فصلنامه پژوهش در نظام های آموزشی
پیاپی 42 (پاییز 1397)

The aim of this study is to design an accreditation and quality assurance model, appropriate to underlying condition and   contextual features Iran's higher education system. The study was conducted using qualitative research with the Grounded Theory approach. The study population had higher education experts, which 36 persons by purposive sampling for semi-structured interview were selected. In addition to interview, 3 other sources were used to collect data, which are, observing, taking notes and documents. After that, we act the first to open coding, then, to have axial and selective action. In the first phase open coding, in 2027 the concept was obtained. The second phase of open coding data, in 1262 concept and 157 major categories were classified. In axial coding stage, 25 theoretical codes were determined. Then, in terms of condition, interactive / process and outcome characteristics was classified. In selective coding, category of quality discourse, fear and hope, as the central category where selected. In the opinion of higher education experts, Existing challenges in academic quality in Iran are due to the challenge of discourse, and no challenge in nature in and shape and even epistemological. Due to the understanding and interpretation of the experts, quality has two dimensions of fear and hope. accordingly, in a general perspective, dual and conflict vision of quality discourse, in the name of the discourse of regulatory quality as fear, and discourse of cooperative quality as  hope was typified and classified.in the universities of Iran. Also, the model designed in this study is a complex and multidimensional concept. In case this model will have a positive function, which like a unit totality should be considered in every aspect of it alike.

The purpose of this study was to analyze multicultural education in Iran. For this purpose, the combined research method has been used. Firstly, in a qualitative research study, the criteria for optimal multicultural education were extracted. These criteria were categorized into four main elements (goal, content, teaching methodology, evaluation) and 9 sub-elements and 50 sub-axes among the interviewees with outstanding scholars and educators Multiculturalism was achieved. Then, the criteria were extracted in a questionnaire and confirmed by five multicultural education specialists. By this questionnaire, the gap between the optimal situation of multicultural education and the status of this education in Iran was measured. Thus, 150 second-grade teachers in 2012 in Markazi province, with cluster sampling method, 60 experts and writers in high school with random sampling method and 16 multi-purpose education multi-purpose educators selected by targeted sampling method and responded to questionnaire questions. The results show that all three groups believe that the multicultural curriculum situation in Iran is lower than the average for each of the four main elements and the additional elements compared to the desired multicultural desirability of the program. But the views of teachers and authors of the book are in terms of purpose, content and teaching methods different from those of multicultural education. Data analysis shows that teachers and writers of middle-level textbooks are more positive in terms of goals, content, and teaching methods than they are in comparison with multi-cultural education professionals.

The purpose of this study was to investigate the effectiveness of teaching stress coping strategies and helping strategies on educational adaptability and comparing the effectiveness of these two methods. The method of this study was semi-experimental with control group. The two experimental groups, each of whom were 20, received training on coping strategies and helping strategies, respectively, while the control group did not receive any interventions during this period. Both groups were evaluated in pre-test and post-test using educational adjustment scale and the results were analyzed using multivariate analysis of covariance. The findings showed that there was a significant difference between the two groups in the pre-test, so that the training of stress coping strategies and helplessness strategies significantly increased educational adaptability, but these two methods did not correlate with each other There were no significant differences. Therefore, the stress and coping strategies training curriculum can be considered as interventions at the level of target groups and the general population of counseling centers in schools, thereby helping students increase the productivity of the educational environment.

The purpose of this study is to explain and compare the frameworks and indicators for assessing the quality of research in higher education institutions of Iran with some of the leading countries in the world such as England, Australia, the Netherlands, Italy and Hong Kong. This research is a comparative study based on the John Stuart Mill's Pattern that compares the similarities and differences between the indicators of research activities in these countries with Iran. Leading and successful countries in this area were targeted in terms of access to existing documents. The results of comparative studies indicate that all of the studied samples agree on the two criteria of "assessment outcomes of research" and "income generation", In this way, all the studied universities except Iran paid attention to "citation analysis and peer review". "The effectiveness of research" in the universities of England and Australia, the Netherlands and Hong Kong is considered as one of the most important criteria for measuring quality as Scientifically, economic, social, cultural, political, health and environment to improving the quality of life of the community. Existing documents show that comprehensive indicators and metrics are not used to evaluate the research quality according to different subject areas. Therefore, we need extensive research to measure the research impact with strong and accurate indicators within the country.

The present study was designed to develop a Fuzzy Multiple Attribute Decision Making model for choosing school principals based on Managerial Competency Criteria. This study has a combination exploratory design. An in-depth review of literature was carried out to extract the initial competency criteria. Semi-structured interviews were held with 25 professors and experts in education management, selected through network sampling from universities across the country, and the pre-model was accordingly modified and the sub-criteria were determined. Competency questionnaire was implemented in a sample of Isfahan school principals and then, the verification of the confirmatory factor analysis, the questionnaire was corrected. The sample size was determined based on the Cochran formula of 368 people. The questionnaire was distributed among a sample size of 51 school principals selected through purposive sampling from Isfahan Education Department by referral sampling, and the final model was thus developed. The hierarchical structure of the competency criteria, including the main individual, occupational and organizational criteria, 12 secondary criteria and, 74 sub-criteria was determined. The criteria and sub-criteria were ultimately ranked using the Fuzzy Analytical Hierarchy Process and based on the views of fifteen experts, selected through network sampling, the final model was developed. The findings demonstrated that occupational competencies were the core criterion, and human competencies ranked first among their sub-criteria. Eventually, based on the Fuzzy Inference Systems and according to opinions of eight experts, the Fuzzy rules database were formed and, using its outputs a model for choosing school principals were developed.

