فصلنامه مطالعات آموزشی و آموزشگاهی
پیاپی 22 (بهار 1399)

The results of various researches indicate the shortcomings of the internship process. The lack of a coaching approach in vocational training and internships is evident, which has led to many shortcomings in the internship process.Therefore, the purpose of this study was to identify the components and elements affecting the coaching process of student-teacher internship at Farhangian University. For this purpose, a qualitative study with the approach of Grounded Theory and emerging design was implemented.Thirteen experts were selected by purposive sampling method with theoretical data saturation criteria. The study population of university experts aware of teacher training and its internship process included people who have lived experience in coaching the internship process of students and teachers and in the period 2007-2017 have authored a book, scientific-research article, research project. Semi-structured interviews were used to collect data. The main interview questions were designed and implemented through 5W1H technique.The reliability of intercoders was 0.78, and re-encoding reliability was 0.89. Thematic analysis was used for identifying themes and categories of the coaching in process of teacher-students intership. Finally, components were identified affecting the student-teachers coaching intership, including Professional development, Practitioners,Teaching-Learning process, Selectivity, Interactive Interactions, Structure, Motivators, Adaptation, Culture, Curriculum, Facilitation, Management and Leadership and Quality Assurance.

The purpose of this study was to identify and introduce factors and factors affecting the development of self - management in sixth grade elementary schools in Shiraz. The present study carried out with a mixed method in two phases: qualitative and quantitative phases. The qualitative section was carried out using content analysis method and quantitative section by descriptive - survey method. The participants in the qualitative part, experts and researchers in the fields of management and learning, were selected in a purposive sampling method, and with the data saturation criterion. The data collection instrument was interview in the qualitative section. The statistical population in the quantitative section consisted of all middle - grade students of Shiraz, which were selected cluster random sampling. Findings were designed in four components: family, educational environment, planning and social skills. Each of these elements has implications that affect self - management development finally, evaluation of self - management status among students was not appropriate. However, in the case of middle - grade students in Shiraz, self - management model fits well with the present situation.

The purpose of present study was to Prediction of Academic Dishonesty based on academic identity and intelligence beliefs. The study method was descriptive-correlation. The statistical population were to included High school students from Lordegan city in the academic year of 2017-18. Among them 254 students were selected by multi-stage cluster sampling. To collect the data were used from the Implicit Theory Intelligence Scale of Abdel Fattah and Yates (2005), the Academic Dishonesty scale of Maccabi & Truenio (1997) and the questionnaire of academic identity of Vaz and Isaacson (2008). Data were analyzed by used SPSS software and Pearson correlation coefficient and regression analysis. The findings showed that successful academic identity had negatively and significantly relationship with academic dishonesty. Diffusion, foreclose and moratorium academic identities had positive and significantly correlation with Academic Dishonesty. In addition, Incremental intelligence belief had negative relationship with Academic Dishonesty and fixed intelligence belief had positive relationship with Academic Dishonesty. Another finding of the study is that incremental belief and successful academic identity have the most significant contribution in predicting academic Dishonesty. Also, according to the results of the present study, attention and knowledge about students' beliefs about their ability and formed academic identity and their effects on Academic Dishonesty, is a necessity for the educational system, In order to select effective educational and training interventions.

The purpose of this study was to identify formative components of professional development for elementary school principals Qom Province. This research was a qualitative based on the thematic analysis approach. The statistical population has consisted of all school principals in Qom. Using a purposive sampling approach, a total of 40 persons were selected as participants in the study. The data were collected through the results of reviewing on theoretical foundations and research background by the general interview guide approach and semi-structured method. Concepts and categories have been extracted through coding. In designed framework of the concepts and categories derived from interviews, strategies of professional development for school administrators in eleven categories: Strengthening academic skills; Diversifying the school climate; Needs assessment; Development of communication; Empowerment of employees; Internal and external visits; Planning; Revitalization; Lifelong learning; Conflict management and balancing between work and life.

The purpose of this study was to develop and validate the scale of school excellence performance. The research method was exploratory mixed method. The statistical population in the qualitative section was the educational faculty members and the school curriculum experts. Twenty of them were selected through targeted sampling, and in the quantitative section, 656 experts, principals and teachers of the secondary schools of the provinces of Kurdistan, Hamedan and Kermanshah were selected by cluster random sampling. Interview and survey approaches were used to gather information. For analyzing the data in the qualitative section, content analysis used and in the quantitative section binomial test and confirmatory factor analysis were used. The results confirmed the fitness and validity of school excellence performance evaluation scale, including background components (needs assessment, goal setting, cultural factors, rules and regulations), content (content, human resources, physical, financial and information), process (Learning to learn, monitoring, complementary activities, motivation and creativity), and extracurricular activities (organizational innovation, academic performance, career advancement, participation in development and mental health). In sum, it consisted of 19 organizational components and 85 basic components. According to the nature of the evaluation research, the scale developed is a kind of feedback model to address the challenges. Therefore, the educational system can use it to evaluate its performance in this process and other similar processes.

