نشریه علوم تربیتی
سال بیست و نهم شماره 1 (بهار و تابستان 1401)

Sarah Roddick, a feminist ethicist, proposed the maternal thinking approach. Based on this approach, the maternal voice can be heard. Roudick's analysis showed a strong link between care ethics and maternal ethics. Roudick's philosophical work laid the groundwork for raising children from a feminist perspective of peace. In his view, mothers' actions are respected as peace. However, mothers do not have a pre-prepared model for performing maternal actions and their care is accompanied by compassion and love. For many men and women, the maternal model can be a symbol of care and shape the experience and work of caring. In the relationship between mother and child, ethics Care largely goes beyond analysis and reasoning and is related to maternal activities. As a provider of motherly thinking, Ruddick emphasizes that motherly action involves different ways of thinking and acting.In order to achieve the goals of the research, analytical (conceptual) and inferential methods were used appropriately. In order to answer the second question of the research, from the deductive inferential approach to the inference of educational meanings.Data analysis showed that in education based on loving and motherly thinking; The general goal of education is "peace education". In this approach, the teacher has characteristics such as: love, reflection, the ability to wait, attention, awareness, moderation and humility. The capabilities are unlimited. The educational environment should also be an environment with security, vitality and freshness. The motherly thinking approach has the potential to be considered as a model in social and educational relationships.Accordingly, first, the maternal thinking approach was analyzed and its basic elements were examined. Maternal ontology is a kind of communication and experience is the basis of its epistemology in which thinking and action are necessary and necessary to each other. Maternal ethics is based on another preference on itself. Three goals are protection, growth and education (social acceptance). From the point of view of maternal thinking, mothers use the principle of love in performing caring roles. Attention love is protective love (maintenance love), Scrutiny Love ،love and humility.

Caring thinking is the third category of thinking based on Lipman’s classification that integrates human emotions in intellectual affairs. Caring thinking conjugates 3H; Head, Heart, and Hand as symbols of contemplation, kindness, and behavior.

This new category of thinking has not been effectively considered, especially in philosophical view. Therefore, the pros and cons of caring thinking and its implementation should be assessed and identified from a philosophical perspective. So the goal of this research is the analysis of caring thinking’s quiddity based on its dimensions, types, and nature and responding to challenges in these areas.

In this paper, we elaborate quiddity of caring thinking by applying the concept analysis method. The basic purpose of our methodology is to consider concepts of different types of caring thinking that results in distinguishing characteristics of each type.

We investigate:(1) The interference and differentiation of 5 types of caring thinking (Appreciative / Valuational, Emotional, Active, Normative, Empathetic ), the interaction between these types, their relations to Bloom’s taxonomy of educational approaches, and their individual and social effectiveness scope, (2) Dimensions of caring thinking based on how it affects the thinker (subject), the target (object), and the target’s manner of thinking, (3) The nature of caring thinking that shows emotional thinking as the start point which consequently results in ethical values, motivations, and actions. Finally, we introduce a four steps implementation of caring thinking that demonstrates its life cycle in a dynamic and self-rectifying society:(1) To pay attention and careto others including living and inanimate creatures as a result of Valuational, Empathetic, and Emotional thinking types, (2) To accredit and respect the rights of others, because of being involved in Emotional and Normative thinking, (3) To apply social, ethical, and biological rights of others in personal decision making and activities as a consequence of the usage of Active thinking, (4) Re-evaluate and revision the previous steps by assessing conditions using the Valuational and Normative thinking types.

The introduction of technology and technologies in different sectors of the community has caused profound changes in them. The sentence of these sectors can be referred to the education sector. With the incidence of corona virus, the effect of using new technology and technologies in education was more important. But what is very important in this situation is the need for attention to the type of technology and quality of content through this New technologies produced

The research method used in this research was descriptive and content analysis. The statistical research in this research is all educational films of primary school mathematics (fourth, fifth and sixth) in the official content section of the network. According to the subject of the sampling research, and the total statistical population was investigated. Information in this research is a checklist that was determined by the researcher design and validity by professors and experts in the field of electronic content.

