دوفصلنامه پژوهش های آموزش و یادگیری
سال دهم شماره 1 (بهار و تابستان 1392)

The research total goal is evaluation of performance quality of human science faculty members in Payam Nour University in procedure of group problem solving classes from viewpoint of students and professors. The research is descriptive sur-vey and its statistical population includes 150000 human science students in Payam Nour University and 320 faculty members. Krejcie and Morgan tables were applied in order to estimate number of required sample and 1980 students and 98 faculty members were selected using stratified random sampling. Data gathering tools are two structured questionnaires، supervising the dimensions and elements of class behaviors and teaching skills including components such as methodology and expertise in the subject، class management and motivational and emotional aspects of education which steps of reliability and validity determination is done and then it is used for obtaining students’ feedback in addition to the professors’ self-evaluation. The gathered data were analyzed through descriptive statistics indicators and t-tests in independent groups and bilateral variance analysis. The findings indicates that there is not meaningful difference between students’ evaluation of performance quality of faculty members based on some individual and scientific factors such as major، location of services، age، and sex from one hand، and methodology and having dominance in the subject، class management and motivational and emotional aspects of problem solving classes on the other hand. Also، findings showed that there is meaningful difference between students’ evaluation of performance quality of faculty members and faculty members’ self-evaluation in all factors. It means that faculty members have evaluated themselves in a higher level while students did not believe this.

The purpose of this research is survey of relation between control resource، learn-ing styles and self-regulated learning and academic success of online course stu-dents. Statistical population in this research is all master-level students attendant in first virtual courses of University of Tehran. A sample of 200 students was selected using random stratified sampling. Three questionnaires: Rotter’s control resource (1996)، Kolb learning inventory (1971)، Pnitrich and De Groot self-regulated learning (1990) were used for data gathering. Pearson correlation coeffi-cient indicated that there is meaningful positive relation between internal control resource، homework internal valuation، self-efficiency and self-regulation and academic success of online course students. Also، linear regression test results showed that 16% of academic success changes could be predictable by self-regulation variable.

Hierarchical analysis is one of the prioritization methods of phenomena. This method provides comparison and use of expert people. In this research، the men-tioned method was applied in order to weight and prioritize valuation factors and indicators for applied science in primary school. The methodology of this research is descriptive survey. The statistical population is all experts (education heads) of Hamadan Province Education Office in primary level which all of them responded to the questionnaires due to lack of sampling. Data analysis was done through hierarchical analysis using Excel software. Findings showed that on viewpoint of experts and with regards to importance level، significant factors in valuation of applied science course in primary school were generals، content، goals، logic of plan، role of teacher، learning activities، measurement، learning materials and resources، location، time and grouping. Regarding the valuation indicators in generals of curriculum، indicators of the program accordance to primary education principles، capability of the program in growing the basic scientific competencies، and realization rate of the program had more weight. Also، in program’s logic and goals، indicators of the program’s accordance to students’ needs، it’s accordance to primary education goals، and compatibility of curriculum with scientific principles، structures and bases had more weight. On content and learning activities، indicators of content accordance to learning needs، content accordance to general goals of the program، and focus of learning strategies on learner had more weight and importance. Considering the role of teacher and measurement، rate of program’s accordance to role of teacher، rate of consideration to role of teacher، and prediction of flexible role for teacher had most weight. About learning resources and grouping، indicators of foresee of laboratory equipments in program، prediction of required software and hardware، and prediction of group learning activities had highest weight. Finally، in factors of time and space، prediction of laboratory in program، explanation of program’s location to school، and time allocated to learning owned most weights.

