دوفصلنامه پژوهش های آموزش و یادگیری
سال چهاردهم شماره 1 (بهار و تابستان 1396)

Improve the quality of education is a necessity. Quality education means, the ability to produce quality results, the knowledge, skill and purpose .The purpose of this study was to construct and validate a questionnaire for quality of education in schools. The research was descriptive and psychometric studies. The population consisted of all students in vocational-training high schools in Tehran in the academic year 1391-92. Through the use of multistage cluster sampling, 979 students (519 girls and 460 boys) in 19 vocational programs and 39 classes responded to the quality of education in schools questionnaire. For the validity of the questionnaire, content validity, construct validity, and exploratory factor analysis were used. To make this question a literature-based approach to a system of educational quality as paper and books was investigated. Finally, the definitions and concepts of quality education, including 47 in the form of a questionnaire was designed To investigate the validity of the questionnaire. The content validity and construct validity of the questionnaire items and assess the quality of training, Exploratory factor analysis using principal components analysis with varimax rotation To determine compliance and extracted factors were named.Four factors were extracted, which explained the total variance of the questionnaire for the total sample (51.27%). Reliability coefficient and internal consistency using Cronbach's alpha for the subscales of the questionnaire: characteristics of professional conduct for teachers (0/91), facilities and educational programs (0/89), general aptitude and interest (0/56) and output indicators (0/75) were calculated respectively. Results showed that the questionnaire can be a useful tool for assessing the quality of education for students.

This study aims to identify the dimensions and components of effective teachers in primary schools in Iran. The approach research due to the application of Q-type is mixed method (qualitative-quantitative). The study population included all members of the Faculty of Psychology and Educational Sciences of the University of Tehran. Of which 20 were selected as a combination of purposeful sampling and snowball. Q phrases review document 40 (29 Foreign Study, 5 and 6 of the meta- documents) and interviews with experts in the field of teaching-learning 6 were collected. Q narrative statements were approved by 3 experts and test-retest reliability was also 84%. Using Q-factor analysis The most important findings indicate 7 dimensions, personality traits (15 components), educative (5 components), reflective (7 components), competence (8 components), effective teaching (13 components), effective management (9 components) and monitoring and evaluation (8 components) as the dimensions and components of effective teacher in primary schools in Iran.

Today, the creation and management of knowledge assets play a decisive role in maintaining the viability and value creation of universities. However, it seems still no agreement has been formed on the most fundamental knowledge assets that generally are intangible. The existing understandings of knowledge assets of universities which are generally partial, personal and not tested, have failed to lead to specific methods and tools for creating and managing of knowledge assets. In this regard the present research examines the usefulness of its proposed model (pattern of university intellectual capital recognition) in a case study. For this purpose, firstly on the basis of analyzing the different patterns of intellectual capital, a comprehensive ‘’pattern of university intellectual capital recognition’’ has been extracted. Then the recognition of respondents about the intellectual capital of university has been investigated by a survey. In the next step, findings of survey has been extracted and then compared with the ‘’pattern of university intellectual capital recognition’’. Finally the results are discussed. The method used is descriptive through a survey. The Society of study includes 300 faculties and 19 managers of Sharif University of Technology. The sample of study includes 103 faculties by Stratified random sampling and 9 managers from the census. The Measuring instrument is a questionnaire which made by researcher and gathers data about IC from faculty members and managers. The results of this study indicate that the findings of the survey are highly consistent with the obtained pattern.

Introduction Demand for gifted schools has created intense competition among elementary students and their families. National Institution for Development of Gifted Students has responsibility for two of the major task of identifying and teaching gifted students. Gifted schools’ entrance exam, is an achievement test which each year nationally administrates to entry first and second courses of high schools. The aim of this qualitative study was to describe and better understanding the experiences of mothers of sixth grade students volunteered to participate in the gifted schools’ entrance exam. Method Phenomenological qualitative approach was used in this study. The primary method of data collection in this study was semi-structured interviews with 18 mothers of sixth grade students who were selected through purposive sampling. Data analysis was performed using Colaizzi method. Results In this study, three main themes and 11 sub-themes were extracted. The main themes are: the challenges of school choice, high quality instruction and exam preparation. Conclusion Gifted schools’ entrance exam has considerable effect on the families involved, and elementary school curriculums. Intense competition to pass this exam revealed families’ tendency to high quality and affordable education.

