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تدریس پژوهی - سال دهم شماره 1 (بهار 1401)

نشریه تدریس پژوهی
سال دهم شماره 1 (بهار 1401)

  • تاریخ انتشار: 1401/03/29
  • تعداد عناوین: 12
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  • محمدعلی رستمی نژاد، حسن ضابط*، علی اکبر عجم، نرگس صادقی صفحات 1-24
    با فراگیر شدن پاندمی کووید 19، یادگیری الکترونیکی به یکی از مهم ترین روش های آموزش تبدیل شد. یکی از چالش های تدریس برخط، دیده نشدن دانشجو و حواس پرتی آنان است، که از آن تحت عنوان حواس پرتی دیجیتال یاد می شود، لذا شناسایی حواس پرتی دیجیتال دانشجویان و عوامل موثر بر آن حایز اهمیت است. پژوهش حاضر باهدف طراحی و اعتبار یابی ابزار سنجش عوامل موثر بر حواس پرتی دیجیتال دانشجویان در یادگیری الکترونیکی انجام شد. روش پژوهش توصیفی همبستگی و از نوع کاربردی بود. 160 نفر از دانشجویان دانشکده علوم تربیتی و روانشناسی دانشگاه بیرجند به شیوه در دسترس انتخاب شدند. روش جمع آوری اطلاعات با استفاده از ابزار پرسشنامه حواس پرتی دیجیتال محقق ساخته با 46 گویه بود. برای سنجش روایی سازه، از تحلیل عاملی اکتشافی با چرخش واریماکس استفاده شد. نتایج تحلیل عاملی اکتشافی هفت مولفه برای حواس پرتی دیجیتال شناسایی کرد که 62 درصد از واریانس سازه "حواس پرتی دیجیتال" را تبیین می کرد. 1) حواس پرتی دیجیتال؛ 2) درس و استاد؛ 3) نگرش به آموزش الکترونیکی در ایام کووید؛ 4) روش تدریس؛ 5) حواس پرتی متداول؛ 6) فنون مدیریت حواس پرتی؛ 7) تدریس تعاملی؛ عوامل شناسایی شده بودند. پایایی ابزار با استفاده از ضریب آلفای کرونباخ برای کل ابزار 88% و برای خرده مقیاس های آن بین 69/0 تا 81/0 به دست آمد. نتایج محاسبه ضرایب همبستگی بین خرده مقیاس های پرسشنامه و نمره کل، ضریب بین 27/0 تا 73/0 را نشان داد. تمامی خرده مقیاس ها به جز «نگرش به آموزش الکترونیکی» با نمره کل مقیاس همبستگی مثبت و بالایی دارند.
    کلیدواژگان: اعتبار یابی، حواس پرتی دیجیتال، آموزش الکترونیکی. تحلیل عاملی اکتشافی، کووید19
  • بهرام مرادی*، علیرضا محمودنیا، سوسن کشاورز، سعید ضرغامی صفحات 25-48
    هدف
    تدریس مفهومی است که با عناصر و مفاهیم مهم و راهبردی؛ اهداف، روش ها و محتواهای مناسب محقق می گردد بدون هر یک از این عناصر، تدریس محقق نمی گردد. مهمتر اینکه این عناصر باید پویا و مبتنی بر اندیشه های نو باشند. لذا هدف پژوهش حاضر، شناسایی اهداف، روش ها و محتواهای مناسب در تدریس هنر مبتنی بر مفهوم درون ماندگاری دلوز انتخاب شده است.
    روش
    روش استفاده شده روش بازسازی شده قیاس عملی فرانکنا هست که ریشه در یونان باستان و قیاس نظری و عملی ارسطو دارد و گونه ی قیاس عملی آن در قلمرو حکمت عملی و استخراج عناصر تربیتی کاربرد دارد.
    یافته ها
    یافته ها، بیانگر آن است توجه به استعدادهای خود و تلاش جهت شکوفایی آن با تکیه بر روابط افقی و قیاسی و با استفاده از متون ترجیحا مشابه در دیدگاه دلوز مهم هستند و کنشگری می تواند به عنوان یک هدف تربیتی باشد و جهت تحقق آن از روش قیاس استفاده نمود. دلوز هم از این روش بهره جسته است. در خصوص محتوا می توان گفت ؛ از محتواهای ترجیحا شبیه به هم همچون فیلم های مشابه یا تیاترهایی از یک سنخ استفاده شود. نگاهی به یافته ها، نشان می دهد از مفاهیم دلوزکه بیانگر اندیشه های وی هستند می توان جهت عبور از تاکیدفقط بر زیبایی شناسی در تدریس هنر عبور کرد.
    کلیدواژگان: دلوز، درون ماندگاری، فلسفه، تدریس هنر، ریزوماتیک
  • مریم عسگری، محمد جوادی پور*، کیوان صالحی، علی زارعی صفحات 49-80
    هدف

    پژوهش حاضر با هدف بررسی میزان رعایت ملاک های تفکرجانبی دوبونو در برنامه درسی قصدشده دوره دوم ابتدایی است.

    روش

    بدین منظور از رویکردی کمی با استفاده از روش پیمایشی استفاده شد.یافته ها: یافته ها نشان داد که از کل ملاک های شناسایی شده تنها 25 درصد در کتاب علوم تجربی دوره دوم ابتدایی رعایت شده است و به رغم اهمیت و امکان آموزش مابقی ملاک ها، نسبت به ملاک هایی نظیر 1. بادبزن مفهوم 2. انگیزش اتفاقی 3. تحریک و جنبش 4. برداشت محصول 5. ایجاد انگیزه ها 6. قضاوت معوق 7.ایده های حاکم و عوامل قطعی 8.اشیاء اتفاقی 9.واژه تصادفی10. برخورد با ایده ها در تدوین این کتاب بی توجهی شده است. نتایج نشان داد که به رغم اهمیت تفکرجانبی، متاسفانه نه تنها نسبت به ارایه کامل و متناسب ملاک ها و نشانگرهای تفکرجانبی در کتاب علوم تجربی دوره دوم کم توجهی شده است، بلکه در ارایه آموزش های مناسب کم توجهی شده و این ملاک ها به دانش آموزان به طور کاربردی آموزش داده نشده است. این امر زمینه ای را فراهم آورده که دانش آموزان دوره دوم ابتدایی از میزان عملکرد متوسطی در تفکرجانبی برخوردار باشند. به نظر می رسد، کم توجهی به آموزش رویه های تقویت کننده تفکرجانبی در کتاب علوم تجربی و ارایه ناقص و غیرکاربردی این آموزش ها، زمینه ای را فراهم آورده که نظام آموزشی و اجتماع با چالش های مخاطره آمیزی در حوزه های نظیر افت خلاقیت، شکل نگرفتن روحیه تفکر نقادانه، تفکر مولد و ارزش آفرین مواجه گردد.

