffusion of electronic reference resources as a familiar innovation among Iranian academic libraries.Rogers diffusion of innovations theory is selected as the theoretical framework for this research. “In this theory diffusion is defined as a process by which an innovation is communicated through certain channels over time among the members of a social system. The process is categorized into four steps (stages) known as: knowledge, persuasion, decision, and confirmation (Holland, 2007).”MethodA survey method was used to carry out this study. Data were collected by a structured questionnaire. To measure the validity of the research tool the questionnaire was reviewed by academic staff of the Department of Library and Information Science and College of Education and Psychology of Shiraz University, Iran. The reliability of the questionnaire was measured by carrying out a test and a retest. The Pearson Correlation test showed a number equal to 0.998 which meant that the research tool was highly reliable. Questionnaires were sent to academic libraries to be filled by reference librarians or library managers.DiscussionAs stated in Roger's theory, the adopter libraries were categorized into three groups according to the time of adoption the electronic reference resources. The three groups are innovators (pioneers), conservatives (early adopters) and laggards. Results showed that the cumulative number of adopters of electronic reference resources follows a S-shaped curve as mentioned in Roger's theory. The number of adopters plotted as a frequency histogram against time follows a normal bell-shaped curve where the number of new adopters rises until halfway the S-curve after that their numbers decrease.In addition, the four steps of innovation-decision process mentioned in Roger's theory were distinguished among the academic libraries. The first step is knowledge, in which, adopters become aware of an innovation and get some idea of how it functions. The most important communicational channels for innovators and conservatives were congresses, seminars, and journals. However, the laggards did not use such channels. The second stage is persuasion, in which adopters are interested in the innovation and actively seek information about it. Therefore, they form a favorable or unfavorable attitude toward the innovation. The results showed that innovator libraries passed the persuasion stage with a completely positive attitude. However, the decrease in the interest of conservative and laggard libraries was obvious. The third stage is decision in which adopters engage in activities that weigh the advantages and disadvantages of using the innovation and decide whether to adopt or reject it. According to the Roger's theory, most adopters would not adopt an innovation without passing a trial period using the innovation. The results of this study showed that only half of academic libraries had experienced the trial use of electronic reference sources and others provided e-reference sources without passing this stage. Confirmation step is the fourth and last step of innovation decision process, in which adopters finalize their decisions to continue using the innovation and may use the innovation to its fullest potential. Expanding e-reference services is a sign of confirmation of the adoption of electronic reference resources among academic libraries. The results showed that more terminals were used for electronic reference services in innovator and conservative libraries. However, laggard libraries had some developments, too.ConclusionFinally, it is possible to say that innovator and conservative libraries were more successful in passing the four steps of innovation-decision process. However, it is impossible to say that electronic reference resources were replaced effectively for print resources due to various barriers such as lack of budget and inexperienced librarians.

IntroductionOne of the important factors affecting the growth and stability of the family is a healthy relationship and mutual understanding among family members, especially between wife and husband. Marital adjustment is one of the most important factors influencing the family dynamic (Sinha & Mukerjee, 1999).Marital adjustment affects parental action, life expectancy, health, satisfaction with life, degree of loneliness, growth and upbringing of children, social relationships and propensity to social deviation (Ahmadi et al, 2005).Studies show that couples that suffer from differences in attitude and poor marital adjustment in relation to communication skills are inefficient and are caught up in an unproductive pattern of communication (Weiss & Heiman, 1997; Gottman, 1994; Lower, 2005). If couples do not gain communication skills and the ability to resolve their differences appropriately, they will never be able to break out of this pattern and this verbal and behavioural dysfunction will continue and gradually, the marital adjustment will begin to erode (Douglass et al 1995). Because of their multiple roles, women are effective elements in both family and society. Women in the family can therefore play a crucial role in the stabilisation of the marital relationship. Women who have a good understanding of emotion and have positive self-esteem have greater marital adjustment (Yazdi & Golzari, 2005). Life-skills increase the ability of the individual to adjust to their environments and the challenges within them. They permit individuals efficiently and effectively to face their social, educational, working and family environments (Nejat, 2006). Life skills promote psycho-social abilities and consequently lead to social, psychological and physical health. These abilities help individuals to face the difficulties they encounter in their circumstances and allow them to have positive relationships with other individuals, society, culture and their own environment, as well as promoting their psychological health (Ghasem Abadi & Khani, 1998).However, what is currently known as life skills is not only the result of modern-day research, but stems from religious training. Thus, efforts are made to promote the establishment of the effective and useful communication, as well as self-knowledge, and attention to values, which are crucial components in life-skills education and are repeatedly emphasised in various Islamic sources, such as the Quran, the Nahj-ol-Balagheh, Sahifeh Sajadieh, and the writings of other Imams (Taremiyan et al, 1999).The aim of this research is to look at the effectiveness of life-skills training of women in Nehzate Savad Amozi (an adult literacy programme).Research Questions1. Does life-skills training cause an increase in marital adjustment of married women in the Nehzate Savad Amozi?2. Does life-skills training cause an increase in marital adjustment of married women in the Nehzate Savad Amozi, with the