نشریه رویکردی نو بر آموزش کودکان
سال دوم شماره 3 (پیاپی 5، پاییز 1399)

The aim of this study was to investigate the role of extracurricular learning assignments on increasing academic well-being and students' academic engagement. The research method was descriptive-correlation. The statistical population in this study were all male high school students in Bandar Lengeh in the second semester of 1397-98. In order to select the sample and conduct the research, among the students of boys' secondary schools, by available sampling method, 120 third grade students were selected as the research sample after the initial evaluation in terms of IQ. Out-of-school learning curricula (researcher-made), Jenks and Morgan academic self-efficacy (1999) and Bloomfield-Paris academic conflict (2004) were used to collect data. Pearson correlation test was used to analyze the data. Findings showed that there was a positive and negative relationship between the use of extracurricular learning assignments with academic self-efficacy (r = 0.35). Also, there was a positive relationship between the use of extracurricular learning assignments and academic engagement. And there was significant (r = 0.43). Therefore, it can be said that purposeful learning assignments outside of school play an important role in increasing academic self-efficacy and student engagement, which can improve students' academic performance and achieve better results in academic exams.

Classroom and educational assessment is an important tool in creating and increasing the quality of education, which in many cases has only a score and report aspect, and the process of this category and its role in assessment has been neglected and neglected. Therefore, this study was formed with the aim of measuring and evaluating education and its role in improving education. The method of this research was based on the study of the library with the executive approach of content analysis of the existing research in this field. With the final review in this section, 18 researches were included in the study. Analytical study in this field showed that 79 open codes were identified from the effects of assessment in improving education. 32 themes were extracted by categorizing and focusing around the most important category, and by finalizing and centralizing the themes, 8 final themes were identified. Code and the number of main codes identified around each axis; Feedback and status, awareness of the quality of teacher teaching; Motivate learning; Strengths and weaknesses of learners; Motivation for academic achievement; Creating a dynamic learning environment; The quality of textbooks and the quality of the educational system are the most important effects of evaluation in improving education. Based on the obtained results, educational evaluation has an important role in quality and improvement of conditions in this field, which by increasing the study and its application, the level of education and the resulting quality can be increased.

Teaching and learning is a multifaceted structure and has many dimensions in which it is involved and effective. Therefore, this research was conducted with an analytical approach to measurement and evaluation and its role in learning by looking at the existing approaches in the field. The method of this research was based on the study of the library and the study of resources in the field. Quantitative and consistent with the score, the qualitative and process-oriented cognitive approach and the humanistic approach focus only on the learner without regard to the assessment tool. Also, in the field of comparative study of the findings, it was shown that the evaluation approach of different countries includes both cognitive and behavioral models and approaches, but there are certain differences in the use and application of the evaluation model. In this regard, Japan and Finland have a qualitative and descriptive approach; South Korea and the United States use a combination of both approaches with an emphasis on the cognitive perspective in education, but Iran is a country with a slightly dominant approach to education that the major selections and admission conditions of students in postgraduate and graduate courses based on a The little test is mostly closed answer.

Applying a new teaching approach to education is a necessity of the recent age and in line with the needs of learners. In this regard, this study was formed with a comparative look at the new pattern of secondary education in Iran and developed countries. This study was a comparative study of various types of research based on review articles with a library approach that specifically examined 6 countries: France, Japan, South Korea, Australia, Finland and Iran. Findings obtained from this research in three areas of educational management; The technology and technological tools section was done in this field. Findings obtained in this field showed that in the managerial dimension, in more developed countries from a managerial perspective in this structure, there is a multifaceted educational system and supervision in various fields. The study of the use of new technology and educational tools in schools of the studied countries showed that complete intelligence in schools and accurate specialization of modern and 100% education is not observed in any country yet, but the direction of education is towards the model of intelligence, with However, specialized schools and an active educational approach show a further expansion in this field. Japan, South Korea and Finland have a high growth rate in this field. France and Australia are in a moderate situation and Iran is at a low and weak level in terms of active educational approach in secondary school. In the field of tools in this field, the results showed that developed countries are moving towards more specialized and individual education. The results obtained from this research can be used in planning and strengthening the existing infrastructure to expand the new educational model.