    کلیدواژگان: برنامه درسی قصدشده، دوره ابتدایی، ملاک ها و نشانگرها، تفکر جانبی
  • یاسر صیادی، حبیب سلیمانی* صفحات 81-106
    هدف پژوهش حاضر بررسی رابطه بین خودکارآمدی تحصیلی و اشتیاق تحصیلی با توجه به نقش میانجی خودتنظیمی در میان دانشجویان کارشناسی رشته زبان انگلیسی دانشگاه کردستان در سال تحصیلی 99/98 بود. جامعه ی آماری پژوهش شامل تمامی دانشجویان مقطع کارشناسی رشته زبان انگلیسی دانشگاه کردستان به تعداد 423 نفر بود که با استفاده از جدول کرجسی و مورگان و با روش نمونه گیری تصادفی تعداد 203 نفر به عنوان نمونه ی پژوهش انتخاب شدند. برای جمع آوری داده های پژوهش، از پرسشنامه های خودکارآمدی تحصیلی جینکز و مورگان (1999)؛ اشتیاق تحصیلی فردریکز و همکاران (2004)؛ و پرسشنامه خودتنظیمی بوفارد و همکاران (1995) استفاده شد و داده ها با استفاده از نرم افزار SPSS و AMOS مورد تجزیه وتحلیل قرار گرفت. نتایج پژوهش نشان داد که مدل از برازش مطلوبی برخوردار است و تمامی ضرایب مسیر معنی دار بوده است (t ≥ 1.96; P ≤ 0.01). بر اساس نتایج، خودکارآمدی تحصیلی با ضرایب 0.47 و 0.69 به ترتیب اشتیاق تحصیلی و خودتنظیمی را به طور مستقیم تبیین می کند؛ و خودتنظیمی با ضریب اثر 0.62 به طور مستقیم بر اشتیاق تحصیلی اثرگذار است. همچنین نتایج نشان داد که ضریب مسیر تبیین شده ی رابطه ی خودکارآمدی تحصیلی با اشتیاق تحصیلی با نقش میانجی خودتنظیمی به صورت غیرمستقیم با ضریب 0.42 معنی دار بود.
    کلیدواژگان: خودکارآمدی تحصیلی، خودتنظیمی، اشتیاق تحصیلی، دانشجویان رشته زبان انگلیسی
  • مریم سادات باقری موسوی، پروین کدیور*، عباس حبیب زاده صفحات 107-130
    یکی از مهمترین مسایل در زمینه ی روانشناسی تربیتی دستیابی به شرایطی است که عملکرد یادگیرندگان را بهبود و ارتقاء دهد. بدون تردید تنها یک روش صریح و روشن برای بهبود عملکرد یادگیرندگان وجود ندارد. اما مطالعات متعدد به انجام رسیده محققان را قادر ساخته اند تا کارامدترین عوامل تعیین کننده در عملکرد دانش آموزان را شناسایی کنند. بدون تردید مدیریت صحیح کلاس درس یکی از مهمترین عوامل تاثیرگذار است. پژوهش حاضر با هدف مشخص کردن رابطه هیجانات معلم بر مدیریت کلاس با نقش میانجی خودکارآمدی انجام شده است. روش پژوهش از نوع توصیفی - همبستگی با استفاده از مدل معادلات ساختاری و جامعه آماری کلیه اساتید دانشگاه فرهنگیان با 7000 نفر که نمونه گیری به روش خوشه ای تصادفی با تخصیص 400 نفربه عنوان حجم نمونه و جهت جمع آوری داده ها از پرسشنامه های هیجان معلم چن(2016)، (پایایی768/0)، مدیریت کلاس ولفگانگ و گلیکمن (1986)، (798/0) و خودکارآمدی معلم بندورا (1977)، (پایایی 886/0) استفاده گردید. داده ها به روش مدل یابی معادلات ساختاری و آزمون سوبل با استفاده از نرم افزار AMOS 24تجزیه و تحلیل گردید. بر اساس یافته ها شاخص های برازندگی مدل مورد تایید قرار گرفت. هیجان معلم تاثیر منفی و معنی داری (129/0-) در سطح معنی داری5 0/0 بر مدیریت کلاس داشت. و میانجی گری خودکارآمدی با مقدار آماره سوبل 5/683- و سطح معنی داری 0/001 ، تاثیر هیجان بر مدیریت کلاس را بهتر کرد. کلید واژه ها: خودکارآمدی، هیجانات معلم، مدیریت کلاس، اساتید دانشگاه فرهنگیان.
    کلیدواژگان: خودکارآمدی، هیجانات معلم، مدیریت کلاس، اساتید دانشگاه فرهنگیان
  • عبدالله رحیمی*، هایده احمدی، ادریس رستمی صفحات 131-162
    هدف

    آموزش مجازی به عنوان یکی از کاربردهای مهم فناوری های اطلاعات و ارتباطات در جهان مطرح و فعالیت های گسترده ای در این راستا آغاز گردیده است. با توجه به تغییرات سریعی که در محیط پیرامون در حال شکل گیری است، اجرای نظام های مجازی به منظور ارایه خدمات و فناوری جدید در زمینه ی تدریس و یادگیری به صورت یک نیاز اساسی مطرح شده است. لذا با توجه به شرایط حساس فعلی و قرار گرفتن در شرایط غیرقابل پیش بینی بیماری، بهره گیری از آموزش مجازی امری مهم و ضروری به نظر می رسد. عمده ترین مسایل در برخورد با این بیماری، ناشناخته بودن و گستردگی آن است که همه نهاد آموزش از پیش دبستانی تا دانشگاه را درگیر کرده است. بر این اساس هدف پژوهش حاضر رهیافتی پدیدارشناسانه بر تجارب زیسته معلمان ابتدایی از آموزش مجازی دانش آموزان در شرایط کرونا بود.

    روش

    روش پژوهش حاضر کیفی بوده و بر اساس رویکرد پدیدارشناسانه انجام گرفته است. میدان تحقیق و جامعه موردمطالعه معلمان ابتدایی مدارس شهر سنندج بودند؛ که 20 نفر به صورت هدفمند برای شرکت در مصاحبه نیمه ساختاریافته مشارکت داشتند. داده ها با استفاده از نرم افزار MAXQDA 12 سه مرحله کدگذاری باز، کدگذاری محوری و کدگذاری انتخابی موردبررسی و تجزیه وتحلیل قرارگرفته اند. اعتبار داده ها با استفاده از روش تایید پذیری توسط مشارکت کنندگان صورت پذیرفت.

    یافته ها: 

    تجارب مشارکت کنندگان در چهار الگو ترسیم گردید. 1- کاستی ها و ضعف ساختاری آموزش مجازی،. 2- پیامدهای کاربردی در فرایند یاددهی- یادگیری، 3- آسیب های فرهنگی- اجتماعی آموزش مجازی 4- ایده های کیفیت بخشی به آموزش مجازی.

