نشریه پژوهش در مسائل تعلیم و تربیت
شماره 43 (1389-1390)

The aim of this study is Identification of the effectiveness of employee training on the staff empowerment in Keshavarzi Bank. This study is done by survey –Descriptive method. The research population is, all employees who participatied in the Training courses in Keshavarzi Bank at west region of Tehran and Their managers by Using Cluster random sampling method 124 employee were selected. Statistical methods such as T Single sample, Multivariate analysis of variance and pearson correlation coefficient are used. The results show that from managers and staff point of view, training Has been effective on the Components of  goals clearance,Fair treatment,promote teamwork, Creating of Constructive communication and promotion of spirit .but has not  any effect in connection with the Components of spirit of  Participation and Creating Healthy working environment . The result also show that there is a significant relationship between the total number of training courses the and employee empowerment. But there is not any significant relationship between the hours of presensence in classes and employee empowerment..

Many of the human needs are needs are influenced need   by the   ICT and the process of transition from traditional society to Information society. Educational programs and curriculum development are impressible   and at the same time are influencing the mentioned process and consequently virtual instruction  was emerged. To take for granted that utilization and enjoyment of virtual instruction causes more efficiency and effectiveness’ of the educational systems  , there for re construct ring of current curriculum is necessary  to achieve an effective virtual instruction. In this article through introducing of the stage of virtual education its specialties , necessity  of utilization of technology , advantaged and limitations are discussed.

Interaction is defined as a significant, central part of learning environments and is the factor of action and reaction for the development of modern learning societies (swan, 2002; Hodge et al. 2006; quoted in Rhode, 2008). Interaction, whether in conventional environments or in electronic environments, is one important element of the process of learning.The theoretical basis of interaction is attributed to the interaction between the learner and development in the theory of Vygotsky (Lou, Kata, 2009). With development of technology and moving from conventional education and learning towards distance education, theories have also been created about interaction in this form of education which
are derived from the interactions existing in the theories of educational psychology.So,we should first Search interaction in the learning theories of psychology, which show the relationship between interaction and learning and its duration. In this study, we first discuss the learning theories about interaction and then set forth the theories of interaction in distance education.

The aim of present study was to examine effect of dramatic play on moral growth of pre-school beginners in Jahrom. In this study, two classes, each of them having 38 pre-school girl children, were chosen from one pre-school center.Beginners were divided into two groups of control and experimental. The experiment group was once more divided into two groups of performing dramatic play and watching dramatic play. Pre-test and post-test, along with control group were being used as the means of this study.Some different dramatic plays with different texts were performed to the experiment group in 20 sessions, each of them taking 15 minutes; whilst, control group did not receive such kind of education. To measure beginners' moral growth, the story test of Kohlberg moral growth was used.Information analysis showed that dramatic play performance had no meaningful effect on experiment group (performing) moral growth (P> 0.05). Meanwhile, dramatic play watch had also no meaningful effect on experimental group (watching) moral growth (P> 0.05). Neither performing dramatic play nor its watching has any different effect on beginners' moral growth; i.e. there is no difference between effects of performing dramatic play and watching dramatic play on beginners' moral growth.

The aim of this study was evaluating the factorial structure  and psychometric properties of the College Academic Self-efficacy Questionnaire (CASES) (Owen & fronman, 1988). In a descriptive study 320 students of Tehran Tarbiat Moallem University (188 women, 132 men) who were selected using Multi-stage Cluster method, completed College Academic Self-Efficacy Scale (CASES) by Owen & fronman (1988) and Students Stressors Questionnaire (SSQ) by Poladi Rey Shahri (1374).Confirmatory and Exploratory factor analysis, Pearson correlation coefficient and internal consistency were used to compute the CASES’s factor structure (construct validity), discriminant validity and reliability, respectively. The results of exploratory factor analysis indicated that CASES Questionnaire had one factor. The correlation coefficient of CASES and SSQ were being found: -0/74 (p<0/001). The results of our confirmatory factor analysis, provided support for the model. Also, an Alpha Cronbach coefficient of this Questionnaire was 0/9121. The College Academic Self-efficacy Questionnaire (CASES) (Owen & fronman, 1988) are valid and reliable and are suitable for use in assessing the academic self-efficacy of Iranian students.

 General approaches to education about applied   and  speculative   areas based on ethics, spirituality, justice, health ,vitality and efficiency. Education with a wide range of needs and looking at the scenery is facing. Needs for health  and ethics can be divided into genuine and false ones. After both the technical and instrumental and communicative  rationality ,the  common understanding , is the  most efficient way to determine the goals and major programs, small and medium criteria to determine the health,quality of life ,balance and ethics.Common understanding will require : debate on educational programs for  applied  areas based on studies of documents, research findings and next steps case analysis, evaluation by the intuition of the experts and the connosures finally the flexible and reversible product would be emerged. It is should be added that rationality on the common understanding avoids the harsh discipline, and human relationships move towards polygonal space. National programs, documents and national outlook, with the application of common understanding can be equipped with a variety of patterns and find relief from poverty of patterns. Humanities and Education in the processing and production  climax higher than "scientificity" .All of the human beings have the right of participation , common understanding and consensus; first step, understanding the  entity of the" others “as a whole.All groups of "marginal" that often barely injured by violence, clumsy or inefficient structures, lifestyles, socio- cultural strain – and the bureaucracy. Exceptional education, disabled people, ordinary people, philosophers, experts, scholars and environmentalists , moral thinkers, are the rare theoretical and practical resources can enrich the humanities and education .This the activity to approach communicative rationality, common understanding , realistic analysis, review and multi-logical cognition, will smooth the way of reconstruction.