Journal of Education Experiences
Volume:4 Issue: 1, Winter and Spring 2021

The impetus for performing this study came from Thornbury's (2005) approach to teaching speaking in which he claimed that awareness-raising techniques and appropriation strategies facilitate the developing speaking skill. Accordingly, this study explored the impact of an appropriation-based syllabus to teaching speaking by using chunks-on-card activities based on quasi-experimental method. To do so, 30 Iranian intermediate EFL learners were selected from four classes in a language institute and the classes were randomly allocated to two groups: an experimental and a control group. To observe the effect of the treatment, the participants underwent pre- and post-tests on speaking skill. They participated in 14 treatment sessions in which the experimental group practiced the chunks-on-card approach through drilling while the control group practiced the conventional approach. The findings of the Independent-Samples T-test as well as the Paired Samples T-test revealed significant differences among the pre- and post-tests scores of both groups. Thus, the hypothesis of the study which postulated that the appropriation-based teaching of lexical chunks had a significant impact on these intermediate EFL learners’ speaking skills was confirmed.

This study has been conducted with aim of analyzing the content of the sixth grade elementary school books of humanities based on the attention to citizenship rights. In this study, descriptive method and content analysis was used. The statistical population was based on the content analysis of sixth-grade primary school textbooks, out of which three books of Persian writing and Persian reading, Quran and civics were chosen as examples of the targeted method. Data gathering tools were the inventory of analyzing the content of textbooks and inventory of image analysis and after studying the theoretical and legal contexts, the proposal based on the study by Alipoor (1389) was prepared and its validity was determined by pedagogy specialists and relevant experts. The units were analysis of words contained in the text-books and also the images contained in textbooks. The results indicated that component of the right of preserving the respect have the greatest coefficient of importance with 0.158 and after that the two components of the right of life and property security and then the rights of fulfillment of basic needs have the greatest coefficient of importance. In general, the main result of this study showed less attention to the issue of law and citizenship rules in the books of the sixth-grade primary school in Iran.

The main purpose of this research was to study the relationship between, organizational citizenship behavior, self-efficacy and teaching quality of teachers in primary schools of Noorabad Mamasani. The research population consisted of 715 teachers and random cluster sampling used to choose 252 teachers as sample according to Krejcy & Morgan table. shwarzer et al, self- efficacy questionnaire (chronbach alpha=0.82) and podsakoff organizational citizenship behavior (chronbach alpha=0.84) questionnaire and Shahidi Teaching Quality Evaluation Questionnaire (chronbach alpha=0.861), with appropriate validity. Pearson’s correlation coefficient and structural equation modeling were used to test the research hypotheses. The results showed that there was a significant relationship between variables oforganizational citizenship behavior, self-efficacy and teaching quality. Also based on structural equation modeling it is observed that self-efficacy had a mediating role in the relationship between organizational citizenship behavior and teaching quality of primary school’s teachers.

The present study is an attempt to examine the mediating role of metacognition beliefs in the relationship between attachment to school and emotional atmosphere in family and attitudes towards children’s use of social networks. The study was carried out as a developmental research and in terms of data gathering method it was a descriptive-correlative work. In addition, in terms of data and research method, it was a quantitative work. The study population consisted of female students in the 2nd year of high schools in Tehran City (2019-2020). The study population size was 106119 individuals. The sample size was determined based on the standard methods in structural equations equal to 400. The data gathering methods were library review and field study. Data gathering tools were Walsh’s metacognitions questionnaire, Morton, Dewhite, and Glazier’s School Attachment Questionnaire, Hillbern’s Emotional Atmosphere, and a researcher-designed questionnaire of using social networks. To test the research hypothesis, path analysis was used. The indices of goodness of fit supported the goodness of fit of the model. The findings showed that emotional atmosphere in family and attitudes towards students’ use of social network had an indirect relationship with attachment to school. In addition, there was a direct relationship between metacognition beliefs and school attachment. Metacognition beliefs have a mediating role in the relationship between school attachment and attitudes towards students’ use of social network and emotional atmosphere in family

The aim of this study was to design and validate school principals’ effectiveness model at high schools in Lorestan Province, Iran. The experts and specialists were selected through theoretical saturation and the principals (n= 199; 102 men and 97 women) were selected through cluster random sampling method. Data analyses were done in SPSS and LISREL and data validity was confirmed by experts. As for reliability, Cronbach’s alpha was obtained equal to 0.96. Normality of the study population was measured using skewness test and data analyses were through structural equations and path analysis. The results showed that Chi square test (df=2.46) was less than 5, which supports goodness of fit of the model. Therefore, the elements of school principals were significant at 0.99 level and properly confirmed the effectiveness variable in the proposed conceptual model.