The aim of the present study was to examine the model of causal relationship of achievement goals with academic performance with mediating role of academic procrastination.The population of this study consists of 160 undergraduate students of payamnoor University who were selected by random sampling method. The instruments used in this study include Achievement Goals Scale, Academic Procrastination Scale. Data was analyzed through confirmatory factor analysis. Confirmatory factor analysis showed that validity is acceptable. The proposed model of the relationships between variables was tested using path analysis software (AMOS-21). According to the results, the proposed model was an acceptable fitness regarding the fitness indices. The results showed that mastery goal had direct relationship with academic performance and was indirectly related, through academic procrastination to academic performance .In addition performance  avoidance goal was indirectly related with academic performance through academic procrastination. On the other hand academic procrastination and academic performance was significant negative correlation. Better fit through the elimination of approach goal with academic performance through academic procrastination.

Modeling is a process which the observer sees another person's behavior and adapts his/her behavior with that which is the result of interaction. The aim of present study was to investigate and compare effectiveness of bandwidth modeling and self-control modeling on performance and learning of a sequential timing task. So two groups of bandwidth and self-control were compared. The task was pressing the keys number 1, 4, 5 and 8 on a sequential timing apparatus while keeping certain absolute timing. Subjects in acquisition phase according to experimental group were modeled in different ways. Subjects in self-control group were modeled when they asked for it and for bandwidth group subjects it was a 10 percent bandwidth around the goal that when their performances were outside of this predetermined bandwidth, they were modeled. The subjects came back to the lab 24 hours after acquisition phase for completing retention and transfer tests. Results showed that if through in acquisition phase bandwidth group was significantly better than self-control group, but in retention and transfer tests two groups wasn't any significant difference and therefor could be concluded that both methods of self-control and bandwidth modeling leads to similar effects on learning sequential timing task. Generally results of present study are justifiable with challenge point framework. Techniques of bandwidth and self-control because of flexibility toward two factors of learner's skill level and task difficulty, leads to appropriating practice condition with informational needs of them and therefor have the capability of optimizing practice condition. Therefore, the two bandwidth and self-control modelings due to flexibility of both beginner skill levels and difficult assignment ratio, lead to fit practice condition with their information needs and thus seems to have the ability to optimize practice.

The aim of this study was to investigate the effect of the time of broadcasting Geography instructional films on student's learning and the attitude of third grade female students to the lesson in Malayer at 1392-93. Our research design, in this study, is Quasi-experimental with pre and post-test that is along with a control group. 110 students were randomly chosen and divided into four groups, three of them had seen the film before (n = 27), while (n = 26), after (n = 26) teaching and the last group had not seen any film (n = 31). Sections 2 and 3 of the geography book was chosen. Measuring devices that we use in this examination were: an equivalent pre and posttest on film content which is containing 32 questions in 5 sections and an Attitude questionnaire which Contains 20 questions. At the beginning, a pretest for each of the groups were performed and each of the students filled a questionnaire. At the end of the training, they take Posttest and fill questionnaires. The results were analyzed using Generalized Linear Models, multiple comparison test, dependent t-test, ANOVA and MANOVA. The result showed that we using educational films while teaching, is more effective on student's learning and their attitude to the lesson.

This research aimed at studying the canonical correlation between Contingencies self-worth (Family support, Competition, Appearance, God’s love, Academic competence, Virtue, Approval from others) with adjustment (emotional, Social and academic). In order of this research, 221 university students were selected by random ratio sampling method (1272 cases). Data was gathered through contingencies of self-worth scale (CSWS) and youth adjustment inventory. The method of data analysis was canonical correlation analysis and independent t test analysis. The results of Canonical correlation analysis revealed that there is a significantly negative relationship between Contingencies self-worth with adjustment (p< 0/01). ). In addition, the results of independent t test analysis showed there was significant difference between male and female university students in emotional adjustment and educational adjustment levels and total adjustment (p< 0/05). But, there wasn’t significant difference between male and female university students in social adjustment. In general, it can be concluded that if the Contingencies self-worth increase the adjustment will be low among these student.