Learning is an important central issue and a fundamental factor in learning theory. Undoubtedly, learning is the most important educational issue that different educational systems try to upgrade and improve in different sectors based on different programs. Accordingly, this study was conducted with the aim of an analytical look at the theories of learning teaching, and these approaches from different angles of behavioral, cognitive and constructivist approaches were examined as the three main and basic approaches in this field. The method of this research was based on library study and review approach in which the researcher was examined from different angles with the extractive structure of different approaches. Findings showed that the behaviorist approach has a quantitative view of education with traditional patterns, therefore, traditional education is emphasized and the educator is the main role of the education model. The cognitive approach with adjustment in this field combines learning with each Searches for both quantitative and qualitative methods with the aim of creating perception and insight in the learner, and in this regard, the individual and the teacher interact with each other in school or other learning environment, learn concepts and related patterns. In constructivism, he has a special look at the individual and considers him as the center of education and building according to him is the need for education. Therefore, in this structure, the model is based on qualitativeism and full emphasis on the individual. In a general summary, the studies show that all three approaches have a positive effect and role in creating optimal learning in the educational system, and interaction in this field and applying the strengths of each approach causes the creation and formation of a strong learning model. Becomes the basis of a single system.

Today, higher education has a special place in society as an institution that cultivates specialized human resources. One of the important factors influencing the quality of the output of the higher education system is the educational policies of the universities of that system, and using the experiences of developed countries and comparative studies in this field can be one of the reliable information sources for developing educational policies and increasing The quality of education in developed and developing countries. Our country, Iran, which is one of the developing countries today, needs to get acquainted with other educational systems and comparative studies in this field in order to succeed in its educational programs and increase the quality of its education. Therefore, considering the importance and necessity of this issue, the present study in a comparative study compares the higher education system of Iran and Germany and seeks to examine how to provide educational services, similarities and differences between the higher education system and how to obtain top academic rankings. It is one of the German universities in the world.

The main purpose of this study is to investigate the effect of complex elaboration strategies on mathematical anxiety and academic achievement of primary school male students in Sirik city in 2009-2010. The research method was applied and quasi-experimental. The statistical population of the study includes all male elementary school students in Sirik city. The method was multi-stage random cluster sampling in which 60 people were divided into experimental and control groups (30 people in each group). Mathematical anxiety questionnaire and math lesson scores were collected for both groups, and then only 8 sessions of complex strategy development classes were conducted for the experimental group, and no training was provided for the control group, then again the post-test questionnaires for both The group performed. Data were collected and analyzed using analysis of covariance in SPSS19 statistical software. Findings showed that there is a significant difference between the control and experimental groups in math anxiety and students 'academic achievement. As a result, complex description strategies are effective in math anxiety and students' academic achievement.

The purpose of this study was to determine the relationship between social capital and cultural intelligence with organizational phonics among education managers in Bashagar. The research method is descriptive-correlational. The statistical population of the study consisted of 194 managers of Bushehr education, out of which 140 were randomly selected. Measurement tools included Social Capital Questionnaire, Cultural Intelligence and Organizational Voice. The face validity and content validity of the questionnaires were evaluated and confirmed by academic scholars and in a case study using Cronbach's alpha coefficient of reliability, the reliability of which was 88% social capital, 93% cultural intelligence and 94% organizational voice. The results of this study showed that lack of social capital and high cultural intelligence affect managers, so that decreasing social capital and increasing cultural intelligence can lead managers to organizational voice and motivate and sense of responsibility. Increase towards the organization. Increasing social capital and high cultural intelligence can strengthen managers' sense of confidence and make managers more committed to achieving organizational goals. Therefore, using the results of this study, it can be concluded that in order to be able to have an organizational voice, education managers must increase cultural intelligence and social capital as much as possible.

The present study aims to provide a new approach to service  learning teaching of elementary courses. The research has been formed using qualitative research methods in order to answer three basic questions. The first question to explain the basics of service-oriented curriculum has been answered using the documentary-inferential research method. In the following, the basic elements of the service-oriented curriculum including objectives, content, teaching-learning approaches and evaluation are explained using semi-structured interviews and data analysis. Finally, using the theoretical research method, the proposed service-oriented curriculum model is designed.

The purpose of this study was to investigate the effect of problem-based education in group work on the ability to solve social problems. This research is an applied research in terms of the purpose of quasi-experimental research of pre-test-post-test groups with a control group. The statistical population of this study was all fourth grade elementary school students in Songhar city, from which 50 people were selected by cluster random sampling. The tools used in this study were the social problem solving ability questionnaire. Descriptive statistics of mean, standard deviation were used to analyze the data and analysis of covariance was used to answer the hypotheses. The results indicate that there is no significant difference between the effects of the experimental and control groups on the post-test scores of social problem solving.