پژوهشنامه تربیتی
سال چهارم شماره 3 (پیاپی 15، تابستان 1387)

This study investigates the effectiveness of systematic motivational consulting and cognitive_behavioral therapy in changing attitude of addicted clients to narcotics in addiction treatment centers in Bojnord.
The sample included 45 clients, randomly selected and randomly designated to three groups (two experimental groups and one control group). During the course of the experiment the sample size reduced to 13 and that of control group to 14.
The present experiment is of pre-test, post-test, control group kind. To gather data questionnaires measuring attitude to addiction were applied.
Descriptive statistics (frequency, percentage, mean, chart, …) and inferential statistics (independent and dependent groups t-test, Friedman’s test, ANOVA, and Scheffe test) were used to test the research hypotheses.
The results showed that both cognitive–behavioral therapy and systematic motivational consulting were effective in creating negative attitude towards narcotics.

The present study investigates principals’ emotional intelligence in different educational stages and its relationship with their demographic characteristics. It was hypothesized that emotional control and emotional management would positively relate to personnel performance.
This research is done by descriptive research. In this research , the sample included 140 principals (69men and 71 women) from region one of Ministry of Education and Training in Sari that were selected by using stratified random sampling. Subjects provided information about their EI and their demographic characteristics by completing the Travis Bradbery and Jean Geave's Emotional Intelligence questionnaire and researcher made questionnaire.
1-There were no differences in Principal's emotional intelligence in different stages(F=0/774,P>./.5).2-There were no differences in Principal's emotional intelligence with different managerial experiences(F=1/305,P>./.5).3-There were differences in Principal's emotional intelligence with respect to their gender(men and women) (t=2/285,P./.5).
Emotional intelligence is a significant predictor of successful school administration. Specifically, the results of the present study suggest that professional development programs would be wise to focus on promoting or developing EI. Consistent with previous research, women were found to score higher than men on EI.... .

The study was done to study the effect of primary education curriculum on the emotional behavior of students of primary education at BA level. At Islamic Azad University Mazandaran province.
The research methodology used was cross-sectional descriptive. Statistical population were 253 students of primary education studying in the years 2006-2007. The sample randomly selected, was reduced to 153 using Morgan table.
The instrument for collecting data was researcher–developed close ended questionnaire. Based on hypotheses, likert scale was used. Establishing the reliability and validity of the questionnair, we distributed the questionnaires.
At the end, we used descriptive statistics such as frequency, mean, standard deviation and statistical tables to analyze the data. In inferential statistics part, because of ordinal scales use, and to compare the effective of curriculum in different academic years, chi-square method was used. SPSS package was used to analyze the data. The primary education curriculum has an effect on establishing friendly communication, the discovery of innovation and creativity, identification of emotional and mental needs, mutual interest and the use of Persian addressing children. The effect was equal in all groups.

School – based management has recently turned in to a necessity in education. Since many acknowledge that any kind of change originates from schools. School-based management in defined as an effective approach for schools to decide independently and have freedom within a school. Although there is some literature on school-based management, almost no work has been done on this. In the present article a model of school – based management has been offered which is congruent with Iranian educational system and is based on three theories: 1 metacognitive teaching 2 total quality management (TQM) 3. Decentralization and participatory management. It comprises of seven categories philosophy, objectives, theoretical principles, perceptive framework, feedback sustem, and evaluation. The model is validated in a descriptive – survey research. The results indicate that school-based management can be a good means .
To overcome school of deficiencies and to improve teaching and learning. Application of school-based management and the distribution of decision making and group and participatory among Islamic orders. This model can be operatonalizd in schools.

The present study is on investigation of the possibility of establishing school-based management from principals’ point of view. School-based management is based on participatory management and is a move towards decentralization in educational system and more independence in schools.
Statistical population consisted of all principals of female high schools in Shiraz. Since the population was small, no sampling was done.
The data collection instrument was a school-based management questionnaire. The reliability of the instrument was established using Cronbachs Alpha. Reliability coefficient of the questionnaire was 0.22. using one – parameter t – test, we found that the principals saw school-based management as part of designating authority to schools and welcomed such arrangements.

The aim of this research is to investigate the familiarity of the secondary school and guidance school students with the life skills. Statistical society of this research was all the students in Kurdistan province secondary schools and guidance schools , of which 700 students were selected as the sample society based on Cochoran formula in Saghez, Baneh and Marivan cities, in a multi - stage randomly selection.The research tool was the questionaires made by the researcher whose reliability was measured based on Cronbach Alpha (90) and its validity was approved by some in this the field. This questionnaire include 5 skills: decision making, human relationship, global citizenship, responsible citizenship and problem solving. The analysis of findings showed that the rate of secondary school and guidance school students familiarity with these skills was above average (based on %50 scale).The maximal rate of their familiarity was with decision making and problem solving skills. And the minimal rate of their familiarity was with the human relationship skill. The girls’ familiarity with life skills was greater then the boys’. Interactional effects of parents’ education on student’s familiarity with the above skill were significant. Except for the human relationship skill, there was a significant difference among the fields of study. Only in decision making and responsible citizenship skill, the differences between secondary school students and guidance school were significant. In other skills there wasn’t any significant difference between them.

Throughout history, the accumulation of information by student, has been seen as a basic principle in education. As a result, what distinguishes students is the degree of their ability to retain information in their minds, lending to put an emphasis on memory. In 1800s, this theory was doubted. However, it still overshadows education environments.
New methodology has paved the way for changing the nature of education. Educating children through problem solving and experiments has led to a change in learners’ behavior.
The present research studies different types of teaching (lecturing, question and answering, problem solving, and group discussion), and their effect on learners metacognitive.
The objectives of the research are to investigate the effect of each method on learners metacognitive , and to provide authorities some suggestions and solutions to improve education.
Research questions are:1.Does lecturing method have an effect on students metucognitive?
2.Does problem-solving method have an effect on students metacognilive?
3.Does question–answer method have an effect on learners metucognitive?
4.Does group-discussion method have an effect on learners metucognitive?
5.Is there any difference in the effects of these methods?
Statistical population were all the teachers, men and women, who taught at high schools for females in Behshahr. Data collection instrument was a researcher – mnde questionnaire with a reliability of 0.82 obtained using Cronbachs coefficient.
The statistical method used was descriptive and inferential (one variable t-test, ANOVA).
The results showed that teaching through lecturing has no effect on students metacognition . Teaching through problem–solving has an effect on students metacognition . group discussion and question answer methods have an effect on students metacognition . Finally, the effectiveness of each method on metacognition is different.

The main objective of the present study is to investigate whether study styles influence educational progress or achievement. For this purpose, Isfahan university students studying in the academic year 2006-2007 was chosen as the target population. In fact, a sample of 373 subjects was randomly selected from students using a quota sampling method. For collecting the required data, Entwistle and Tait's (1995) questionnaire and McInerni & Wincklier, (1994) questionnaire were selected. Statistical techniques, the correlation between variables and their contribution were measured by inferential statistical methods such as Pearson Product moment formula. The findings revealed that there is a meaningful relationship between study styles (superficial styles, profound styles, strategic styles, metacognitive awarness, educational self- dependence) and student's educational achievement motivation.