    کلیدواژگان: تجارب زیسته، آموزش مجازی، دانش آموزان، یادگیری الکترونیکی، کرونا(COVID-19)
  • اعظم السادات حسینی، ذبیح الله اللهی*، مجید کهرازهی صفحات 163-181
    نابینایان با توجه به شرایط خاص جسمانی قادر به انجام بعضی از مهارت های هنری نیستند و آموزش به آنها نیز به دلیل نقص بینایی بسیار پیچیده می-نماید. از سوی دیگر داشتن چنین مهارت هایی برای جلوگیری از انزوا و افسردگی و نیز جهت پر کردن اوقات فراغت، افزایش اعتماد به نفس، افزایش روابط اجتماعی و ایجاد اشتغال و .. ضروری به نظر می رسد. این پژوهش با هدف بررسی تاثیر آموزش هنر دستی (بافتنی با دومیل) به شیوه درس پژوهی برعزت نفس دانش آموزان آسیب دیده بینایی اجرا شد. روش این پژوهش شبه آزمایشی با طرح پیش آزمون و پس آزمون بود. جامعه آماری پژوهش شامل تمامی دانش آموزان دختر نابینا و کم بینای استان یزد به تعداد 69 دختر بودند. از این تعداد 30 نفر بصورت نمونه گیری در دسترس انتخاب گردید و در دو گروه آزمایش و گواه (هر گروه 15 نفر) قرار گرفتند. ابزار جمع آوری داده ها پرسشنامه عزت نفس کوپر اسمیت بود. نتایج تحلیل کواریانس یکراهه نشان داد که بین میانگین نمرات عزت نفس دو گروه در مرحله پس آزمون، پس از حذف اثر پیش آزمون (میانگین تعدیل شده) تفاوت معناداری مشاهده می شود (p<0/001) و میانگین تعدیل شده نمرات پس آزمون عزت نفس در گروه آزمایش، بالاتر از میانگین تعدیل شده نمرات پس آزمون عزت نفس در گروه گواه است. بر طبق نتایج این پژوهش می توان ادعا نمود که در چارچوب محدودیت های طرح آزمایشی، آموزش هنر بافتنی به شیوه درس پژوهی بر افزایش عزت نفس دانش آموزان دارای آسیب بینایی تاثیر داشته است.
    کلیدواژگان: آموزش هنر دستی، آسیب دیده بینایی، آموزش بافتنی، درس پژوهی، عزت نفس
  • فروغ رودرگرنژاد*، رضا عمادانی، داوود کیاکجوری، محمدجواد تقی پوریان صفحات 183-205

    رفتار سازمانی در نظام بانکداری در سال های اخیر تبدیل به یکی از مهم ترین حوزه های کاری شده است. تاثیری که رفتار سازمانی در دستیابی به اهداف سازمانی دارد و تاثیراتی که این مولفه از فرهنگ و شرایط درونی هر سازمانی می پذیرد باعث شده است تا این مساله تبدیل به یکی از مهم ترین ریوس مدیریت منابع انسانی شود. هدف این پژوهش تدوین مدل رفتار سازمانی در نظام بانکداری با تاکید بر شایستگی و ارزش آفرینی است. ابزار گردآوری داده در این پژوهش مصاحبه عمیق با خبرگان می باشد. بر اساس حد اشباع تعداد 16 مصاحبه صورت گرفته است و داده های حاصل از مصاحبه با استفاده از تیوری داده بنیاد مورد تجزیه و تحلیل قرار گرفته اند. مصاحبه ها از طریق تیوری داده بنیاد مورد تجزیه و تحلیل قرار گرفته اند. سنجش روایی و پایایی از طریق بررسی توسط اعضا، سه سویه سازی داده ها و همچنین مقایسه یافته ها با سایر تحقیقات مشابه صورت گرفته است. یافته ها نشان می دهد که اصلی ترین حوزه های مداخله گری در راستای بهینه سازی تدریس رفتار سازمانی شامل دگرگونی نقش ها، مدیریت راهبردی، توانمندسازی کارکنان و سنجش عملکرد می باشد و اصلی ترین چالش های این مساله نیز شامل فشارهای برون سازمانی، نارسایی های درون سازمانی وهمچنین نارسایی های فراسازمانی می باشد. راهبردهای اصلاح و بهینه سازی تدریس رفتار سازمانی شامل بهینه سازی مدیریت منابع انسانی، سیستمی سازی فرآیند و بهینه سازی رفتار سازمانی می باشد که کاربست آنها پیامدهای فردی و سازمانی را به بار خواهد داشت.

    کلیدواژگان: جذب منابع انسانی، مدل های شایستگی، رفتار سازمانی، نظام بانکداری
  • بتول سبزه*، فائزه حسینی کامیاب صفحات 206-236
    پژوهش حاضر با هدف بررسی شیوه های تدریس خلاق در بستر آموزش مجازی براساس تجارب معلمان دوره اول ابتدایی انجام شد. در این مطالعه، روش پژوهش کیفی با رویکرد پدیدارشناسی مورد استفاده قرار گرفت. ابزار پژوهش مصاحبه نیمه ساختارمند بود. اعتبار داده ها با استفاده از تکنیک های تاییدپذیری از طریق خودبازبینی پژوهش گران و اعتمادپذیری با هدایت دقیق جریان جمع آوری اطلاعات و هم سوسازی پژوهش گران تعیین شد.برای تعیین میزان پایایی از آلفای کریپندورف و بر اساس فرمول که در آن عدم توافق مشاهده شده و عدم توافق مورد انتظار استفاده شد. تجزیه و تحلیل داده ها با استفاده از روش تحلیل مضمون صورت گرفت. نتایج نشان داد که روش های تدریس خلاقانه شامل: ارایه کنفرانس توسط دانش آموز، تحقیق، بارش فکری، گردش علمی (استفاده از تورهای مجازی موزه و آثار باستانی) ، روش نمایش، روش حل مسیله، کار دستی؛ ابزارهای آموزشی شامل: ابزارهای چندرسانه ای، استفاده از انیمیشن، فیلم،استفاده از وسایل بازی، استفاده از مواد طبیعی؛ تکنیک های خلاقانه تدریس شامل: عکاسی توسط دانش آموزان، بازی های فردی و گروهی، سفرعلمی در خانه، قصه گویی و پرده خوانی؛ انگیزه معلمان در استفاده از روش تدریس خلاق شامل: حفظ و تقویت انگیزه یادگیری دانش آموزان در آموزش مجازی، ایجاد فضای شاد آموزش در دوران کرونا، تقویت حس خودآموزی در دانش آموزان، جذاب کردن کلاس درس، افزایش مشارکت دانش آموزان؛ و همچنین مهم ترین چالش و مشکلات معلمان در اجرای شیوه های تدریس خلاقانه شامل: ضعف نرم افزاری، کاهش تعاملات، کمبود امکانات، عدم همکاری اولیاء و ضعف ساختاری بود
    کلیدواژگان: تجربه زیسته، آموزش ابتدایی، روش تدریس خلاق، آموزش مجازی
  • ابوبکر کریمی* صفحات 237-273
    هدف پژوهش، تحلیل محتوای کتاب های درسی دوره ابتدایی، بر اساس مهارت های تصمیم گیری و حل مسیله است. روش، توصیفی و از نوع تحلیل محتواست. جامعه پژوهشی، همه کتاب های دوره آموزش ابتدایی (شش پایه) سال تحصیلی 99-1398 است. از روش نمونه گیری سرشماری استفاده و همه کتاب های دوره ابتدایی (41 جلد کتاب، 4947 صفحه) مورد بررسی و تحلیل قرار گرفته است. در کلیه صفحات کتاب های دوره ابتدایی 755 بار به موضوع مهارت های تصمیم گیری و حل مسیله پرداخته شده که از این تعداد؛ بیشترین توجه با 403 فراوانی (53.4%) مربوط به مهارت «حل مسیله» و کمترین توجه با 352 مورد (46.6%) مربوط به مهارت «تصمیم گیری» است. در کتاب های دوره ابتدایی بیشترین ضریب اهمیت مربوط به مهارت «تصمیم گیری» (2221/0) و کمترین مربوط به مهارت «حل مسیله» با ضریب 1502/0 است. پایه اول 5 عنوان کتاب دارد که درمجموع 64 بار (8.5%)؛ پایه دوم با 6 عنوان 92 (12.2%)؛ پایه های سوم، چهارم و پنجم با 7 عنوان به ترتیب 118 (15.6%)؛ 134 (17.8%) و 128 مرتبه (17%) و پایه ششم با 9 عنوان، 219 مرتبه (29%) به مهارت های تصمیم گیری و حل مسیله اشاره کرده است. بیشترین توجه به مجموع مهارت ها مربوط به کتاب «ریاضی» با 131 فراوانی (17.4%) و کمترین توجه «آموزش قرآن» با 80 فراوانی (10.6%) است. کتاب «فارسی» درمجموع شش پایه، 81 بار؛ «نگارش فارسی» 99 ؛ «علوم تجربی» 105؛ «آموزش قرآن» 80؛ «ریاضی» 131؛ «هدیه های آسمانی» 108 و «مطالعات اجتماعی» درمجموع چهارپایه، 102 بار به این مهارت ها پرداخته است.
    کلیدواژگان: تحلیل محتوای کتاب های درسی دوره ابتدایی، تصمیم گیری، حل مسئله
  • سیروس قنبری*، احمد عزیزی صفحات 274-296
    هدف

