نشریه اندیشه های نوین تربیتی
سال سیزدهم شماره 3 (پیاپی 45، پاییز 1396)

The main purpose of this inquiry is designing a model for the curriculum of global citizenship education in elementary schools of Iran's educational system. This inquiry is a qualitative research based on grounded theory. The statistical population consists of teachers and specialists in the field of global citizenship which their approach are based on purposeful sampling method with a snowball technique. In total, 34 persons including 18 teachers and 16 specialists and faculty members was interviewed. The data was analyzed through semi-structured interviews during the three phases of open coding, axial and selective which was formed in the framework of the paradigm and conceptual model as follows: necessity (social needs), goals (aims and objectives), content (content organizing principles, principles of content selection), teaching-learning methods (selective principles of teaching-learning methods, approaches and methods of teaching-learning), the role of the teacher (teacher characteristics, the executive responsibility of teachers), evaluation (assessment principles, methods of evaluation), time (allocated time for direct trains, allocated time for non-direct trains), location (location as a source of learning, location as a place of execution), materials and resources (physical or non-virtual resources, virtual resources), organizational factors (empowerment programs, organizational support), implicit learning (outside the school environment, school environment) and outcomes of the program (educational components of the knowledge, skill and attitude). To ensure the reliability and validity, the Lincoln and Guba's approach, including credibility, transferability, dependability and conformability were employed. Finally, according to the findings and the results, some guidelines have been provided for the Implementation of the program.

Moral education is one of the most important aspects of education. The primary focus has been on the rational aspects of moral education and less attention is given to other aspects. In the 20th century, Dewey has analyzed moral education in terms of aesthetic approach. Later, many discussions raised and his approach was expanded by pragmatic proponents of the approach. In this article, using a descriptive-analytical approach we intend to analyze the aesthetic viewpoint. The results indicate that the aesthetic aspects of child’s moral behavior can be described in two ways: (1) behavior generation (artistic performance), and (2) aesthetic behavior related to the act of understanding and desire. Similarly, Dewey believes that the moral experience includes both aspects simultaneously and a moral experience is an art-aesthetic experience. The consequences of the application of this theory in education and especially in moral education will be the development of sensitivity, empathy, perception and moral practice students.

This study aimed to investigate the role of school principals in the exploratory analysis based groups, professional development co-primary teachers in the province of Mazandaran. In this exploratory study used a mixed approach. In this approach, the interviews in qualitative and quantitative questionnaire procedure is used. The population of the study, teachers, school administrators and training of all primary schools in Mazandaran. The population of the study, teachers, school principals and heads of training of all primary schools, 44 of them were Mazandaran sample qualitative and quantitative statistical sample comprised 400 teachers are also using Cochran formula was determined. In the qualitative part, purposive sampling and In the quantitative multistage cluster sampling method is used. The findings, 72 markers showed that the behavior for managers using exploratory factor analysis confirmed 57 markers were classified into 8 dimensions behavioral. Thus Behavioral dimensions of school principals, including: 1)Preparing, 2)organizing, 3)funding and support, 4)continuous improvement, 5)assessment, 6)collaborative learning, 7)create a sense of cooperation and collaboration capabilities,8) knowledge and skills are manager.

Through emersion of philosophical schools and new thinking approaches in education arena like postmodernism and post structuralism, some challenges emerge in front of human education specially his/her spiritual education. We intend to explain postmodern spirituality and spiritual education’s place, components and indicators by descriptive – analytic approach. First we try to access a partly comprehensive concept for spirituality and spiritual education, then to clarify its semantic scope and conceptual differentiation with some near arenas like religious and moral education, finally to specify postmodern special attitude toward spiritual education. Findings showed according to postmodern humanistic regard, everything solution even spiritual need refers to humanism, secularism and material benefits. spirituality is a means to the human temporary and present peacefulness (false comfort). But real spiritual education should release human beings from ego-centrism and makes them humane and sympathetic about each other. In addition based on postmodern secular worldview, rather worldly goals are important, from postmodern viewpoint religion and commandments have no special place just as means for material and worldly interests.

In this study, the relationship between academic motivation and emotional engagement with mediator role of achievement emotions is surveyed. Participants were 315 college students (173 female and 142 male) in different fields and sections in faculty of psychology and education at Shiraz University that were chosen by stratified random sampling. For measuring the variables, Academic Engagement Scale (Reeve and Tseng, 2011), Motivation Scale (Vallerand ,1989) and Achievement Emotions Questionnaire (Pekrun, 2005), were used. Fitness of the proposed model was examined through structural equation modeling (SEM), using AMOS-21 software package. The indirect effects were tested using the bootstrap procedure. Findings indicated that the proposed model fit the data properly. Better fit and more meaningful results obtained by eliminating one insignificant path. The results indicated that intrinsic motivation has significant positive effect and extrinsic motivation has significant negative effect on emotional engagement, but amotivation has no significant effect. The result of indirect relationship showed that dimensions of academic motivation through positive emotions and intrinsic motivation and amotivation through negative emotions have significant indirect effect on emotional engagement.

