فصلنامه مطالعات آموزشی و آموزشگاهی
پیاپی 8 (بهار 1393)

This study aims to explore the lived experiences of female Farhangian University students living in the dormitories regarding their understanding of social action in college dorm life. This is a qualitative phenomenological research. The study was conducted on February and March 2015. Using purposeful sampling method, 16 female students living in the dorms were selected. Data were collected using in-depth interviews and were analyzed using open, axial and selective coding. The findings revealed 5 main theme and some sub-themes. The main extracted themes include: attachment to the dormitory, empathic understanding, satisfactory discipline, self-control, modeling and learning from experience. The study revealed that students’ understanding of college dorm life experiences is not the same as others’ (including university authorities’) understanding. Students believe that adaptability, accountability, behavioral and emotional control, resilience and mutual understanding are among the positive social actions that they learn in dormitory. They organize learning communities that help them learn many of the fundamental concepts of life.

This study aims to compare normal and gifted students in terms of perfectionism, emotional intelligence and mental health factors. Descriptive Causal-comparative research method was utilized. The sample consisted of 100 female high school students (50 normal students and 50 gifted students). Research tools were the GHQ, Bar-On, Hill and Raven questionnaires.
Multivariate analysis of variance (MANOVA) was used to analyze data. Results showed that the two groups were significantly different in terms of perfectionism, emotional intelligence and mental health factors (P

The main purpose of this study is to analyze the approaches used by university professors to participate in the process of curriculum development. Qualitative research methodology is used and its approach is grounded theory. The population consists of all Bu-Ali-Sina university professors and their graduate students in second semester of 2012-2013 academic year. Using purposeful sampling (critical case sampling method),11 university professors of the faculties of literature and humanities, economics and social sciences and the graduate students of the same professors were selected as research participants. Qualitative data were collected using semi-structured interviews with professors, classroom observation and focus group interviews with students. The research data were analyzed based on grounded theory approach and open coding, axial coding and selective coding were used. That is, data were conceptualized and categorized and finally analyzed. The findings showed that the approaches used by professors to participate in the process of curriculum development have varied from fidelity to curriculum implementation to limited curriculum planning. The professors’ approaches include: fidelity to curriculum implementation, transferring curriculum with the least changes, developing curriculum with minimum adaptation, developing curriculum with maximum changes and planning curriculum in a limited level. The dominant approach among these professors was curriculum development with limited adaptation.

Nowadays, due to the importance of knowledge in a competitive world, it is vital to know the ways in which the employees share knowledge. This study aimed at investigating the effect of teachers’ self-motivation and social capital on their willingness to share their tacit and explicit knowledge. This research is an applied one in terms of research aims and is a descriptive-correlational one in terms of data collection, specifically causal modeling. The population of study consisted of all teachers of public schools in Ilam city. Using stratified random sampling and Krejcie & Morgan (1970) table, 225 teachers were selected as research sample. At last, 180 questionnaires were returned to the researcher. To collect the data, three standard questionnaires were used, namely Bock et al. (2005) employee intention to knowledge sharing, Vasco and Faraj (2005) self-motivation questionnaire, and Chaw and Chan (2008) teacher social capital. SMART-PLS software was run in order to test the data in the form of a causal model. The results showed that the proposed model significantly explains the variance of knowledge share in two formats, namely tacit and explicit knowledge. The results also showed that organizational rewards have a negative impact on their willingness to share tacit knowledge and a positive impact on their willingness to share explicit knowledge. Finally, the results showed that three variables including cooperation and interaction, pleasure and satisfaction, and social capital have a positive and significant impact on improving teacher's willingness to share both explicit and implicit knowledge. Moreover, the impact of these factors on teachers’ intention to tacit knowledge sharing is more than explicit knowledge sharing.

The present study seeks to investigate the effectiveness of cognitive strategy instruction on the reduction of mathematics learning disorder among primary school students. This research is an experimental study with pretest-posttest on experimental and control groups. The population involves all primary school students of Saghez city who have learning disorder. Using simple random sampling method, 30 students were selected and randomly assigned to experimental and control groups. The experimental group received the cognitive strategy instruction for 10 sessions (1/20) hours. Data were collected through Keymath scale. In order to show the diffrences between groups, the means and standard deviations of control and experimental groups were calculated. Then, analysis of covariance was used for final data analysis. Results showed that cognitive strategy instruction amended student's mathematics learning disorder; that is, cognitive strategy instruction has a positively significant effect on the performance of the students with learning disorder.

The aim of this study is to examine the role of dimensions of epistemological beliefs in anticipating students’ academic procrastination. This research is a descriptive-correlational study. The study population comprised of all students of Yazd Teacher Education University in academic year of 2014-2015. 300 of these people were selected as sample by one-step cluster sampling method based on Morgan and Krejcie table. Epistemological beliefs and academic procrastination questionnaires were used to collect data. Data were analyzed using Pearson correlation and multiple regression analysis methods. Pearson correlation analysis showed that there is a significant and positive relationship between epistemological beliefs and dimensions of academic procrastination. Results of Multiple regression analysis showed that the belief that ability is inherent, that learning takes place fast, and that Knowledge is Simple and certain predicts procrastination in tests significantly and Positively. Believing in fast learning, Simplicity of Knowledge and certainty of knowledge predicts procrastination in doing homework Positively. In addition, believing in fast learning, Simplicity of Knowledge and certainty of knowledge predicts procrastination in writing articles. Regarding that epistemological beliefs predict academic procrastination, it is essential to take special measures in order to modify these beliefs to reduce academic procrastination of student-teachers .