    هدف اصلی این پژوهش بررسی عوامل موثر بر اهمال کاری تحصیلی و نگرش به تقلب است که می تواند در پیشرفت تحصیلی دانشجویان نقش موثری ایفا کند، یکی از این عامل ها، رعایت اخلاق در فرایندهای کلاسی و تدریس است، با درک این مهم پژوهش حاضر با هدف رابطه اخلاق ورزی با اهمال کاری تحصیلی و نگرش به تقلب انجام شده است.

    روش

    رویکرد این تحقیق توصیفی - همبستگی است. جامعه آماری شامل کلیه دانشجویان مقطع کارشناسی دانشگاه بوعلی سینا همدان می باشد، 386 نفر از دانشجویان با استفاده از روش نمونه گیری تصادفی طبقه ای بر اساس دانشکده جهت مطالعه انتخاب شدند. برای گردآوری داده های پژوهش از سه پرسشنامه استاندارد اخلاق ورزی، اهمال کاری تحصیلی و نگرش به تقلب استفاده شد. داده های تحقیق پس از جمع آوری با استفاده از ضریب همبستگی پیرسون و تحلیل مسیر در نرم افزارهای آماری LISREL, SPSS تحلیل شدند.

    نتایج

    نتایج بررسی نشان داد که رابطه اخلاق ورزی با اهمال کاری تحصیلی و نگرش به تقلب منفی و معنی دار می باشد. در نتیجه برای کاهش اهمال کاری تحصیلی و نگرش به تقلب در میان دانشجویان می توان به ابعاد اخلاق ورزی توجه کرد، و اساتید به عنوان الگوهای رفتاری می توانند در رعایت اخلاق ورزی در دانشجویان نقش موثری را ایفا کنند.

    کلیدواژگان: اخلاق ورزی، اهمال کاری تحصیلی، نگرش به تقلب
  • ابوالقاسم نادری* صفحات 297-322

    مطالعه رابطه بین تدریس و تحقیق اعضای هیات علمی که سابقه طولانی دارد، در پژوهش‎های تجربی عمدتا به صورت هنجاری و تک بعدی انجام شده است.هدف اصلی مقاله، ضمن بازنمایی این مسایل کلیدی، پیشنهاد و بکارگیری روشی نوین و پرقابلیت می باشد که به طور همزمان امکان شناسایی و تحلیل سه وضعیت مکمل، جانشینی و/یا خنثی‎بودن رابطه تدریس و تحقیق را داشته و زمینه فنی لازم برای ارزیابی درجه متناسب‎بودن ترکیب فعالیت‎های دانشگاهی را فراهم نماید.جامعه آماری تحقیق، اعضای هیات علمی دانشگاه ها و نمونه آماری شامل 716 نفر می باشد که به‎ صورت خوشه‎ای از اعضای یک دانشگاه جامع انتخاب و داده های مربوط به عملکرد آموزشی وپژوهشی آنان برای سال تحصیلی 96-1395 در چارچوب مولفه‎ های آیین‎نامه ارتقا گردآوری و با استفاده از روش اقتصادسنجی آموزش عالی مبتنی بر مرز امکانات تولید تحلیل شده است.یافته ها موید آن است که رابطه بین آموزش و پژوهش اعضای هیات علمی چند بعدی و بسته به شرایط نهادی-سازمانی، متفاوت می‎باشد.در رابطه با نمونه آماری مطالعه شده، یافته های تجربی نشان دادند که وضعیت عملکرد 402 نفر در منطقه جانشینی و 314 نفر در منطقه مکملی قرار داشته که به این ترتیب،ترکیب عملکرد آموزشی و پژوهشی 314 نفر نامتناسب شناسایی شده است؛در بازتخصیص منابع و تلاش ها،27 نفر باید فعالیت های آموزشی و 287 نفر فعالیت های پژوهشی خود را افزایش دهند تا فعالیت های آموزشی و پژوهشی آنها متناسب و متعادل شود.با توجه به نتایج مشخص می شود که روش اقتصادسنجی آموزش عالی مبتنی بر مرز امکانات تولید، ابزار علمی-فنی قوی و پرقابلیتی برای واکاوی و ارزیابی ارتباط مورد اشاره و درجه متناسب بودن فعالیت های دانشگاهی می‎باشد.