The purpose of this Research, was to Analysis the state of Barriers to the use of Educational Tools and Technologies in Iran's electronic higher education system. The research method is survey in terms of data collection, and descriptive in terms of nature. The study population consisted of all teachers and students of higher education electronic institutions of Iran in the academic year 2016 - 2017 among which 741 were selected as the sample using the snowball sampling method. A researcher-made questionnaire was used to collect data. The questionnaire reliability was confirmed by both Cronbach's alpha and internal correlation coefficients using the Amos software and Confirmatory Factor Analysis Method. Cronbach's alpha for whole questionnaire was obtained 0/867.The results suggest that the state of Barriers to the use of training tools in Iran's electronic higher education system is significantly favorable. However; positive attitude towards technology, preferred use of technology in communication and comfort feeling in the use of technology are most Barriers to the Use of Educational Tools and Technologies in Iran's Electronic Higher Education System. Moreover, the Analytical result of the state of Barriers to the use of training tools showed a significant difference in various subgroups in terms of training role, gender and school group variables.

The purpose of this study was to investigate multicultural problems in primary schools in Saveh and provide solutions using quantitative, quantitative research. The statistical population included 15178 students and 1400 teachers in the academic year of 2018-19. Cluster sampling method, 260 teachers and 373 students, students' tools in the quantitative section of the socio-cultural questionnaire of Cohen and Rasman (2014) and in the qualitative part of the semi-structured interview with 20 teachers and content analysis. The research method was descriptive-correlational and Friedman and independent t-test. Results showed that the ranking provided by students and teachers (teaching, learning, content and environmental problems) was statistically significant at the level of 0.05. Also, people's view of learning, educational content, teachers' lack of familiarity with different cultures, and feelings of humiliation of students due to their accent to the educational problems of multicultural schools has a direct and significant relationship. In fact, the attention of planners to the content of education, the familiarity of teachers with different cultures will reduce the educational problems of these schools. On the other hand, providing counseling services to students in multicultural students' schools to deal with the feeling of embarrassment and shyness, the importance of different cultures in the texts of textbooks, the participation of students in group activities, lowering the classroom population, engaging more with Families, non-discrimination and special attention to cultures, emphasize more on the common points of cultures and the formation of educational groups with students from different cultures by teachers from the research results.

The present study aims to provide the view of managers and specialists for the internationalization of open and distance education in Iran. This research is in terms of purpose, applied-development, in terms of method, descriptive-survey, and in terms of strategy, mix (quantitative and qualitative). In the first stage, by studying the literature and the experts´ opinion, the factors affecting the internationalization of education were introduced and a researcher made questionnaire was made then the factors validated by independent T-test (100 samples), the results of component validation showed that 13 components as effective dimensions in "Internationalization of Education", introduced. Then, by using Delphi method, 41 indicators were introduced as effective indicators (20 samples), and finally, with the implementation of structural models (250 samples), they were investigated and confirmed. Finally, the proposed indicators and dimensions were presented. In this research, it has been tried to provide a base for the development of these dominant indicators, a step towards the internationalization of Open and distance education. .

The purpose of this study was to investigate the effect of the P4C content approach on the meta-cognitive beliefs and critical thinking of students and experimental method with pre-test, post-test design. The statistical population consisted of all sixth grade elementary school students in Torbat-e Heidariye city who studied in the academic year of 2016-2017, of whom through cluster sampling and after screening, 50 students   randomly divided into two experimental and control groups. Measurement tools included the Children's meta-cognition questionnaire (MCQ_C) (Bekaw et al., 2009, Modified by Qaderi et al., 2012) and the Sasu critical thinking Scale (2013). At first, both groups were tested. Then, for the experimental group, 10 sessions of 1 hour content approach of P4C was provided, and the control group did not receive any special training during this period. At the end, again from both groups received a post-test, Data were analyzed by SPSS software using multivariate covariance test and variance analysis, and the results showed that using content approach of P4C  with 95% probability with metacognitive and critical thinking  of students has a significant relationship, So that the average scores of meta cognitive beliefs in the experimental group after the practice of teaching philosophy have been significantly decreased, so average scores of critical thinking increased, if there is no significant change in the control group. Finally, the research hypothesis that the content approach of P4C has a significant effect on the meta-cognitive and critical thinking of male students in the sixth grade of elementary school students has been confirmed.

The present study aimed to design and validate a model for assessing the quality of educational services in Iranian virtual universities and institutions. In this research, a combination method including Delphi method and survey method have been used. In the Delphi method, firstly, by studying different models of service quality in general models (such as Servqual, ServoProf, Kano) and the quality of educational services in particular, offer their own model for assessing the quality of educational services in virtual educational institutions. Then, by turning this template into a checklist, this checklist has been provided to 30 educational specialists in the universities, in two stages. After evaluating and analyzing the opinions of the experts in this model, the model was prepared. by turning the model into a questionnaire, a questionnaire was distributed among 246 MBA students of one of the virtual universities in electronic form. The analysis of collected data shows that the proposed model has been approved. To validate the proposed model, the data of the questionnaire were approved by AMOS software using structural equation modeling method. Based on the approved model, it can be claimed that the quality of the training provided, the quality of the behavior of the virtual training expert, the quality of the service delivery system, and the quality of the supported services can be used to assess the quality of the education services. also, content of the curriculum in the education quality section, security of the virtual education system in the quality of the education system, the responsiveness of the quality and the behavior of the virtual education expert and the coordination between the teacher and the student in the education services support section is most important.