The purpose of present study is investigating psychometric properties of a multidimensional children self-report measure of neglectful behavior by parents. The statistical population of this study was all students of the first grade of high school in Ardabil (Academic year, 2013-2014). The sample was selected using a convenience sampling method (consists of 203 girl, 197 boys) and answered the questionnaire. The data were analyzed. The scale internal consistency coefficients was 0/74.The subscale reliabilities were acceptable and validity coefficients were appropriate. Also there was significant statistically difference among boys and girls participants according to their self-report of neglectful behavior by parents. The girls were more neglectful behavior by parents. According the model Confirmatory Factor analysis revealed three factors: Physical Needs, Emotional Support, and Parental Monitoring. Based on results can be said, the MNBS-CR scale is valid and reliable instrument for assessment the neglectful behavior by parents and can be used in internal research.

The purpose of this study was to investigate the impact of emotional intelligence on academic achievement through the mediation of of procrastination, self-regulated and self-efficacy. For this reason, A sample of 300 Students from the Faculty of Education and Psychology, University of Al-Zahra were selected using stratified random sampling method. Then participants were asked to measure learning self-regulation of Miller et al (1996), general self-efficacy students of sherer et al. (1982) , a questionnaire of 33 questions Siberia Shrink to measure emotional intelligence and procrastination that through questionnaires Solomon and Ratblvm (1984) Measurement is complete. The findings of the path analysis showed that the model desired , is a good fit, And procrastination, self-efficacy, self-regulatory have mediating role between emotional intelligence and academic achievement Perform . As well as non-significant findings showed that the relationship between emotional intelligence and there procrastination and the two variables indirectly related to each other. Achievement explained37% by research variables. According to the results of research, education practitioners can training emotional intelligence , increasing self-efficacy and self-regulation, and by reducing procrastination increase their academic achievement

The study was done for cluster of students based reading and writing problems of bilingual and monolingual children of second elementary school in Abadan. population of this study included all the boy and girl students of second elementary school at 90-91 academic year in Abadan, Khuzestan that 119 students were chosen by multistage cluster random sampling. Measuring tools used in this study were Raven intelligence quiz(1938), Korominouri and Moradi reading quiz (2008), and also researchist made writing quiz.The Statistically methods of raceme analaysis and chi-squared analaysis were used for analaysis of data.The results of raceme analysis showed that students have two profiles, first students who have reading problems and second those who doesn’t have reading problems. The first cluster included students with low scores in minor scales that were called students with reading problems. And the second cluster, were called students with high scores in minor scales of reading test. The results indicated that frequency of monolinguals than bilingual students, is more in two cluster. Also, the results of cluster analysis about spelling mistakes, divide students to two groups of students with writing problems and students with no writing problems. The first cluster included students with high number of different spelling mistakes that were called cluster of students with writing problems and the second cluster, were called students with no spelling mistakes that included students with low spelling mistakes. The results showed that the maximum frequency of students in first cluster belongs to bilingual children

The purpose of this research is to identify Attributions of successful professors in effective teaching based on “Grounded Theory” method. For this purpose, 15 dominant professors from Birjand, Azad and Payame Noor universities that had obtained the higher grades in student assessment for quality of teaching, for five past year period, were selected by targeted sampling. The data has been collected from interview and the research background. Data were analyzed by open coding, axial coding and selective coding. In this research based on grounded theory a model for effective teaching is exhibited. Results showed that the core concept is the professor’s ability to transfer his/her capabilities and characteristics to students, and professors must pay special attention to ability to transfer capabilities. Professor’s definitions for effective teaching were different according to different nature of courses. Results also showed that students evaluate their professors based on his/her Capabilities not their personal attitudes.

The aim of this study was to explore the mediating role of parent exceptions and parent involvement in the relation of teacher exceptions and academic motivation of students in third grade students in West Azerbaijan Province 94-95. This study is a surveying-describing study regarding its nature and methods of data gathering. To data gathering and to select research sample 8 of 8 High School girl's high school among 34 school districts were randomly classification selected Uremia in West Azerbaijan Province. To test the hypothesis and model correlation and multiple regression methods were used and the test using spss version 21 and LISREL 8/8 were analyzed. The findings show that parental involvement in the relationship between teacher expectations and student academic achievement, parental expectations in this respect the role of mediator, but no mediator.