The purpose of this study was curriculum content analysis of bachelor of the primary education of Farhangian University with respect to the components of professionalism. The research method was content analysis. The analysis unit was the objectives and criteria for the competencies of 67 unit of revised curriculum of the undergraduate course in the field of primary education at Farhangian University (2016). The registration unit was Themeof the objectives and criteria. Data collection tools included a content analysis checklist based on the components and indicators of the Danielson Teaching Assessment Framework (2013) in the form of four areas of planning and preparation, classroom environment, instruction and professional responsibilities, 22 main components and 120 indicators. The validity of the checklist was confirmed by 5 educational specialists. The reliability of the checklist was calculated by determining the agreement coefficient of the code 0.83. In order to analyze the data, Shannon entropy method was used. The results showed that in the curriculum of primary education, the areas of planning and preparation, classroom environment, education, and professional responsibilities were not considered in a balanced way. Also, the components of creating an environment with respect and support, accurate recording and maintenance of records, knowledge of resource use, application of questioning techniques and discussion have not been considered.

Following a descriptive-correlational design, the present study sought to explore the mediating role of academic self-efficacy in the relationship between students’ academic optimism and academic buonyancy. To analyze structural relationships in this applied study, structural equation modeling was used. Using Morgan’s table and the multistage cluster sampling technique, 380 undergraduate students from a population which comprised all undergraduate students accommodated in the dorms of the University of Mohaghegh Ardabili were included in the sample of the study. To obtain the data required, the liveliness questionnaire developed by Dehghanizadeh and Hosseini-Chari (1391), the academic self-efficacy questionnaire developed by Zajacova,Lynch, and Espenshade (2005), and also the academic optimism questionnaire developed by Tschannen-Moran et al. (2013) were adapted. Using structural equation modeling, the data were analyzed. The values obtained corroborated the fitting of the model. The results gleaned from structural equation modeling showed that academic optimism directly impacts academic liveliness of students, academic self-efficacy directly influences academic liveliness, and still academic optimism affects academic liveliness indirectly through academic self-efficacy. Accordingly, academic self-efficacy is judged to mediate the relationship between academic optimism and academic liveliness.

The aim of the present study is to investigate the effect of Pedagogical a pproach of philosophy for children on the questioning Skills of first gradeelementary students in Science. A experimental method and pre test-post test design with control group were implemented to have the research hypotheses tested. All first grade male elementary students in Dasht e Arzhan district during school year of 2017-18 were selected as the statistical population of the research. Two schools were selected through random sampling and first grade students of both were determined to be experimental and control groups respectively. The training course was performed through Lippman's "Philosophy for Children"and community research by using a collection of thoughtful stories titled " How to Raise Children's Philosophical Ability and then the post test was conducted for both groups. By having Fisher's questioning measurement test as research tool, it was found out that the pedagogical approach of philosophy for children had positively affected the questioning skills of students in Science and based on Bloom's cognitive field there was a significant difference between the levels of questions belonged to the experimental group in pre test-post test and eventually the information-based questions of students in pre test had been upgraded to evaluative and analytical level in post test. Based on this and in order to increase the questioning skill, it was proposed that the pedagogical approach of philosophy for children is advisable to be implemented in Science course as a teaching method.

This study was conducted to evaluate the content of 8th grade mathematics textbook on the basis of its compliance with the perspective of mathematics content analysis. The statistical community is 8th grade mathematics textbook. In this study, the entire content of 8th grade mathematics textbook has been analyzed. The research instrument was the researcher-made content analysis form. In order to face and content validity and validation instrument for the study, the opinions and viewpoints of experts were used. As well as to the validity of the results, agreed formula coefficient of reliability William Scott is 81%. The findings of this research show that 8th grade mathematics textbook is less of the stuff the field circuit used in conformity with the principles of content and math has never been so successful the reality circuit.

Since the realm of the artificial environment and community’s judgment of “graceful architecture”, particularly in small cities in Iran, is highly influenced by a prominent part of the professional community of architecture, i.e. architectural technicians. Architectural education, especially in art schools, is of paramount importance as the primary cornerstone of architectural education. The purpose of this study is to examine the effect of textbook content on the learning process of students at schools’ level. For this purpose, the extent of consideration of the components of active or inactive content was studied from the perspective of William Romy in the selected sample of the book Elements and Details, and then the current situation was explained. Moreover, the items that should be given more consideration in curricula were identified. The research employs descriptive-analytical method which was performed by content analysis method using William Romy technique to examine the extent of text engagement within books. Based on the teaching experience of the author in curricula of architecture schools, students often experience great difficulties in learning and going through some of these courses, including Elements and Details, despite the fact that their topics are objective and tangible. Due to heavy dependence of courses on official textbooks in art schools, the current study has focused on the efficacy of the book "Elements and Details" of the junior year of architecture and its analysis. The results showed that the text, form, figures and questions of Elements and Details has stimulated the involvement of students to a lesser extent than usual. Also, the inconsistency between the contents of architecture books in art schools has led to disruptions in students' learning process. Based on the findings of the current study, suggestions were made for modifying official architecture books, rendering them more efficient in teach.