همکاری

The present research has aimed to prioritize ways to develop trans-sectional participations in student sports using the Delphi method, fuzzy screening, and interpretative structural modeling. This research has taken an applied approach regarding the objective, while in regard to data collection, a descriptive approach of the survey kind has been used. To carry out the research, 23 approaches for the development of trans-sectional participations in student sports were extracted by means of the qualitative Delphi method and by using the existing literature as well as 15 interviews made with authorities.  Using fuzzy screening, 22 approaches approved of by authorities were extracted. Then, using interpretive structural modeling, the correlations between the approaches for the development of participation were determined and analyzed in an integrated fashion. Eventually, MICMAC analysis was used in order to cluster the approaches, the results of which pointed out that the three approaches which prove to be the most influential one when it comes to developing trans-sectional participations in student sports are: providing formal infrastructures for participation at macro, organizational and local levels, defining and clarifying macro-level participation in order to create conditions for encouragement, facilitation and support, and setting up a physical education deputy in the structure of offices in charge of education. Therefore, the favorable trans-sectional participations in student sports requires all of the above-mentioned infrastructures to be provided, which is possible if all groups get involved.

The present study was conducted with the aim of extracting the basics and objectives of creative and critical thinking skills training curriculum. this research, a qualitative approach and a qualitative content analysis method were used. The statistical sample consisted of 12 experts and specialists in educational sciences and psychology who were selected by targeted sampling method. The instrument used was a semi-structured interview. Analytical quality content analysis was used to analyze qualitative data. First, the basics of the thinking skills training curriculum were divided into three sections: philosophical and value principles, psychological foundations, and sociological foundations. In all three sections, the main categories were extracted according to the opinion of experts. In the section on philosophical and value principles, the main categories were the emphasis on formal and public education, the emphasis on the values ​​of thinking, and the emphasis on the merits of thinking. The main categories for psychological foundations were the emphasis on the dimension of rationality, the application of the emotional, social dimension, and attention to participation and collaboration. Ultimately, the main categories chosen for sociological foundations were holistic, social, and self-critical criticism. For the appropriate purposes of teaching creative and critical thinking, based on the opinions of experts, the two main categories of intrapersonal skills and extrapersonal skills were selected. In the category of intrapersonal skills, principles such as technical skills, problem-solving skills and ethical skills, and in the category of extra-individual skills, the principles of emotional adequacy, cognitive adequacy and social adequacy were extracted.

Pundits of education believe that quality and effectiveness in education requires the existence of educational groups in all areas regarding teaching-learning processes. This needs especially acute when education undergoes fundamental changes, because educational groups play an essential role in guiding and enhancing teaching-learning processes and making desirable changes in educational systems. Hence, the performance of educational groups, active in the field of education, is considered as part of quality assurance programs and the effectiveness of education for the purpose of improvement and growth of teachers'' professions. The performance of educational groups in providing educational services to teachers is a way for their professional growth and improvement in order to achieve the basic benefits (vision, value, mission, goals, etc.) of education, i.e. to enhance teachers’ performance quality and consequently the growth and development of the educational system. School educational groups, as a link related to educational factors, teachers and students have a sympathetic and special place in achieving educational goals. Wu & Short (1996) believe that education as one of the most significant social institutions plays a pivotal role in longevity and development of each society through teaching children and future-makers of that society. Among them, teachers as human resources and implementers of education and training programs are its essential elements, and their performance plays a major role in the success of this institution. Therefore, in trying to improve the quality of education, more focus should be placed on teachers and the organizational aspects that affect their work in schools. This is based on an assumption that understanding the factors affecting teacher performance increases our knowledge of how schools improve. The goal of present study is investigate the structural relationship of knowledge sharing with effectiveness of school educational groups by mediating in-group trust and intra-group collaboration of teachers of three educational levels of schools in Babol. Present study is a practical research on the basis of purpose and is a type of descriptive-correlative researches on the basis of data collection method.

The statistical population of this study includes all primary and secondary first and second school teachers (n=3100, m=1426, f=1674) in the school year 2017-18. Given the assumed methods, 9 parameters should be estimated, including 3 parameters in gamma matrix, 2 parameters in beta matrix, 3 parameters in WiFi matrix and 1 parameter in Sai matrix. Accordingly, the sample size should be at least 5 to 50 times more than the desired parameters (Müller, 1996).  Based on the number of parameters existing in the model, a sample of 200 people was selected using stratified random sampling. They included 200 primary and secondary first and second school teachers in Babol (m=82, 41%; f=118, 59%). In the study sample, the average effectiveness of school education groups (M = 3.918) in a range of 5 points shows that the sample teachers evaluated the effectiveness of school educational groups above the average level. Also, the average knowledge sharing, intra-group trust and intra-group cooperation were estimated above average. All the teachers of study sample completed the questionnaires of knowledge sharing, in-group trust, intra-group collaboration and effectiveness of school educational groups. In order to test the reliability of these instruments, Cronbach’s alpha was used. The data was analyzed through structural equation model and by SPSS and LISREL software.