control variable of the duration of marriage?MethodThe population in this research was married women aged between 20 and 40 in the Nehzate Savad Amozi in the city of Ahvaz, in 2007. The sample in this research comprised 50 women chosen by a random cluster sampling approach. City, two areas (areas 2 and 4) were chosen randomly. Five centres in each of these areas were chosen randomly. These 50 women were aged between 20 and 40, and living with their husbands. Locke & Wallace’s test was applied and those who obtained a score of under 100 were selected for the sample (the section grade [cut-off point] in the Locke & Wallace marital adjustment questionnaire is 100). The sample was divided randomly into two groups (a control group and an experimental group); each group containing 25 persons. One person from the experimental group dropped out of the training programme; therefore it was decided to conduct the analysis with 48 women (24 persons from each group). In this research, for the purposes of the measurement of the dependent variable, the Locke & Wallace test (ASZLW) was used. After the sample and different groups had been established, the experimental group had 10 meetings on life-skills training lasting between 60 and 70 minutes each, twice a week.ResultsThe result of this research showed that after life-skills training, there were significant difference between the control group and the experimental group with respect to marital adjustment. In other words, life-skills training led to the enhancement of marital adjustment in the experimental group.Discussion and ConclusionIn interpreting the findings, it could be concluded that this method of life-skills training can be effective in improving the interaction between married couples. This method of training includes listening, talking and giving effective non-verbal responses in order to improve the quality of the relationship between husband and wife.Another behavioural approach of life-skills training encourages a recognition responses, which has an effect on individuals’ subsequent interaction behaviour and hence on marital adjustment. Another explanation of the study hypotheses is that a direct effect of life-skills training is control of the situations in which violence and crises may arise. In addition, acquiring problem-solving skills leads to the ability to manage problems effectively as and when they arise, consequently enhancing couples’ overall satisfaction with marital life. Couples’ proficiency in anger and stress control not only makes families more resistant when facing challenges and undesirable situations, but also increases their ability to deal with stressful events. In addition, the findings of this research also showed that the duration of the marriage did not affect the marital adjustment of the two groups (experimental and control groups). If a couple trust each other, share outside interests, discuss issues with each other calmly and change their attitudes, they gain the greatest satisfaction from marital life, whatever the duration of their marriage. In fact, the aim of life-skills training is to reduce the effect of this variable (duration of marriage) and consequently increase the effect of the aforementioned educational skills on the adjustment of couples. Effective communication skills, with the training of correct method of interaction between individuals and ways of resolving disagreement, lead to increasing adjustment, regardless of the duration of the marriage.

IntroductionCivic education is an academic area designed to encourage the development of good citizens. Explicit attention to these societal assumptions leads to a more viable definition of social studies as that part of the school’s general education program which is concerned with the preparation of citizens for participation in a democratic society. Success in handling the social studies implies success in stimulating critical thought. The overriding purposes must be, and therefore will be, the development of good persons and the stimulation of the search for truth. Unfortunately, we speak more often of the development of good citizens and the teaching of truth. therefore teachers must model critical thinking for students and provide numerous opportunities for students to engage in critical thinking. This Study attempts the Measuring of Critical Thinking Skills and dispositions in Teacher Education Social studies in Iran. This study followed Delphi Report in critical thinking is defined as: "We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based. CT is essential as a tool of inquiry. As such, CT is a liberating force in education and a powerful resource in one's personal and civic life. While not symonymous with good thinking, CT is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, openminded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgment, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit. Thus, educating good critical thinkers means working toward this ideal. It combines developing CT skills with nurturing those dispositions which consistently yield useful insights and which are the basis of a rational and democratic society."(Facione, 2009).Research Questions1. Whats is the rate of disposition to critical thinking of teacher education center's instructor and students?2. Whats is the rate of critical thinking skills of teacher education center's instructor and students?3. Is there a significant difference between students year of education in CT?4. Is there a significant difference between students gender in CT?5. Whats is the interaction effects between gender and year of education in critical thinking among students?MethodTo This end, a cluster random sample of 313 students and 33 Instructor members were selected and implemented the following scales: California Critical Thinking Skill Test (CCTST) and California Critical Thinking Disposition Inventory (CCTDI). Subscales for CCTDI: Open-mindedness, truth-seeking, analyticity, systematicity, CT-Confidence, Inquisitiveness and Cognitive Maturity. Also subscales for CCTST: analysis, evaluation, inference, deductive reasoning, and inductive reasoning. Cronbach’s alpha coefficients for determining the reliability for CCTDI and Kuder Richardson – 20 for CCTST were applied. Discussion and ConclusionThe purpose of the study was to measuring critical thinking based on Facione model that critical thinking including cognitive skills and dispositions. Totally, The gathered data were analyzed and the following were found:A) Students and instructors dispositions were weak.B) Students and instructors skills were mediate.C) Boy students showed strengths in truth-seeking and girl students in cognitive maturity. D) Freshman students showed strengths in inquisitiveness.E) The Interaction effects gender and year of education was not significant in CCTDI and CCTST.