The results showed that in the educational films of the mathematical lesson, the elementary school of the technical standards and the average of 3.3 to the average, the component of educational design standards with an average of 3.4 and a large amount of specific standards with an average of 2.9 and the average level was observed. It was found that technical and technical standards are more important than two other standards.

The sudden prevalence of the corona virus has led to teachers to track and continue training to use cyberspace and educational films. But a point should be noted that in most manufacturing films to technical and technical features of the the results of this study are more important than other characteristics of the desirable educational film, moderate and quantitative attention. This reflects very little familiar familiar with the software and techniques of the educational film. Programs and specialized courses in this field can help increase the ability of teachers in educational film production. Performing this case and high teachers' domination will lead to the creation of desirable educational films that affect and maintain the quality of learning trend in non-existent training.

The purpose of the present study is to explore the extent to which teachers use appropriate and inappropriate humor during the teaching process. Humor in education is an essential tool that can help teachers to enhance student learning by creating a motivating classroom environment. Using humor in the classroom requires certain techniques and principles that can be learned. Some types of humor have positive results and increase the effectiveness of teaching. In contrast, there are other types of humor that, when used in the teaching process, have negative effects on the teaching and learning process. In this regard, the category that has been studied in this study is the category of Frymier et al. (2008, p.5,4) which classifies humor in teaching in to two categories: appropriate humor and inappropriate humor. Appropriate humor means that humor is not offensive or appropriate for the classroom. Inappropriate humor is a type of humor that is offensive or not appropriate for the classroom.

This research is a quantitative research based on statistical analysis of numerical information in terms of approach and data collection method. In terms of purpose, it is applied and in terms of nature and method, it is a descriptive research, survey type. The statistical population of this study included all secondary school students in Shush city (Khuzestan province) in the academic year 2019-2020. The minimum sample size was calculated according to Morgan table and a total of 366 students were selected by stratified random sampling method. The required data were collected through an appropriate and inappropriate humor questionnaire (Frymier et al., 2008). Using Cronbach's alpha, the reliability of the questionnaire was calculated (α=0.95). One-sample t-test, independent t-test and dependent t-test were used to analyze the data.

Findings showed that teachers' use of two types of appropriate and inappropriate humor was less than average, while teachers in the teaching process were used more appropriate humor than the inappropriate one. Also, male teachers, more than female teachers, have used appropriate and inappropriate humor in the teaching process.

Student learning is very important, and it is the teacher's task to produce his teachings- learning process, and topics with appropriate communication tools to make student learning a reality. One of these communication tools is humor, which the teacher should be able to use the best types of humor, including the appropriate humor that helps the teaching-learning process.

The academic self-concept is a multidimensional structure, which can be defined and measured specifically in each field of study. The idea that having a positive academic self-concept can have positive educational consequences is trending. Academic self-concept is an individual’s self-evaluation and self-perception of his/her general ability in a specific academic domain. Academic self-concept can play an influential role in one's academic motivation and academic choices So far, models have been developed for science, followed by instruments for measuring academic self-concept, including physics as a branch of science. If we seek more profound and more effective teaching and learning methods in physics education, our greater awareness of the physics academic self-concept and a better understanding of its impact will play a decisive role in the learning process. a combination of direct educational interventions (such as improving academic self-concept) and indirect educational interventions (like improving knowledge and skills) are the among most successful ways to achieve the desired learning outcomes. Therefore, it is crucial to have a deep understanding of student’s academic self-concept in physics. The study objective was to investigate the relationship between physics academic self-concept and gender differences in Iranian students.

Data were collected from a sample of 603 male and female students in the science-based and calculus-based disciplines of the tenth to twelfth grades of Iranian secondary high schools. Confirmatory factor analysis and psychometric methods were used to standardize the Physics Academic Self-Concept Questionnaire.