The present study mainly aims to propose a model to identify current status of development of faculty members in Payam-e-Noor University (PNU) based on informal learning. The methodology of current research is of composite- exploratory type that was conducted using successive technique in both qualitative and quantitative parts. The qualitative data were collected and selected by execution of semi-structured interview with 30 academic teachers using non-randomized purposive method and data were analyzed in three steps by means of open coding, axial and selective and then the model was formulated. The qualitative results showed that development of faculty members included three main categories: core effect, causal conditions, contextual conditions, intervention conditions, strategies and consequences either of which also comprised of subcategories. To confirm paradigmatic model, a standardized questionnaire was administered with statistical population including 1200 respondents and sample size of 369 subjects using relational stratified sampling techniques by academic teachers in PNU University. Data were analyzed by means of statistical methods (descriptive and inferential: Exploratory factor analysis, Kolmogorov-Smirnov Test and single-sample T-Test) and this was done by the aid of SPSS (v.25) for statistical analysis. The rate of fitness of model under existing and good conditions was examined and findings indicated that the current and favorable conditions were significantly distant from each other. According to this study status quo of development of faculty members is at relatively favorable level and needs to improvement in Hormozgan province PNU University

The aim of this study was to determine the relationship between knowledge management and organizational intelligence and organizational agility of principals. The research method is descriptive correlational. Statistical population of all principals of Galugah was 80 people. 66 people were selected according to the Krejcie and Morgan table by stratified random sampling method based on gender. Data collection tool was Hemmati Knowledge Management Standard Questionnaire (2010), Karl Albrecht Organizational Intelligence (2003) and Sharifi and Zhang Organizational agility (2004). The reliability of the questionnaires was 0.96, 0.96 and 0.86, respectively. Regression test and Pearson correlation coefficient were used for data analysis. The results showed that there was a significant relationship between knowledge management and organizational intelligence and its components and organizational agility and its components. The most significant contribution in organizational intelligence was the strategic outlook component and the least contribution was agreement and unity components. Also, the highest contribution of organizational agility components was managers’ competency component and the lowest contribution was rapidity component in managers.

This study aimed to identify the effect of managers’ ethical leadership on the quality of work life of employees with the mediating role of professional ethics. The research method is correlation and based on structural equation modeling. The statistical population of this study includes all staff of the Islamic Azad University of Ardabil province with 443 people in the academic year 2018-2019. A sample of 205 people was selected based on the Krejcie-Morgan table and the relative classification method. Data collection tools include three questionnaires "Ethical Leadership of Kalashon et al, Quality of Work Life of Teachers Ilgan et al and Kadozir Professional Ethics” whose validity and reliability were assessed and were approved. The results showed that the ethical leadership of managers has a direct effect on the quality of work life of employees and in addition, the ethical leadership of managers through professional ethics has an indirect effect on the quality of work life of employees. According to the research findings and also the importance of quality of work life, it can be concluded that university administrators can greatly improve the quality of ethical leadership and professional ethics by providing the context of participatory programs, training and staff awareness, strengthening the working life of employees.