    کلیدواژگان: اعضای هیات علمی، متناسب&lrm، بودن تدریس و تحقیق، عملکرد، مرز امکانات تولید آموزش عالی، جانشینی و مکمل
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  • Mohamadali Rostaminejad, Hassan Zabet *, Aliakbar Ajam, Narges Sadeghi Pages 1-24
    At the end of 2019, with the emergence of a new type of corona virus called Covid 19, the world underwent extensive changes. One of the aspects that has been strongly affected by this phenomenon is the field of education and learning; With the spread of the Covid pandemic, e-learning became one of the most important methods of education. A situation in which, for the first time in the history of the world, almost all teachers were taught virtually and all learners were taught virtually. Meanwhile, the beginning and continuation of e-learning due to the conflict of countries with this sudden and widespread phenomenon that involved all sectors of a country from industry to education, faced many challenges. Lack of infrastructure, economic, technical problems, etc. are among them. In the field of education and in particular, one of the challenges of online teaching is not seeing students and their distraction, which is called digital distraction. E-learning has given rise to digital distraction as a pervasive phenomenon as learning environments evolve. The implementation of all traditional classrooms virtually, which has naturally been accompanied by a reduction in the supervision of professors and teachers, has exacerbated this problem. Unintentional use of electronic devices can be a source of digital distraction. On the other hand, studies have shown that people who use electronic devices and are not satisfied with their education are more likely to have multifunctional and divided attention in the classroom. This group of learners is more distracted. Sometimes digital distraction leads to personal injury; All of the above can be mentioned in the discussion of personal injuries. But sometimes this phenomenon damages the learning of other students. For example, open and closed laptops, doing extracurricular activities, changing background photos, etc. are some of the things that distract other students more and this is done by subconsciously changing their attention to electronic devices and damaging their learning. Therefore, electronic devices such as laptops, etc. cause disorders in students 'senses and are considered a factor in reducing their accuracy, and as a result, reduce their comprehension and, consequently, their learning rate, and significantly affect students' academic performance. . In fact, it can be added that students use laptops and mobile phones to check emails, browse and browse social networks, update personal pages, read news, watch movies, shop online and play games while teaching professors. It has a negative effect on students' learning, and impairs their understanding of the curriculum and their classroom performance in general. Therefore, identifying students' digital distractions and the factors affecting it is important. The aim of this study was to design and validate tools for measuring the factors affecting students' digital distraction in e-learning. The main research method was a combination of sequential exploratory design; The focus of this article is on the report of the quantitative research section. These types of projects start with qualitative data with the aim of recognizing the phenomenon and then continue with the secondary or quantitative stage. In other words, the purpose of this type of design is that the results of the first (qualitative) method cause the formation and clarification of the second (quantitative) method. Because no tools or measurements were available in this type of design, the variables were also unknown and there was no guiding framework or theory; Therefore, first the researcher used a qualitative format to process the data collection. At this stage, after compiling the interview questions, a semi-structured interview was conducted with 30 students of Birjand Faculty of Educational Sciences and Psychology, and after theoretical saturation of the data, qualitative data were analyzed. Then, in the quantitative part, using the extracted categories, the items of the digital distraction questionnaire of the students in the electronic classroom were compiled. After making the questionnaire, the online questionnaire link was provided to the students. In the quantitative part, the research method was descriptive correlation and applied. 160 students of the Faculty of Educational Sciences and Psychology of Birjand University were selected by convenience sampling method and sampling was continued until the sample adequacy was estimated by KMO test. The data collection method was a researcher-made digital distraction questionnaire with 46 items. In this study, SPSS 24 software was used to analyze the data. To measure psychometric properties, validity methods (face, content and structure) and reliability (Cronbach's alpha coefficient) were used. In order to assess the face and content validity, this questionnaire was reviewed and approved by several faculty members of the Faculty of Educational Sciences and Psychology of Birjand University. Exploratory factor analysis with varimax rotation was used to assess the validity of the structure. The results of exploratory factor analysis identified seven components for digital distraction, which explained 62% of the structural variance of "digital distraction". 1) digital distraction; 2) Lesson and teacher; 3) Attitudes towards e-learning in the Quaid days; 4) teaching method; 5) Common distractions; 6) distraction management techniques; 7) interactive teaching; Factors were identified. The reliability of the instrument was 88% using the Cronbach's alpha coefficient for the whole instrument and between 0.69 and 0.81 for its subscales.Also, the results of calculating the correlation coefficients between the subscales of the questionnaire and the total score showed a coefficient between 0.27 to 0.73. Thus, all subscales except "Attitude to e-learning in the Covid period (0.27)" have a positive and high correlation with the total score of the scale (p <0.01). The results showed that routine distraction is estimated as the most important predictor, so that by increasing a standard deviation in the variable score of digital distraction, students' digital distraction score in e / learning will increase by 0.33 standard deviation. According to the research results, the present scale can be used to assess the factors affecting In short, it can be said that this tool can help researchers in planning and conducting various researches on Iranian university students and has a desirable capability in Iranian culture. Therefore, it is expected that researchers will conduct numerous studies in this field in the future and evaluate the effectiveness of the results of the present study.
    Keywords: Validation, digital distraction, e-learning. Exploratory factor analysis, Covid 19
  • Bahram Moradi *, Alireza Mahmuudnia, Suusan Keshavarz, Saied Zarghami Pages 25-48
    Objective
    The aim of the present study is to identify the appropriate goals, methods and content in art teaching based on the concept of Deluzian immanence. Deleuze is one of the great contemporary philosophers who gave new life to philosophy by presenting new ideas in philosophy. To do this, he created new concepts, one of which is immanence. Since one - these concepts express his thoughts and two - his thoughts can be the solution to many of our problems, and the third is that it is not possible to address all aspects of his thoughts and concepts in one article, so try to analyze one of The most important concepts of his ontological concepts have been called introversion in order to take a new step in this direction by extracting the appropriate goals, methods and contents of art education.
    Method
    The method used is Frankena's method of practical analogy. Frankena's practical analogy is rooted in ancient Greece and Aristotle's theoretical and practical analogy. Aristotle considers the application of theoretical analogy in the realm of theoretical wisdom and in areas such as metaphysics and physics, and considers the application of practical analogy in practical wisdom and in areas such as ethics, politics, and education. According to Frankena; There is a lot of practical analogy in the realm of applied knowledge, such as the realm of applied education.
    Findings
    Findings indicate that an actor can be a goal and use the analogy method to achieve it, and Deleuze has used this method and preferably similar content such as similar movies or theaters. Used one type.
    Results
    The results show that Deleuze's concepts, which express his ideas, can be used not only in aesthetic but used to teaching art and social sience. Many researchers in Iran and abroad have done research on Deleuze, some of whom have studied his ideas, and others who have tried to exploit and apply his ideas in various aspects of life. In the present study, the second approach has been selected. Here are some related research.In their study, Porhosaini and et al (2014) extracted John Dewey's views on art and aesthetics and then extracted its implications for teaching and learning.Abdollahyar and et al (2019) have proposed creative teaching based on Deleuze's rheumatic principles. Due to the increasing changes and developments in technology and educational systems, and consequently the vital need for creative thinking and thinking, he has proposed creative teaching and believes that; Since the requirements for creative teaching are freedom, experience, risk-taking, flexibility and lack of prejudice, relying on Deleuze's rhizomatic principles such as connection, discrepancy, multiplicity, unbalanced rupture, mapping can be a model in which to Emphasize cooperation, dialogue, participation, innovation and active learning, and consequently stimulate critical thinking, opportunities for change in teaching methods, change in teachers' perspectives.moradi (2006) in his research aimed at extracting the implications of postmodernism - as Deleuze's field of thought - in teaching, emphasized active and individual learning and decentralization.Cronje (2018) in a study entitled "Rheumatic Implications for Integrated Learning" deals with the web learning environment (3) that each person produces knowledge. In this sense; Learners automatically generate knowledge. In this environment, learners learn what they need to learn automatically. Google Translate provides the opportunity to learn a foreign language for a trip. Google Maps also informs us about the geography of our trip. We can get what we want to learn quickly. His paper includes the use of rhizome theory to develop multifaceted learning. 2- Provides an integrated framework for designing rhizomatic learning experiences. His definition of learning includes the process of relating to various information ideas and resources, learning the path of critical thinking, continuing learning, and learning decision making.Salehi's doctoral dissertation entitled "Random Teaching; Deleuze, Creative Discourse and Art" considers creativity to be an event from Deleuze's point of view, which occurs in the open air and through the current situation, and may be destructive or beneficial. In parts of his dissertation, he referred to various theories of the discourse of creativity, including modernism and postmodernism, to different approaches to creativity, including; It also mentions social psychological approaches, psychometric approaches, cognitive and news approaches, individual and social approaches, and integrated approaches and erroneous approaches. In part of his dissertation, he uses the box of creativity, art, and event, and finally points out that the creative person is the one who creates and makes possible the impossible, and poses and solves questions. . "We can teach the value of breaking without being pessimistic about creativity," he said. We can teach the pleasure of chaos and the ways to deal with it and to love the complexities of Salehi (2008).As can be seen, there has been a lot of research on teaching, but none of them has addressed the goals, methods, and content of art education based on the concept of endurance, which in the present study raises three clear and explicit questions. will be done. Deleuze (1994: 45) states: "Every time there is a transcendence, a vertical existence, and a kind of empire in heaven or on earth, we are confronted with religion, and every time it is within us, we are confronted with philosophy." The statement points to the importance of the concept of endurance.Calling Spinoza a prince and a philosopher Christ, Deleuze considers him the only philosopher who has not always excelled. Deleuze relied on introspection instead of error in philosophy to delusion in philosophy; Especially the illusion of contemplation, the illusion of contemplation and the illusion of conversation. Relying on the concept of introspection, he speaks of the renewal of the image of thought and claims that anyone who cannot renew the image of thought is not a philosopher. In this regard, he goes beyond representation and proposes representation and creativity in thought. Deleuze goes on to mention the passage of error following the passage of thought threats, including; Stupidity, forgetfulness, aphasia, delusions, and insanity are also on the agenda, and he believes that the fear of these things prevents him from thinking about his basic task of creating. He enlists Kant's reference to illusions when Kant said that thought is threatened by the inevitable illusions that arise from within itself, rather than by the threat of error.Foucault (1972) is one of Deleuze's favorite thinkers, and Deleuze wrote a book about him, Foucault (1972). According to him, the most obvious and general form of transcendence is truth, and our fundamental error is that we think that there are meanings and truths that are waiting to be interpreted, revealed, or revealed.
    Keywords: Deleuze, immanence, philosophy, teaching art, rhizomatic
  • Maryam Asgari, Mohammad Javadipour *, Keyvan Salehi, Ali Zarei Pages 49-80
    Objective