The findings showed that there is a positive and significant relationship between knowledge sharing, in-group trust and intra-group collaboration with effectiveness of school educational groups. Knowledge sharing has a direct and significant effect on effectiveness of educational groups. Also, knowledge sharing with mediating the in-group trust has an indirect and significant effect on effectiveness of school educational groups. Knowledge sharing with mediating the intra-group collaboration has an indirect and significant effect on effectiveness of school educational groups. The results of this study indicated the importance of paying attention to the role of knowing sharing, in-group trust and intra-group collaboration of teachers in increasing the effectiveness of  school educational groups. 

Discussion and conclusion

In general, based on the results obtained, it can be concluded that the sharing of knowledge, trust and cooperation within the group will increase the effectiveness of school educational groups and in turn results in improvement and enhancement of the education system.  Knowledge sharing in educational groups along with close cooperation and trust among teachers in return for this knowledge sharing and cooperation in the exchanged information has increased the effectiveness and performance of teachers, which, in turn, leads to the growth and development of their professions and the results will be reflected in improving the empowerment of students. Finally, it is suggested that the educational groups and related meetings be equipped with the appropriate tools and technology to perform the assigned tasks so that teachers are able to participate in the groups in a real and virtual method to share their knowledge and information. In this way, they can pursue the acquisition of information and knowledge through other members of the group. Education officials are encouraged to use brochures, booklets and posters to inform teachers about the impact of collaboration, teamwork and the sharing of knowledge and trusting each other and its positive effects on improving the process of group work and training sessions. Also, by creating a friendly and informal atmosphere in education contributes to more communication among teachers and strengthens their cooperation. Furthermore, using the guidelines of experienced and knowledgeable educational groups, they can overcome the problems arising during the work. It is necessary to create a culture of trust, participation and cooperation and their goals in improving and enhancing nationwide educational centers and schools, and of course, the cooperation of the mass media will be fruitful in this regard. Incorporating internet for sharing knowledge in school educational groups and the free use of virtual chat rooms so that teachers can easily exchange information and knowledge and have shares in each other''s knowledge