The results showed that the academic self-concept questionnaire has an appropriate structural validity and the relationship between the physics academic self-concept and students' gender is significant.

The structure of the physics academic self-concept model was different between boys and girls, and female students had lower academic self-concept scores than male students. It is suggested that gender differences be considered in physics education and the necessary intervention be made to improve the physics academic self-concept in Iranian schools.

Given the importance of organizational health in organizational development, efforts to improve the health of the organization is important, so it is necessary to pay attention to organizational health and the factors affecting it. Therefore, this study has investigated the role of professional ethics in organizational health mediated by organizational citizenship behavior.

The statistical population of all education staff in Yasuj includes 550 people, of which 230 people were selected by available sampling using Morgan table. Data collection tools were professional ethics questionnaires of Gregory et al. (1990), Torkzadeh and Basiri organizational health (2015) and organizational citizenship behavior of Padsakov et al. (1990). Data were analyzed using SPSS24 and Smart-PLS statistical software and univariate t-test, Pearson correlation and structural equation modeling at the significance level of 0.05.

The results of one sample showed that the average score of professional ethics, organizational citizenship behavior and organizational health in general and its components (except for the component of perseverance and seriousness in work of professional ethics) in the education organization of the average theoretical score (3.00) as It is more meaningful. The results of Pearson correlation showed that there is a positive and significant relationship between the variables of professional ethics, organizational health and organizational citizenship behavior in general (p<0.001). The results of structural equation modeling showed that professional ethics has a positive and significant effect on organizational health (p = 0.05) but professional ethics has no significant effect on organizational health through organizational citizenship behavior. Therefore, organizational citizenship behavior does not play a mediating role in the relationship between professional ethics and organizational health.

The results showed that the organizational citizenship behavior has no mediating role in the relationship between professional ethics and organizational health.This ineffectiveness may be due to the fact that effectiveness, coherence, and accountability as components of organizational health are not affected by the voluntary behaviors of individuals in the workplace, and such behaviors only attract and retain qualified personnel.Since organizational health is one of the most important signs of good working relationships between employees in the workplace and can guarantee success in the workplace of organizations by determining common values among employees, it can be said that a significant amount of professional ethics among employees has resulted. The behavior of organizational citizenship and its components are not seen in the mediation between the relationship between professional ethics and organizational health.

Economic challenges (recession, inflation, etc.) always affect the quality and quantity of education and on the other hand, the quality of any educational system depends on the quality of the administrators of that system. School principals should be able to meet the challenges of their school. Also, improve the quality of education in their schools. Financial literacy is a tool that can be a powerful arm of school principals in solving school financial challenges. The purpose of this study is to provide a model and tool for measuring the financial literacy of primary school principals.

The method used in this research is Grounded theory. Using purposive sampling method, 8 university professors in the field of education economics and 2 school principals were selected. Data were collected using semi-structured interviews. Then the data were coded by the three-step method in Grounded theory.

Finally, principals 'financial literacy was explained and the causal factors, contexts, strategies, intervention factors and consequences of school principals' financial literacy were identified. Then, according to the identified factors, the model and form of measuring the financial literacy of school principals was presented.

School principals must have a set of competencies and skills to maintain the quality and improve the conditions of the school under their management. Financial literacy is one of these competencies that empowers principals in solving the financial challenges of schools. Assessing and determining the current situation School principals' financial literacy needs a model and tools. School principals' financial literacy assessment model explains the various dimensions and angles of school principals' financial literacy. Educators and founders of private schools. Policymakers and decision-makers in the education system should pay special attention to the financial literacy of school principals, and education district administrators should consider financial literacy in the appointment and selection of school principals