    The aim of this study was to investigate the degree of observance of Dubono's lateral thinking criteria in the intended curriculum of the second elementary school.

    Method

    For this purpose, a quantitative approach was used using the survey method.

    Results

    The results showed that only 25% of the identified criteria were observed in the textbook of experimental sciences of the second elementary school and despite the importance and possibility of teaching the rest of the criteria, compared to criteria such as 1. concept fan 2. random motivation 3. stimulation And movement 4. Product harvest 5. Motivation 6. Delayed judgment 7. Governing ideas and determinants 8. Random objects 9. Random word 10. Dealing with ideas has been neglected in compiling this book. The results showed that despite the importance of lateral thinking, unfortunately, not only the complete and appropriate presentation of criteria and indicators of lateral thinking in the textbook of experimental sciences of the second period has been neglected, but also in providing appropriate education and these criteria have been taught to students. Has not been. This has provided the ground for secondary school students to have a moderate level of performance in lateral thinking. It seems that the lack of attention to teaching the practices that enhance lateral thinking in the textbook of experimental sciences and the incomplete and non-practical presentation of these teachings, has provided the ground for the educational system and society with risky challenges in areas such as lack of creativity, formation of critical thinking and value thinking. To be.

    Keywords: Intended curriculum, Elementary School, Criteria, indicators, Lateral thinking
  • Yaser Sayadi, Habib Soleimani * Pages 81-106
    Purpose
    Over the past two decades, the application of the concept of academic enthusiasm has become very common (Sedláček & ďeďova, 2020). It has been seen as one of the important factors in students' academic achievement (Sedláček & Šeďova, 2020; Attard & Holmes, 2020; Larrain, Freire, López & Grau, 2019; ďeďova et al., 2019; Webb et al, 2014). Enthusiasm as a result of participation in education occurs when knowledge and learning are valued and applied by the student (Attard & Holmes, 2020). Enthusiasm is the interaction of energy and time students devote to educational activities (Conner, 2016). Enthusiasm refers to a student's commitment or investment in learning activities and is more than a transient emotional state. It refers to a contagious, emotional-cognitive state of focus that concentrates on a particular subject, event, or behavior (Akomolafe, Ogunmakin & Fasooto, 2013). This concept has been proposed as a meta-concept that includes behaviors, cognitions, and emotions (Fredricks, Blumenfeld & Paris, 2004; Wang, Fredricks, Hofkens & Linn, 2016).Academic enthusiasm increases students' awareness of university, strengthens their effort and energy to learn, and allows them to explore different learning processes and their future (McFiern, 2016). One of the important psychological variables that can increase the effect of enthusiasm is academic self-efficacy (Dehghanizadeh and Hossein Chari, 2012). Self-efficacy is one of the cognitive-motivational strategies that includes judging people about their ability to organize and execute a series of tasks to achieve certain types of performance and play an effective role in determining the level of student effort in learning activities (Gala, Wood, Har, Tsukayama, Chiu and Langer, 2014). Another important factor that can affect academic enthusiasm is self-regulation (Lavasani, Ejei, and Davoodi, 2013; Abbasi, Dargahi, Pirani, and Bonyadi, 2015; Shafiee Sarvestani and Askari, 2017; and Stanfon et al., 2018). Self-regulatory skills focus on the role of the individual in the learning process and include strategies that students use to adjust their cognitions (Alfred, Niens, & Gramopady, 2019). Students' self-regulatory skills are affected by self-efficacy (Ebrahimi, Pakdaman and Hosseinpour, 2016; Barzegar Befrooi and Saadipour, 2012); and can increase academic enthusiasm (Shafiee Sarvestani and Askari, 1398; and Stanfon et al., 2018). Thus, students' self-regulation can play a mediating role in the relationship between self-efficacy and academic enthusiasm. Therefore, the present study intends to examine the effect of self-efficacy on academic enthusiasm by considering the mediating role of self-regulatory in students of English as a foreign language at University of Kurdistan.MethodologyThe method of the present study is quantitative which was analyzed with practical purposes using structural equation modeling (SEM) technique and maximum likelihood method. The statistical population included all students of English as a foreign language at University of Kurdistan in the academic year 2019-2020. The research sample was selected based on Krejcie and Morgan's table using a random sampling method. In the data collection stage, 289 questionnaires were collected from which 16 questionnaires were excluded in the analysis process due to deficiencies in completing the questionnaires and having missing data. Finally, 273 questionnaires were analyzed as the final data. The instrument used in the present study was a questionnaire. To measure academic self-efficacy, the Jinks and Morgan (1999) Academic Self-Efficacy Questionnaire, which had 30 items and three subscales of talent, context, and effort. The Cronbach's alpha obtained for the present questionnaire was 0.61. To measure academic enthusiasm, Fredricks et al.'s (2004) Student Enthusiasm Questionnaire, which had 15 items and three subscales of behavioral, emotional and cognitive, was used and Cronbach's alpha obtained for this questionnaire was 0.73. To assess self-regulation skills, Bouffard et al.'s (1995) self-regulatory questionnaire which has 14 items and has three subscales of cognitive, metacognitive, and motivational, was used and the Cronbach's alpha value obtained for this questionnaire was 0.63. SPSS software version 23 was used for descriptive reporting of the data and AMOS software version 23 was used to test the relationships between variables.
    Results
    The results of the present study showed that the chi-square on the degree of freedom (CMIN/DF) is 1.39; root mean square error of approximation (RMSEA) is 0.044; The root mean square residual (RMR) is 0.055; The normed fit index (NFI) is 0.937; Incremental fit index (IFI) is 0.981; Tucker - Lewis index (TLI) is 0.971; Comparative Fit Index (CFI) is 0.981; The Parsimony Normed Fit Index (PNFI) is 0.624; And the Parsimony Comparative Fit Index (PCFI) is 0.654. These results indicate the acceptable fit of the model with the research data, and the conceptual model of the research is confirmed. Moreover, the results of the significance test of path coefficients indirectly and as a total effect showed that the explained path coefficient of the relationship between academic self-efficacy and academic enthusiasm with the role of indirect self-regulatory mediator is significant with a coefficient of 0.42 and total effectiveness with a coefficient of 0.89.
    Conclusion
    Explaining the relationship between academic self-efficacy and academic enthusiasm, it can be stated that since enthusiasm among students causes them to grow in the framework of scientific activities and get rid of negative situations such as academic reluctance, so self-efficacy has a positive effect over academic enthusiasm and is a factor for planning and controlling students in order to maintain and prevent distraction from doing homework. (Salmaaro, Tolvanan, Narmi, 2009; Niroumand Ali Babalu, 2018). Explaining the relationship between academic self-efficacy and self-regulation, it can be stated that according to Bandura's theory of self-efficacy, students who feel that learning ability is acquired are more internally aroused and show higher levels of self-efficacy in learning situations (Bandura, 1997). High self-efficacy can provide the ground for the application of high-level cognitive strategies (such as metacognitive self-regulation), because engaging in self-regulation requires empowering oneself, having a lot of perseverance and patience, and a desire to stay in task (Barzegar Befrouei and Saadipour, 2012; Nasri, Saleh Sadeghpour and Cheraghian Radi, 2014)Explaining the relationship between self-regulation and academic motivation, it can be said that students who have self-regulatory skills in dealing with problems are independent, self-taught, and able to use a variety of learning strategies (Kitchens, 2008) and show more enthusiasm in university. Therefore, in order to increase the enthusiasm in the university, students can increase their self-regulation skills (Shafiee Sarvestani and Askari, 1398).