If education is to improve, it must transform education, especially teachers who interact widely with learners. In fact, any meaningful and significant improvement in schools and the education system must start from the teacher, and there is a significant relationship between school improvement and teacher performance, and their knowledge, knowledge, attitudes, skills, and practices should change. This requires the professionalization of education and, at the top of it, the professionalism of all teachers, as the teacher is one of the key components of the education system, and the shortcomings and deficiencies of this component are affected. Teachers are seen as the "agent of change" in educational practices, and it is by them that the most important effects can occur. Therefore, it is essential to pay attention to the most important component of the education system and to promote one's knowledge, attitude and skills.  Collaboration is the core of teachers' professional growth and school quality improvement. As teachers grow at school through collaboration, their motivation is to reduce workloads, positively impact teachers' morale, increase productivity, improve communication, improve technical skills, reduce personal isolation, along with other benefits such as educational strategies. , Are moving toward student-centricity and the balance between real and hidden curriculum has increased. A culture of school collaboration enhances opportunities for career development and enhances educational strategies. Collaborative, real and systematic, focusing on student learning, has resulted in high quality solutions to educational problems, increased teacher confidence and significant achievements in student success. If every student is to have a qualified teacher, then all teachers should be learning full time. While learning happens sometimes in courses and workshops, much of it comes when teachers do their lesson plans in collaboration with other teachers, examining their students' work to find ways to improve it. And to teach each other, and finally, to develop methods based on different information to improve their teaching. There is strong evidence that teachers 'participation in purposeful collaborative activities has had a significant impact on improving the quality of schools' education. Teachers learn good things from interacting with each other as well as from a combination of their own and those of their colleagues. This is what Kennedy (2005) refers to as transformational learning that can make a real difference in the education system. When teachers work together, their work patterns encourage students to do the same. Teachers who practice communication skills often use similar communication skills to communicate with their students in the classroom. Also, teachers who feel comfortable working together can usually easily ask their students to work in the classroom. Collaborative learning encompasses a wide range of perspectives and processes: senior teacher and peer interaction, peer mentoring, friendly critique groups, productive conversation, as well as activities such as observation, teamwork on a specific task, sharing ideas, Study groups, research courses, cohesive groups, and specialized / interdisciplinary groups. Although each of the above may involve different activities and processes, it seems that the core view of shared learning value is integrated. This is based on the assumption that each school has experienced teachers whose knowledge and experience are shared. In sharing this knowledge, teachers can collaborate, reflect, and learn from one another. Collaborative vocational learning is different in small and large schools. In large schools, there are more groups and there will be larger meetings. Teachers will work in more than one group. The role of school administrator, teacher supervisor, or supervisor in coordinating and supporting groups will also be greater. Communication between groups will be more challenging and will require more team effort. In large schools where teachers work less together, it may be challenging to create a sense of community, although this is not necessarily related to the size of the school, but rather to the internal culture of the school. Even larger schools can have successful joint vocational learning groups.  The purpose of this study was to investigate the impact of collaboration between school teachers on improving the quality of teaching and learning process. In terms of purpose, it was practical and in terms of descriptive-correlational research. The statistical population was 6000 primary school teachers in Tehran (N = 6000) and 361 individuals were selected by using Krejcie and Morgan table and were selected by multistage cluster sampling. The city of Tehran was divided into five clusters of north, south, east, west and center and one cluster was selected from each cluster and 73 primary school teachers were selected from each cluster. To investigate the effect of teacher collaboration on improving the quality of the teaching-learning process, the standard questionnaire 41, Safari 1396, was used. The questionnaire measures subscales of experience sharing, interdependence, responsibility, shared values and vision, co-decision making and control, and supportive conditions. In order to measure the quality of teaching and learning, a researcher-made questionnaire with 36 questions assessing the quality of teaching and learning process was used. The questionnaire has five dimensions of teaching design skills, teaching skills, teacher quality, learning assessment skills, and communication skills that receive individual responses through the five-point Likert scale. The validity of both questionnaires was confirmed by experts in the form of face validity. Reliability of both questionnaires was determined by means of Cronbach's alpha coefficients among 30 individuals. In order to use inferential statistics, the hypothesis of normality distribution of each component was analyzed using Kalmogorov-Smirnov test. The results showed that the distribution of scores of all components was normal. The results of the present study and the backgrounds can be explained in such a way that the accelerating changes of the present era have posed some problems and challenges to this system, in particular the quality of education and the teaching and learning process, which has reduced the level of its impact on learners. Has been. Therefore, recognizing the current status of the quality of teaching and learning process and acquiring knowledge about the factors affecting it, is the first and most important component that should be taken into consideration by educational managers in general and educational planners in particular.

The development of cooperation between the university and industry in advanced countries, shows the close relationship between the two institutions. There are various levels of interactions between industry and academics in research collaboration and research services. Innovation and, consequently, open innovation can be seen as a shared goal and concern for effective collaboration between the university and the industry. Open innovation includes communication, increased engagement and collaboration of external role players such as users, customers, suppliers, universities and even competitors to exchange innovative ideas. The research method was of descriptive-correlation and the statistical population was the faculty members of governmental Universities of Mazandaran province in 1396. According to the Morgan table, 270 people are the statistical sample of this study. The data collection tools were Parkman and Walsh standard questionnaires. Data analysis was performed using descriptive and inferential statistics at a significant level of P ≤ 0.05. The results of the hypothesis testing were performed by SMART-PLS software. The results of path analysis of the research pattern showed that open innovation has an impact on the university-industry cooperation, so that research collaboration on the cooperation of the university and industry has a positive and significant impact and the relationship between them is moderate. And other variables, such as research services, human resource transfer, academic entrepreneurship, intellectual property commercialization, informal interaction and scientific publications, have a positive and significant impact on the cooperation of the university and industry, but this relationship is weak in the statistical society. According to this study, it is suggested that authorities and policymakers consider the relevant variables in the cooperation of the university and industry and consider them in their policies in order to see more interaction and cooperation between the university and the industry