Today, in planning around university administration, in addition to many issues, there is a need to estimate the demand for higher education in the coming years. Among the factors influencing the demand for higher education are economic conditions and variables. Prosperity and recession are among these conditions that have not been addressed in studies conducted in Iran.Education can be influenced by business cycles for many reasons. Prosperity and recession periods increase a person's motivation to grow specialized skills, on one hand, and due to the right business conditions and the rising opportunity costs,Encounter with more costs to assign time for the education on the other hand ; therefore it can decrease the motivation of education. The purpose of this article is to investigate the effect of boom and bust periods on the enrollment rate of Payame Noor University in the country during the years 2005-2015. Accordingly, the combined data method based on provincial data has been used. The results of the article show that the share of Payame Noor University students to the total number of students in the provinces of the country during the boom periods has decreased and in contrast, this share is positive during the recession periods. The results also show that the intensity of impact in periods of boom and bust is relatively low and very low. Therefore, it can be stated that the enrollment rate in Payame Noor University has anti-cyclical behavior. These results confirm that people are affected by their cost at the time of enrollment in this university. The results of this article can help university management what policies to adopt in times of prosperity or recession. In previous studies, the effect of economic growth on the enrollment rate has been mainly considered, while in this article, the effect of general economic fluctuations in the form of boom and bust periods has been discussed.

The aim of this study was to develop a model of selection criteria for university presidents in selected universities around the world.

The research was applied in terms of purpose and qualitative in terms of approach. The statistical population of the study included documents, regulations, instructions, books, and available articles about selection of university presidents in sixteen countries from different continents. The statistical sample was the same as the community. Content - validity method and peer – group method were used to evaluate the validity of the research and the reliability, respectively. Data were analyzed using Qualitative content analysis method. After encoding the resulting data, concepts, core categories (dimensions or structures), and components (core competencies) were identified.

The results showed that among the 144 codes extracted, interactive selection criteria (12), communication management (9), management experience (8), academic management experience (7), scientific competence (7), innovation (6), Financial management (6), partnership (5) and organizational commitment (5) are the most important and have played a significant role in the selection of university presidents at the level of the studied universities in the world. Using the results, a comprehensive model was developed for the selection of university presidents, which resulted in the classification of three main categories of individual, organizational and managerial characteristics. Individual class includes personality and scientific characteristics; The organizational class included general organizational characteristics, the selection process and nationalism, and the managerial class included managerial skills, participation, experience, and expertise.

Given that the data obtained from a research was a Qualitative based, the results can provide significant criteria when selecting university presidents in the recruitment and selection processes. According to the obtained results, it is suggested that a comprehensive model for the selection of university deans worldwide be developed by leading organizations in this field so that universities can follow this comprehensive model to select the desired president of their university.

The aim of this study was to investigate the mediating role of individual and professional skills in the relationship between internship and individual and professional development of educational students.

To achieve this goal, descriptive-correlation method was applied. The statistical population consisted of students of educational sciences of Al-Zahra University (200 students). 143 samples were selected through availability sampling method. The standard Novotorov (2001) questionnaire was utilized to collect data. The face and content validity of the questionnaire were confirmed by 3 experts in the field of educational management. Reliability was obtained through Cronbach's alpha coefficient for the internship (0.88), individual development (0.84), professional development (0.88), individual skills (0.91) and professional skills (0.93) variables, which indicates the high reliability of the research tool. Data analysis was performed through SPSS16, AMOS22 software and structural equation modeling test.

The results indicated that the relationship between the impact of internship and individual /professional development and individual/professional skills and also the relationship between individual/professional development and individual/professional skills were positive and significant (p≤0.05).

Based on the results, internships are directly involved in the four areas of individual and professional skills and individual and professional development. As students' individual skills increase, internships will also indirectly affect professional skills. Consequently, it leads to the development of students' careers. The results also showed that internship has led to the individual and professional development of students. In general, internships can enhance students' individual and professional development if they enhance their professional skills. Finally, based on the findings, it is suggested that more supervision of internships be exercised by internship instructors through establishing continuous communication with interns and schools. Annual evaluation of internship courses by universities can also be effective in identifying obstacles and problems in its implementation. It is also necessary to hold symposiums and meetings jointly with Ministry of Education in order to show the significance of internships for students of educational sciences.