Throughout Nahj al-Balaghah and other teachings of Imam Ali (AS), the positive and constructive dimensions of behaviors, traits of individuals, and constructive and positive thoughts have been considered. Imam Ali (AS) not only paid attention to these issues, but also guided others to pay attention to these dimensions voluntarily and consciously. The purpose of this study is to investigate the educational implications of positive thinking in Nahj al-Balaghah with emphasis on theism and its validation. The research method of content analysis was based on deductive categorization system. The field of research included all texts related to Nahj al-Bagheh using a purposeful approach. Data collection tools included receipts, databases, available library and electronic resources related to Nahj al-Bagheh. To assess the content validity, the CVR coefficient (CVR) was used and the questionnaire was provided to eleven professors and university experts by purposeful sampling and was approved at the level of 59%. educational meanings in 179 code concepts were combined with selective coding method in the axis of theism, the most prominent of which are: intellect in creation, power of God, wisdom of God, God's patience, divine justice, necessity of theology, greatness of God, divine mercy, benevolence and thinking. In the future The results showed that one of the positive feedbacks is to have a healthy mind, therefore in the teachings of Imam Ali (AS) much attention has been paid to the positive and constructive dimensions of behaviors, personality traits and constructive thoughts.

The aim of the present research is to investigate the comparison of effectiveness of reciprocal education and direct explanation on solving problem skills and educational self-concept of female students studying at fifth grade in Shiraz City. The present study is semi-experimental study that 34 students were selected using cluster sampling method out of female students skills studying at fifth grade. The research tools included questionnaires of solving problem skills and educational self-concept. Data using multivariable analysis of variance using SPSS-2 software were analyzed. The results showed that reciprocal education and direct explanation had significant effect on raising solving problem silks. Also, reciprocal education and direct explanation had significant effect on raising educational self-concept (0.51 (Partial ŋ2، 0.0001=p /53.15=F). Also, the amount of effectiveness of reciprocal education obtained were more than direct explanation in solving problem skills and educational self-concept of the students (p>0.05). The present research showed that reciprocal education and direct explanation promote the amount of solving problem skills and educational self-concept of the students. Therefore, students in reciprocal education and direct explanation processes (Especially in reciprocal education) learn to act efficiently toward problem solving in the learning process and in this way, they develop some amount of solving problem skills and educational self-concept.

The organization of education, in order to fulfill its high goals, that is, the education of human beings, requires attentive, committed, and professional teachers. The purpose of this study was comparison of vocational commitment and professional competence of teachers with and without experience of participating in action research in elementary schools in Shiraz. The present study is an analytical-comparative study. The statistical population of this study is all teachers of elementary schools in Shiraz, who taught in the academic year 2016-17. The sample consisted of 56 teachers (28 with and 28 without experience of participating in action research) who were selected in the simple non-random (targeted) sampling. The questionnaires that used in this study were Rothwell & Arnold vocational commitment questionnaire with 9 items and Babaei professional competence questionnaire with 39 items. Validity and reliability of the questionnaires were examined and the results showed that the measurement tools had acceptable content validity. Data were analyzed by SPSS software package and used descriptive statistics (mean and standard deviation) and inferential statistics (Boxes test, Levenss test, Multivariate tests (Pillais Trace, Wilks Lambda, Hotelling trace, Roys Largest Root) and independent t-test. The results showed that the mean of vocational commitment and professional competence of teachers with experience of participating in action research were more than that of teachers without experience of participating in action research. Also, there was a significant difference between the dimensions of professional competence (cognitive-skills competence, attitudinal competence, managerial competence) between the two groups of teachers.

The purpose of this study was the effectiveness of teaching through concept maps on critical thinking and academic self-concept. The research method is quasi-experimental with a pre-test - post-test design with a control group. The statistical population included all high school male students in Marvdasht in the academic year 2020-2021. The sample size was selected using step wise cluster random sampling. And the selected individuals were placed in two groups; experimental group (30 people) and control group (30 people). The Data collection tools in this study were Ricketts critical thinking and Rogers academic self-concept questionnaires, which confirmed the validity and reliability of the instrument. Data were analyzed using descriptive and inferential statistics. At the level of descriptive statistics; Frequency, mean and standard deviation and at the level of inferential statistics, uni-variate analysis of covariance test were used. The results showed that teaching through concept maps has a significant effect on students; critical thinking. Teaching by conceptual maps has a significant effect on academic self-concept. The use of active and effective teaching methods, including the concept map method, can promote critical thinking and academic self-concept in students. Concept maps make it possible to deepen the process of teaching and learning to reach higher levels of cognition and a variety of abstract, creative and critical thinking.