نشریه علوم تربیتی
سال هجدهم شماره 3 (پاییز و زمستان 1390)

In this study we argue that establishing fostering department in Iranian education system has been, and indeed is expected to be, based upon some philosophical presuppositions that work as foundations for decision making in this filed. we have tried to evaluate this department by discovering and examining its philosophical foundations. Two of these presupposition based on which we assessed the idea of establishing this department in education, that focuses its efforts on spiritual affairs, are as follows. 1- there is an unbridgeable gap between knowledge and value, and this is the reason why we need to establish two different sectors or departments in education system, one for educational affairs and the second for spiritual affairs. 2- the main factors responsible for actions, namely knowledge, want and the will, are different in their nature. So there is a need to make different sectors for these different factors to be developed. As we have argued, the first one has been rejected, and the second can only partly be right. After all, we have shown that since knowledge and value, on the one hand, and knowledge, want and will, on the other hand, are sides of one entity, there can not be a real distance and distinction between educational and fostering or spiritual affairs in education system.

The main propose of this study is to survey the extent of approved educational ethical goals achievement and its relation to moral judgment among students of fifth grade elementary school in Bandar Abbas. Research method is descriptive-survey and correlation study. Research population consisted of all fifth grade students of Bandar Abbas and a sample of 394 students were chosen by cluster sampling. Two questionnaires were used for data gathering. The first questionnaire made by researchers was ethical goals achievement questionnaire and the second one was moral judgment questionnaire (MJT). Descriptive statistics including the computation of mean, standard deviation and Pearson correlation and inferential statistics involving T and Friedman tests were used to analyze the data. The findings indicate that the approved ethical goals have been achieved by 5th –grade student at a desired level in Bandar Abbas primary education. Although all goals have been achieved at the desired level, their achievement levels differ and their ranks vary. In effect, the goals with respect to which there were consensus and cooperation between home and school showed a higher level of realization. Results also show significant relationship between the levels of moral judgments and ethical goals at 0.05. But out of the twenty one moral goals only seven goals didnt have relation to moral judgments. The Content of these seven goals shows that they are influenced by parent's child rearing style and school's control and discipline.

The purpose of this study was to identify strategic implementation obstacles in the Kurdistan educational organization. Qualitative approach via semi structured interviewing was used to collect data. Using theoretical sampling method, the organization’s Director General, his deputies and the organization’s senior experts were interviewed. Results showed that Kurdistan’s Organization of Education is confronting several obstacles when its strategic plans one implemented among which cognitive, attitude and skill- related obstacles (individual obstacles), insufficient organizational resources, ineffective organizational structure and culture, ineffective professional development training, ineffective leadership, and irregular supervision and evaluation (organizational obstacles) are remarkable.

The purpose of the present research was to study human resources empowerment dimensions in one of the Water and Electricity organizations of Iran. The research method used was descriptive, i.e. survey, and statistical population consisted of all managers and employees in 1388/89 (2009/2010). A Sample of 220 participants were selected Via stratified random sampling. A measurement instrument (questionnaire) was designed based on the criteria of Iran manpower empowerment institute model. The reliability and validity of the instrument were measured to be 0.946 and 0.904 respectively. The main findings of this research are: The rate of human resources Empowerment in the studied organization was found to be lower than average based on the criteria of Iran’s Manpower Empowerment Institute Model. Based on leadership dimension of Iran Manpower Empowerment Institute model, there is a gap between the status quo and the optimal target. Also a gap was found between the status quo and optimum based on the learning dimention of Iran’s Manpower Empowerment Inistitute model.

The purpose of current research is examined of entrepreneurship education courses effectiveness in the Khuzestan province's Labor organization and Social Affairs. Statistical populations is employment equipment and labor applicants all of Khuzestan province¢s Labor organization and Social Affairs in 1389 second semester. 370 numbers has selected the sample and intersected to experiment and control groups. Measurement instrument is questionnaires of personality characteristics measuring of Iranian entrepreneurs- the questions 95 and the spectrum 4, which has reported its Reliability 0/92 and concurrent validity 0/74. Analyzed of dates by using spss software is done at levels of descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance). Main of consequences of this research is: 1- Training of entrepreneurship has been effective in applicants entrepreneurship capabilities nurture (p≥ 0/005 & f= 8/006). 2 - Place of degree grasp has not been effective in the applicants entrepreneurial capabilities rate (p≥ 0/55 & f= 0/360). 3 –between the men and women entrepreneurial capabilities has not been observation significant difference (p≥ 0/85 & f= 0/350).

The purpose of this study was to investigate the effects of attributional retraining on math problem solving performance of students with math disability. The study was quasi-experimental using a pre-test-posttest design with control group. The subjects were 20 4th-grade students from TabrizCity in the academic year 1387/88 (2008/09) who were randomly selected via multi-stage cluster sampling and randomly placed in two experimental and control groups. The experimental group received an eight 45-minutes sessions attributional retraining whereas the control group continued with a conventional instruction. The results of covariance analysis showed that the experimental group had a significantly better performance than the control group (a=.01).