One of the areas particularly influenced by Coronavirus is educational systems that operate differently in different societies. some Iranian universities have been providing E-learning for about a decade and half, not for the whole system of education, but at high education and school level. This difference is especially significant in the Coronavirus period from several perspectives: first) acceptance is forced and not voluntary, second) lack of ready-made educational packages in terms of content, third) low readiness of teachers and professors in terms of method of teaching and evaluation strategies in distance education, fourth) low familiarity of learners with the necessary skills for distance education and acceptance of the main responsibility of the learning processes in the educational system, fifth) poor communication platforms and reduced online interactions, especially in rural areas, sixth) inappropriately providing and supporting services by universities and schools. One of the approaches for instructors to solve them and be effective in distance learning is the FTA. Therefore, by considering the importance of the learners' performance and satisfaction as an internal factor that affects motivation, and plays an important mediating role in the learning process, and also the lack of research on the pedagogy used in the flipped teaching, the study was done on e-learning Corona period and aims to study students' satisfaction with the FTA in terms of pedagogical flexibility.

The research method was mixed with the explanatory plan being done in the quantitative part by the survey, and in the qualitative part by the case study. The statistical population in the survey included 30 students of educational sciences of Bu Ali Sina University in the academic year 2020, the sample size was equal to the population and the case study included 15 interested participants who were taught with this approach. A semi-structured interview strategy and researcher-made questionnaire were used to collect data, the validity of which was confirmed by experts, and its reliability was confirmed by Cronbach's alpha.

The study's findings showed students' satisfaction in terms of flexibility of integrating media with content, the flexibility of FTA offline and online, and evaluation strategies.

Based on the results of the findings of the study, the FTA due to its flexibility in terms of media integration with content, teaching methods, and evaluation leads to students' satisfaction with distance learning and combining different dimensions of pedagogy. In the FTA, students' satisfaction with distance learning can be increased.

This paper aims to to describe and interpret of how researchers and practioners understand the concept of "educational leadership" in their published articles in relevant refereed research journals on educational studies towards identifying major issues and approaches were applied by the authors to tackle the concept of educational leadership.

Using interpretive-critical approach and a qualitative meta-analysis strategy,‌ researchers were trying to answer research questions. The research scope was all aritcles in the field of educational leadership which have been published in Iranian research journals respectively. According to the agreed criteria, 62 quite relevant papers were selected and analyzed qualitatively.

The findings on the applied research strategies showed that about 89% of the reviewed articles were conducted quantitatively via the positivist approaches. It was also seen that different leadership patterns such as transformational leadership, distributional, moral security, spirituality, and servant have been taken into account by the studied cases showing that they were in line with current international practices. It seems that some leardership patterns have been influenced by the Islamic culture and values rather than relevant international theoretical issues. Additionally the findings indicated that despite the importance has been given to some modern leadership patterns such as justice-centered leadership, technology-orientation, and instructional leadership by foreign researchers, these patterns have not yey been addressed by Iranian researchers. Further analysis showed that the concept of educational leadership and its content, patterns of writing and research paradigms have been changing increasingly in recent decades resulting in some kind of intellectual flourishing. As a result, despite its limited scope as an international subject heavely rooted in organizational ideas and male single-person writers, it has been transformed to a multifaceted topic in which not only the number of published articles has been sharply increased but also the number and combination of authors in particular female authors and contributers has increase too. Along with these positive changes, it seems that the contribution of young researchers in publishing articles is reduced.

The findings emphasize the role of the editors and the monitoring committees for publications in the Ministry of Science, Research and Technology in examining the content of specialized educational management journal and preventing the unplanned extension of topics beyond the boundaries of the field. It also emphasizes the role of supervisors and advisors in universities and education providers to encourage graduate students to focus on leadership issues in schools in order to