    Keywords: Academic self-efficacy, self-regulation, academic enthusiasm, English language students
  • Maryam Sadat Bagheri Mousavi, Parvin Kadivar *, Abbas Habibzadeh Pages 107-130
    One of the most important issues in the field of educational psychology is to achieve conditionsthat improve and enhance the performance of learners. There is no doubt that there is only one clear way to improve learners' performance. But numerous studies have enabled researchers to identify the most effective determinants of student performance. Without a doubt, proper classroom management is one of the most important factors. The present study aimed to determine the relationship between teacher emotions on classroom management and the mediating role of self-efficacy. Descriptive-correlation method using the Structural Equation Modelingand the statistical population of all professors of Farhangian University with 7000 people who selected by the random cluster method bit win of 400 people as a sample size In this way, first the clusters are selected based on the geographical regions of the country and then randomly from the north: Gilan and Mazandaran provinces, center: Tehran, Qom, Semnan, Yazd, from the west: Ardabil, Sanandaj and Kermanshah, south: Bushehr, Bandar Abbas, and from the east: Khorasan Razavi have been selected as an example of this research.and data collected by exciting questionnaires of teacher Chen . (2016), (Reliability 0.768), in order to measure the emotions of pleasure, love, enjoyment, anxiety, anger and fear. This questionnaire includes 26 questions using 6 scale from never to forever. Wolfgang & Glickman Class Management Questionnaire (1986), reliability 0.798), this questionnaire includes 25 baseda five-scale Likert scale including: never, rarely, sometimes, often and always. This questionnaire has 3 factors: Educational management , members management and behavior management. And Bandura teacher self-efficacy (1997) (reliability 0.886) To measure self-efficacy, Bandura teacher self-efficacy questionnaire with 30 questions was used, which after examining 7 questions were deleted with the opinion of professors 23 questions remind Including self-efficacy for decision making and educational self-efficacy, disciplinary self-efficacy and self-efficacy for creating a positive atmosphere were useed.The scoring of the questionnaire using the 5-deegre Likert scale is with very low, low, medium, high and very high options. Data were analyzed by structural equation modeling and Sobel test by using AMOS 24 software. Based on the findings, the fit indices of the model were approved. And the data are reported to the acceptable extent of each of the fit indices. Index, CMIN The absolute fit index is less than 5 and is in the desired range. Indicator NFI=0.942 Or the Bentler-Bount softened index And the Tucker Lewis index TLI=0.952 and ,CFI=0.964 , All of them are adaptive fit indices with a value higher than 0.9 and are in a very desirable range. the amount of RMSE=0.06 Which is one of the economical fit indices, is less than the border of 0.8 and is very desirable and acceptable. As a result, the tested model has a fit in this with the data.To examine the effect of the mediator variable, the Sobel test was used, which shows that the mediator variable of self-efficacy has a significant effect on the studied path, and has increased the effect of teacher excitement on classroom management according to the path coefficient. Given the negative and significant relationship between emotion and classroom management, it is necessary to train teacher for emotion management. Teachers who can manage emotion manage their emotional responses in the classroom and interact better with their learners, which is a classroom management tool. Learners are usually dissatisfied with their teachers' anger and react in adolescence and young adulthood, which leads to class indiscipline and, consequently, more anger at the teacher and a lack of enjoyment of teaching and class. Thus, emotions affect students' performance through cognitive resources, learning strategies, self-regulatory and motivational strategies, and students' and teachers' interactions with the classroom and school context.Hargreaves (1998) emphasized that good teaching is enhanced by positive emotions, and that successful teachers play an important role in increasing learners' desire to learn by demonstrating their true passion for teaching. In this regard, Franzel, Goetz, Stephens and Jacob (2009) showed that while teachers' positive emotions are related to using creative and flexible teaching strategies and increasing students' motivation for progress, While teachers' negative emotions weakening creative teaching strategies. And flexibility in them also affects learners' learning outcomes.According to Bandura's theory, self-efficacy affects human behavior not only directly but also indirectly through cognitive, emotional, selective and social processes. Teachers with higher self-efficacy seem to be more resilient when confronted with adverse events in the classroom and do not accept negative thoughts about themselves and their abilities. Accordingly, self-efficacy beliefs help them perform better in the face of student misconduct and classroom disciplinary issues. Considering that Farhangian University is the only center of teacher training in the country, the best decisions should be implemented in this university.It is suggested that a unique titled” Classroom Management “be included in the general courses of this university. Also, due to the significant relationship between emotion and classroom management, it is suggested that educational programs in the field of emotion recognition and emotion regulation strategies to be introduce and students' skills increase in emotion regulation by university educational planning trustees. Adding a course of ” motivation and excitement “ . And workshops by title of “ emotion on behavior and emotion management” . Education through the media has a great impact and media cooperation in education can have a greater indirect impact.. Considering the significant relationship between self-efficacy and classroom management and teacher excitement, it is suggested that educational workshops be considered whit the subject of ‘self- study’ by university professors in order to increase students' self-efficacy. Students self-efficacy and teachers will improve with more practice and continuous and specialized feedback from professors. The professors of Farhangian University must have special planning for this important issue. This study faced limitations, including the data of this study was collected during the Coved epidemic and consequently the virtual of classes. Another limitation is that the design of the present study was a correlational study in which the relationships between variables were examined. Therefore, it is not possible to make causal inferences between the studied variables. In regard to statistical population professors of Farhangian and different organization climate of this university. It must be avid to extend the result to other educational center.Keywords: self-efficacy, teacher emotions, Classroom Management, Professors of Farhangian University.
    Keywords: self-efficacy, teacher emotions, Classroom Management, ., Professors of Farhangian University
  • Abdollah Rahimi *, Haydeh Ahmadi, Edris Rostami Pages 131-162
    Objective