This article reports the results of a study on the role of student's reading self-concept, preparatory literacy activities, student and parent attitude to ward reading on reading literacy performance based on PIRLS 2006 data. Data from 5179 fourth grade Iranian students (2767 boys and 2412 girls) who participated in PIRLS 2006 were analyzed using the path analysis. The scales used in this study are taken from reading background questionnaire for parent's attitude to ward reading and primary literacy activities variables, student questionnaire for reading self concept and student attitude to reading variables, and reading literacy total scores based on Rasch model. Findings show that the model under examination has goodness of fit with data. All effects of parent's attitude to reading on other endogenous variables were confirmed. In addition, all effects of primary literacy activities on other endogenous variables were found to be significant. None of the effects of student's attitude to ward reading on reading literacy performance was significant. In order to distinguish equality of boys’ and girls’ models, testing of the equality of models was used. Results demonstrated that out of 8 paths in models, differences of 4 paths were significant. These paths were: student's reading self-concept to reading literacy performance, parent's attitude to reading to primary literacy activities, primary literacy activities to student's reading self-concept, and student's attitude to reading to ward reading literacy performance.

Achievement goals have been described as cognitive representations of both children’s reasons for engaging in academic tasks and the standards that will be used to judge or evaluate their performance. Recent research on achievement motivation has focused on the effects of environmental factors affecting students’ motivational beliefs and goal tendencies. This research examines students’ perceptions of the achievement goals parents and teachers emphasize for them in academics, and the relation of these goals to students’ personal achievement goals and coping strategies. 250 students were selected through cluster random sampling method. The instruments employed in the study were Perceived Parent Goal Emphasis, Perceived Teacher Goal Emphasis, Academic Goal Orientation Questionnaire and the Academic Coping Inventory. Data were analyzed by AMOS software and through path analysis. Student’s performance-approach orientation was strongly predicted by perceived parental performance emphasis and perceived parental performance emphasis where as student’s mastery orientation was not significantly predicted by perceived teacher mastery emphasis. In addition, it was found that positive coping strategies are also substantially predicted by children’s mastery orientation and projective coping, denial, non-coping are positively predicted by children’s performance-approach orientation. Implications of this research for future research. Is that more attention should by Paid to the roles played by inner family processes on children’s perceived achievement goal and their adaptive beliefs and behaviors in schools, are discussed.

The purpose of this research was to conduct a comparative study on cognitive, emotional and psycho-motor performance in terms of quantitative and descriptive Evaluation among second grade elementary students in the City of Dezfool. The target population comprised all second grade classes in Dezfool from whim 50 classes of descriptive evaluation plan as well as 50 classes of quantitative evaluation plan were randomly selected through multi- phase cluster sampling method. Measurement instruments used were: (1) Mathematics Science and Persian language students achievement tests, (2) Quality Of School life (QSL) questionnaire and Students reaction questionnaire toward classroom and the school for the assessment of effective characters. (3) Science and mathematics rating scales for Psycho-motor characteristics assessment. Independent sample T-test was used to analyze the data gathered. The results showed that although student's performance in descriptive evaluation plan in cognitive variables was as the whole higher than the quantitative evaluation plan students. the difference in math and Persian language performance was not significant. The diffrence in science test was significant at α=0.05 leuel. Also the performance of students in descriptive evaluation plan on emotional variables such as quality of school life and students reaction toward classroom and school by α=0.05 was significantly higher than that of the students scores in quantitative evaluation. There were significant differences between two groups in terms of psychomotor domain variables and differences were in favor of students descriptive evaluation at α=0.05.

This survey investigated the relationship between the level of education and enviornmnetal knowledge as well the relationship between environmental knowledge and environmentally responsible behavior among high school students in Northern areas of Iran. Environmental scientists believe that there is a relationship between environmental knowledge and environmentally significant behavior, which forms the basic hypothesis of this research. Survey method was used to conduct the research and by applying simple random sampling method, 751 students were chosen from three capial cities of Golestan, Gilan and Mazandran. The survey results showed that the partiupants possessed low level of environmental knowledge, while they exhibited high level of environmentally- appropriate behavior. It also showed that there was no significant relationship between level of education and environmental knowledge, which needs to be explained. The paper continues to explain the probale reasons for this unexpected result.

The aim of this study was to construct and validate a scale for the Academic Field Interest of university students. An elementary scale consisting of 44 items about this field was administered to 280 subjects randomly selected via multistage cluster sampling from among male and female students of Shahid Chamran university and Jundi Shapur University of medical sciences Ahvaz (fields consisting of human sciences, basic sciences, engineering- technical sciences and medicine). Factor analysis of the data yielded formation of a 29-item scale entitled Academic Field Interest Scale (AFIS) comprising three factors. The first factor with 16 items was entitled Inner Interest, the second factor with 6 items option and persistence and the third factor with 7 items social prestige. The validity and reliability (as measured by Cronbach Alpha .95) were found to be satisfactory.

The main purpose of this research was to determine the model of relationship between leadership styles,decision making stlyles and organizational trust with teacher's perceived organizational justice. The method of study was correlational. The statistical population consisted of all high school teachers of Iran's cental province of Esfehan. The data-gathering instruments comprised 4 questionnaires: Organizational Justice,Bass Leadership Styles, Decision-making Styles and Organizational Trust.The results indicated that transformational leadership by itself can explain 48% of justice variance. Based on B coefficient, proportional to an increase of one unit of comprehensive decision making, organizational justice increases by.584 unit. Further, the results show that trust in the organiztion by itself explains only 5% of the interactional justice variance, whereas with the inclusion of trust in administration and trust in colleagues, this figure rises to 13% and 15%, respectively. On the whole, the structural equation model indicates that the GFI index is .95 and that of the AGFI is .80, which bear witness to the goodness of fit of the experimental model of this reseach.