نشریه مسائل کاربردی تعلیم و تربیت اسلامی
سال سوم شماره 8 (پاییز 1397)

The purpose of this study was to present an educational justice model for education in Iran. The researchers used exploratory mixed  methods. At first, by using inductive content analysis method, and on the basis of the entire field of research that was available in the database from 2001 to 2017, the themes of educational justice in education were identified and were purposively studied and analysed by using analytical method. As a result, based on the analysis, 82 main themes, 12 themes for organizing collective participation, fair decision-making, all-round vision curriculum, meritocracy, covering all audiences, paying attention to the health status of the learners, optimal management of  resources, empowerment of learners, improving the evaluation process, improving the quality of education, and fair interaction, as well as three categories of inclusive theme, including facilitating fair allocation of resources, fair use of resources, and decent meritocracy. According to the identified themes, an 82-item questionnaire was designed to validate the model. The reliability of the questionnaire was assessed using Cronbach's alpha (0.76) and its validity was assessed using factor analysis. In the quantitative part, the research community included all school principals and assistants from across the country with a total of 170,645, from whom 384 people were selected by multi-stage random sampling. Confirmatory factor analysis was used to validate the model of the research. All the themes were confirmed with high factor load that indicated the high validity of the model.

The main objective of this research is to design a theoretical model of social monitoring for adolescents based on goals, basics, principles and methods achieved from Tafsir Al-Mizan. This research uses Conceptual analysis method and Inference method to design the theoretical model. The Analytical Society of this research is the Holy Quran verses and Tafsir al-Mizan, so that those sections of these sources that cover social monitoring themes were selected purposefully, analyzed continuously, and interpreted finally. The findings show that Allameh Tabatabai sees social monitoring as leverage for the preservation and survival of communities, whose disorder results in the decline of "social unity." Accordingly, the basics of social monitoring are the innate nature of moral values, tendency to order, having a good relationship with oneself and others, the necessity of law in society. The objectives of social monitoring include reviving ethical values, establishing individual and social discipline, having a healthy communication with oneself and others, and social justice. According to its basics and objectives, the principles of social monitoring are maintaining moral values, respecting order, communicating with oneself and others and law enforcement. Individual monitoring methods are cultivation, self-discipline, and maintaining self-esteem in communicating with oneself; and social monitoring methods include sermons, persuasive monitoring, and regulations training. The resulting model was validated and confirmed by the experts.

The present study aims to design a practical tool to assess the extent of adolescent Iranian students’ tendency to various variables of risk-taking, and also to determine its psychometrics features, assess the status quo, recognize and determine the vulnerability borders, and identify the groups exposed to danger. Descriptive method (tool psychometrics) was used in this study. The research population was composed of 304 9th-grade female students of Tehran junior high schools who answered the research questionnaire after the authors obtained the permission of Education Ministry authorities, and when 5 school principals expressed readiness to cooperate with the research team. The questionnaire was designed to assess the tendency to risk-taking in Iranian adolescent students with 38 questions. The formal validity of the questionnaire was approved by experts. In addition, the reliability of the questionnaire was calculated 0/91 through Cronbach's alpha method. The findings of factor analysis showed that this questionnaire with 9 variables (tendency to fearless driving, rulebreaking, tendency to destruction and aggression, relationship with the opposite sex, tendency to move away from family, tendency to interpersonal violence, tendency to socialize with high-risk peers, tendency towards smoking and drugs, and tendency to harm oneself) explains 57.17 percent of the total variance.

The purpose of this study was to identify and validate time management components from the perspective of Islamic teachings by theme analysis approach. The research was carried out through a mixed method, and used a kind of exploratory sequential tool-making design. In the qualitative part, through theme analysis approach, the constructive dimensions and items of time management component were identified from Islamic perspective; in the quantitative part, these components were validated and prioritized. The statistical population of the research in the qualitative part was composed of Islamic sources, including Quran and Nahj al-Balaghah that were analyzed by extracting and studying all the time-relevant books, ahadith, and verses. And the statistical population of the research in the quantitative part was composed of the school principals of Kazeroon who were selected by simple random sampling method. Text-mining and researcher-made questionnaire were the tool used in this research. Cronbach's alpha coefficient was 0.93 for the questionnaire and its validity was confirmed by factor analysis. The research data were analyzed in the qualitative part by theme analysis method. In the quantitative part, the confirmatory factor analysis was used. Based on the results obtained in the qualitative part, the time management model from the perspective of Islamic teachings consisted of five components: commitment, management, conscientiousness, insight and meditation.  The validity of these components was approved by the school principals.

This study aimed to design and validate sexual education curriculum on the basis of Islamic training foundations and the traditions of The Fourteen Infallibles (peace be upon them). To achieve the research objective, a qualitative strategy was used with a mixed approach (inductive content analysis method and descriptive-survey method were used respectively in the qualitative and quantitative parts). The qualitative section of the research involved books, articles and Islamic texts related to sexual education, including original Islamic texts and sources such as Holy Quran (software) and the content package of jameolahadith (software). Sexual education relevant data, including ahadith and narrations, were gathered from the sources on the basis of purposive sampling and were deeply studied and analyzed in a simultaneous continuous manner. In the validation part, the statistical population includes experts of educational sciences, psychology and Islamic sciences with sexual-education related professional knowledge and insights. Firstly, from Holy Quran and narratives of The Infallible, seven categories were extracted including: regarding sexual instinct as a need; marriage as a natural and an accepted reaction to sexual instinct; suitable relationships between men and women (with opposite sex); chastity; observing the private borders of family and social relationships; refraining from sexual anomalies; and reproduction. Based on the main categories extracted, in the element of the goals of the sexual education curriculum, for cognitive, emotional and skill dimensions 12 objectives were deduced, and for the outlines of the textbooks content, 5 main axes and 26 titles were introduced. Four techniques were suggested for direct teaching-learning methods, and five techniques were suggested for indirect teaching-learning methods. Also, for the evaluation of sexual training curriculum, several categories were introduced with an emphasis on the evaluation of the whole curriculum as well as the evaluation of the experienced or adopted curriculum.

This research aimed to study the Heavenly Gifts Elementary Textbooks (HGETs) in terms of concerns about the components of environmental ethics. The research method is descriptive, and of content analysis type. The statistical population includes HGETs of the 2nd to the 6th elementary grades that, regarding the nature of the subject matter, were investigated totally, without any sampling. A researcher-made content analysis checklist, evaluated by experts, was used as a data gathering tool, and the data were examined by descriptive indices in analytical process of Entropy Shannon. The findings show that the components of environmental ethics have been referred to 209 times. Those environmental components that have been paid attention more were "arboriculture and conservation of green space" with importance coefficient of 0.162, "the recognition of nature as a divine creature and using it properly" with importance coefficient of 0.153, "hygiene and health" with importance coefficient of 0.150, "hygienic collection and recycling of waste" with importance coefficient of 0.144, "Quranic verses and narrations about environment" with importance coefficient of 0.124, "responsibility to wildlife" with importance coefficient of 0.115; and those environmental components that have been paid attention less were "avoiding environmental pollution" with importance coefficient of 0.069, "frugality and avoiding wasting the resources" with importance coefficient of 0.047, and "animal rights observance" with importance coefficient of 0.036. There was no reference to biological diversity in none of the books