This paper surveys viewpoint of headmasters and teachers of state girl high school in Tehran district 5 on school laboratory and its influence on curriculums. Method-ology of this research is descriptive and statistical population is all teachers and headmasters of mentioned high schools in academic year of 2009-2010 which are 190 people. Estimation of sample was done based on Morgan and Krejcie Table and 127 people were selected through random sampling. Data gathering tools were two structured questionnaires (headmasters and teachers with 21 closed-ended questions and 1 open-ended one). Psychometrics of these tools was examined and their required validity and reliability was provided. Findings showed that headmas-ters and teachers consider libraries effective in curriculum improvement. Almost half of respondents considered it necessary to allocate “Book Reading” within students’ curriculum while such course is not included in students’ curriculum. In order to improve curriculums and expansion of students’ learning، establishment of dynamic school libraries with expert bookkeeper، moderation of school curriculum by inclusion of school libraries programs، and allocation of time to use libraries in schools could be useful and effective.

The purpose of this survey is provision of a conceptual model for identification andcategorization of skills required for virtual student. Special environment of virtual learning has posed inevitable necessities which should be considered: skills required for virtual student is identified and categorized. Two main questions of the research include: 1- What properties does have virtual learning environment? 2- What skills virtual student should have in order to be successful in such environment? Descriptive- analytic method was used in the first and second steps of research and in the third step، content analysis was applied. searching related resources in the first and second steps، virtual learning environment was examined as binding factor for type of required skill and in third one، the researches published (2001-2010) in 5 ISIholder publication related to skills related to virtual student were extracted and contently analyzed. Findings showed that 8 significant properties of virtual learning environment including technological base of virtual environment، access to different software and tools، access to various information sources، use of social software، ceaseless communication، access to tutorial and multimedia content، having different choices and non-verbal interactions، create some necessities so students in order to be accepted in virtual courses should have nine skills including skill in computer application، skills in use of internet tools، problem solving، critical thought، inquiry، application of methods of study and learning، metacognitive skill، self-navigation، and skill in virtual communication. In this conceptual model، the relation between 8 properties of virtual learning environment and their influenced necessities with nine skills required for virtual student is mentioned and shown.

The purpose of this paper is to compare two descriptive and classic academic suc-cess valuations from viewpoint of headmasters and teachers of primary schools in Shoosh during 2008-2009 period. The methodology was descriptive survey and statistical population was all teachers and headmasters of primary schools in Shoosh participating in descriptive valuation plan. Using Krejcie and Morgan Tables، respectively 85 and 65 persons were selected as statistical sample by random stratified sampling method. Survey tool was structured questionnaire including demographics and components tested by 39 closed-ended questions and open-ended questions which its form and content validity is provided and its reliability through Cronbach alpha is 0. 91 in descriptive components of academic success valuation and 0. 93 in classic components of academic success valuation. Data statistical analysis in descriptive level is done descriptive statistical indicators and in deductive level is done by t-test، f-independent groups، single-way variance analysis، and Scheffe''s test. Findings showed that there was no meaningful difference between respondents'' viewpoint based on job rank، age، education، and work experience while there was significant difference based on sex. In comparison to influence of classic and descriptive valuation in components of behavior improvement، learning improvement، and mental health of students، there is meaningful difference between higher average of descriptive academic success valuation and classic academic success valuation average but in other two components، difficulty in teaching-learning for participating teachers and interaction between students'' parents and teachers and headmasters، no meaningful difference was not observed between influence of the two academic success valuation.

The purpose of this research، with field research (survey)، is surveying and determining challenges and opportunities of democracy education in Fars Province primary school. In this paper، democracy is considered as life style. The statistical population is all primary school teachers. 372 persons were selected by multi-step cluster sampling. Data gathering tool was structured questionnaire in Likert scale. Data analysis was done in descriptive and deduction forms. Findings showed that some challenges on democracy education in primary schools including lack of civilized institutes and agencies، dictatorship atmosphere in some families، intense bureaucracy، extreme concentration of education system، dominant tradition of speaking- teacher methodology، limited application of active and participating teaching system، class distance between students، and economic، social and educational inequality was observed among some teachers'' behavior. Some of future opportunities of democracy …. In primary schools can be teachers councils، student councils، «life school» plan، establishment and development of thought rooms، teacher-parent community، establishment of student scientific groups and communities، participating learning، active and discovering teaching methods، researcher teacher plan، growth network، and job consultation of students'' parents.