The aim of the study was to evaluate the effectiveness of a social skills group intervention based on DeRosier Program for improving communication, cooperation, assertion, and empathy in children with autism spectrum disorders.
The study employed an A-B-A single-subject design. Using purposive sampling, three students with autism spectrum disorders were selected. The baseline was drawn for intended areas using the Social Skills Improvement System (SSIS). Based on DeRosier social skills training program, training sessions were held in 20 sessions (one 40-minute session per week). Evaluation was performed using SSIS during each session and after every 3 sessions. Also, the same questionnaire was completed by the students’ trainer one month later in order to track the training results.
Based on the visual analysis of data, this program improved the skills of communication (PND for the first, second, and third participant, respectively: 85.71%, 85.71%, and 71.43%), cooperation (PND for participants, respectively: 85.71%, 71.43%, and 100%), and assertion (PND for participants, respectively: 100%, 57.71%, and 71.43%). However, it was not effective in improving empathy skills for the third participant (PND for participants, respectively: 100%, 71.43%, and 0.0%).
The results showed the effectiveness of DeRosier Program in improving social skills. The nature of group intervention and creating opportunities for practice and receiving feedback can facilitate the growth of social skills in children with autism spectrum disorders.

Teacher-student relationship, in all educational systems is a key aspect of creating effective learning environments. Therefore, investigating the behavior of teachers in the classrooms and identifying student's understanding of teacher's behavior is one of research necessities in each educational system. For this purpose, the present study was conducted, aimed to investigate the status of interactive behavior of teachers with students in secondary schools in Gorgan. The study method was survey and all secondary school students in Gorgan and their math teachers were considered as the study population. Thus, 354 second and third grade students with their math teachers entered the study as the sample. The sampling method in the student's group was random cluster and in the teacher's group was targeted. The data collection instrument was the standard Questionnaire on Teacher Interaction. T test was used to analyze the data. The findings showed that student's understanding of behavioral style of most of math teachers in the classroom was consistent with Dominance-Submission model, but math teachers believed that no difference was found between the use of interactive styles of Dominance-Submission and Cooperation-Opposition between them and benefited equally from both styles. Also, the results showed that a significant difference was found between the images that teachers have in mind of interacting with students and the images students have in mind of interacting with their teachers, in admonishing, strict and uncertain behaviors, which the students believe are the styles mostly used by their teachers. But teachers believe that they use these styles less. Comparing the understanding of teachers and students of using the interactive behavior of teachers in both styles of Cooperation-Opposition and Dominance-Submission showed no significant difference.

The main purpose of this survey research was to distinguish and analyze the most important barriers of collaboration between university and industry. The statistical population of research was academics in Bu-Ali Sina University and Hamedan University of technology. 108 people were studied randomly according to Cochran sampling formula. Data collection tool was a questionnaire that its validity was confirmed by a panel of experts and the reliability was tested by cronbach's alpha coefficient (α=0.90). According to factor analysis results, barriers of university – industry collaboration were classified in six factors like: “weakness of linking substructures”, “weakness of equipment and financial needs”, “industry distrust to university and new sciences”, “cognitive dissonance”, “inefficient legal systems and collaboration incentives” and “weakness in university education and research programs. Totally these factors could explain 49.7% of the variances of university – industry collaboration barriers. Based on the results, some solutions were recommended for improving collaboration of universities and industries.

The presents study aims at comparing the social skills aspects (cooperation, expression, empathy, self-control) of the students at public and without bag school. Research method was a causal -comparative method. The participants of the present study consist of the fourth and fifth grade students of public and bag school at elementary schools of Isfahan. For the purpose of this study seventy-one students of bag at schools as well as 86 students of the third and four grade of Isfahan primary schools were chosen in a multistage random cluster sampling. Gresham and Elliott (1990) questionnaire of social skills was used. The collected data were analyzed using ANOVA statistical method.Findings of the study showed that there is a meaningful difference in the social skills of the bag at schools and public schools students. There is a significant difference between these two groups with respect to expression and self- control. The results didn't show a significant difference between cooperation and empathy. The findings also demonstrate that there is not a significance gender difference between social skills of students in bag at schools and in public schools.

The main purpose of the present study is to analyze the morale level of school teachers in Abadeh. Out of all the school teachers in this town, 200 were selected using stratifies random sampling. The data collection tool was Purdue Teacher Opinionnaire (P.T.O) designed by Bentley & Remple (1970). The results of the data analysis indicate that the teachers’ morale is high regarding communication, job satisfaction, cooperation, syllabus affairs, educational facilities, quantity of educational work, and parents’ pressure and is low in other aspects. Besides, the female teachers’ level of morale is higher than their male counterparts regarding all the aspects except quantity of educational work and parents’ pressure. Also, there are significant relationships between school teachers’ level of moral in different aspects like communication, quantity of educational work, syllabus affair, social status, social endorsement for ministry of education, and educational facilities.