    Accordingly, the aim of the present study was a phenomenological approach to the lived experiences of elementary teachers of students' virtual education in coronary conditions.The outbreak of the new corona virus began in December 2019 in Wuhan, China, and spread rapidly across the country and beyond. Since then, the disease has spread rapidly throughout the world and is recognized as a global epidemic (Lui et al, 2020). It is a new type of highly contagious disease caused by acute coronavirus syndrome (Osmani, 2021; Li et al., 2020;). Following the outbreak of the coronavirus, the closure of schools and the need to continue education in the school year, teachers were forced to provide virtual education on social networks, especially the program. In e-learning, the learner performs educational activities and homework through the web. In other words, e-learning is an attempt to complete the training program in traditional education systems in which the potential and extensive facilities of the Internet are used. ‌ شد. The goal of this program is to provide equal information for all learners, regardless of their geographical, social and economic location (Feng, Cheng, Wang & Xu, 2020). In fact, with the spread of the coronavirus and the need to respect social distance, the need for virtual education became more and more felt and most countries in a short time were forced to move to virtual education and prepare the ground for promoting the quality of this type of education (Almarzooq, Lopes, & Kochar, 2020). The psychological impact of widespread quarantine and the stay of all people in the community, including students, and the use of e-learning is significant and can be lasting (Brown, McCormack, Reeves & Brook, 2020). In fact, this epidemic has led to widespread disruption of face-to-face education (Ahmed, Allaf & Elghazaly, 2020). Given that a return to the pre-epidemic approach to providing education and learning at the present time is unlikely (Goh & Sandars, 2020), these conditions can be used as an opportunity to improve the quality of education virtually. . Thus, following the outbreak of COVID-19, many parts of the world have turned entirely to e-learning. Issues related to student readiness for this teaching method are a major concern in countries where students are not accustomed to virtual classrooms (Al-Nofaie, 2020).In a time when online, offline, e-content, virtual school, online classroom, digital space, web-based education and cyber-TV education have become a hot topic and a concern for everyone, families are trying to seize this opportunity. Provide the necessary equipment to improve the educational level of their students (Sintema, 2020). Therefore, in today's context, based on the experience gained from education in previous years, it must be accepted that e-learning is a necessity, because this method removes many of the usual limitations in physical education and provides an ideal environment for transmitting educational information. (Salehi and Rafiei, 2018). Based on the importance of this issue and from the very beginning of coronary heart disease in our country, the trustees and those involved in education also started to continue education through the creation of educational systems and the implementation of a virtual school and e-learning plan for students.The goal of e-learning is to provide equal and free access, to create a uniform educational environment for all classes at any point and to optimize the methods of presenting the curriculum in order to learn more deeply and seriously (Mufti, Mohammadzadeh, and Rezaei, 2018). A virtual learning platform provides a high quality and sustainable educational infrastructure that enhances collaboration and collaboration between different departments, including learners and teachers. Also, researchers believe that despite the benefits of e-learning, this method in general can not be a substitute for conventional teaching methods, but can be used as a complementary method in most topics (Ghanbri et al, 2019). "E-learning in cyberspace, which is usually supported by media such as video conferencing and chat, can support e-learners in the development of learning communities. This whiteboard offers video and audio playback and file sharing. (Cornelius, 2014; Rudd & Rudd, 2014) Nonverbal communication signals combined with simultaneous conference sessions make students feel more connected and interact with their peers and mentors (Rudd & Rudd, 2014). Overcoming students' feelings of isolation in asynchronous environments helps (Tunceren, Kaur, Mullins & Slimp, 2015). Asynchronous tools may seem to be less relevant than concurrent tools, but some studies claim that asynchronous tools can improve students' cognitive skills (Ogbonna, Ibezim & Obi, 2019). Communication between students and teachers usually extends beyond the time and place of the classroom د. This type of out-of-class communication can affect students' academic, social and emotional development (Hershkovitz, Elhija, & Zedan, 2019).

    Methodology

    Whereas the researcher intended to examine the lived experiences of elementary school teachers of students' virtual education in coronary conditions; Therefore, the phenomenological strategy was chosen. This strategy is similar to the way Piaget used in his research to find out how children understand the world around them. Phenomenology can be used to research almost any aspect of natural or social reality that individuals have acquired a perception of (Gal, Borg, & Gal, translated by Nasr et al., 2016). 

    Sampling method:

    Sampling was done in a purposeful and standard manner. That is, people were invited to participate who met the important and predetermined criteria desired by the researcher. Among the school teachers in Sanandaj, a total of 30 people were invited to participate, 10 of whom were male and 20 female. The principle of theoretical saturation was used to complete the sampling. Tools: A semi-structured interview charter was used to collect data. Interviews were conducted in person, online and by telephone. It was ensured that the names of the interviewees or other personal information were transcribed on the texts and the text of their statements was not included and the principle of confidentiality and confidentiality of information was observed in all stages of the research. The duration of the interviews ranged from 20 to 30 minutes.

    Results

    Participants' experiences were plotted in four models. 1- Challenges of using cyberspace. 2- Advantages of teaching in cyberspace, 3- Disadvantages of teaching in cyberspace 4- Suggested solutions for better teaching in cyberspace.

    Keywords: Lived Experiences, virtual training, Students, Electronic Learning, Corona(COVID-19)
  • Azam Alsadat Hosseini, Zabihollah Allahi *, Majid Kahrazahi Pages 163-181
    Due to their special physical condition, the blind are not able to perform some artistic skills, and training them is very complicated due to visual impairment. On the other hand, having such skills to prevent isolation and depression, as well as to fill leisure time, increase self-confidence, increase social relationships and create employment. It seems necessary. Due to the special conditions of blind students in our education, art lessons, especially for this group of people, have been neglected and neglected, which has had various reasons, including misconceptions about the abilities of the blind, and so on. On the other hand, the complexity of art education due to visual limitations has caused those involved in the field of art to pay less attention to this issue, although in recent years there have been sporadic efforts to direct this course and increase the hours of knowledge art. Students are done. However, due to the difficulties of the work and the lack of a suitable practical model for the coaches, it could not achieve its goals. Based on the available backgrounds, it can be seen that students with visual impairment are faced with low levels of self-esteem that should be addressed to strengthen this sense in them. After research and studies, we decided to use methods and works of art to strengthen the self-esteem of students with visual impairments. On the other hand, an important and fundamental question is whether the active methods in teaching artistic skills to visually impaired students can really help the self-esteem of this type of students? To achieve the desired answer and result, the researchers used a different perspective with a new and innovative approach using the method of "study". Due to the necessity of art lessons, especially in adolescence, and the use of manipulation and strengthening the sense of touch for blind students, we decided to seize the opportunity in teaching activities and teach an artistic skill by creating a practical model for teaching Instructors can take an effective and important step towards finding talent and flourishing their artistic talents in order to improve their self-esteem. By teaching the art of knitting to the blind and continuing to acquire sufficient skills, we can hope to create job opportunities and income for this vulnerable group. On the other hand, the use of knitting art due to the practical and continuous use of the concept of right and left, up and down, up and down, and increase the orientation skills of students and improve the spatial visualization of blind students and strengthen the sense of touch. It is effective. Therefore, considering the many advantages of the study method, it was decided to teach manual art (knitting two miles) in a study method on students' self-esteem to the visually impaired, and the main hypothesis of this study is whether art education Manual (knitting) in the form of study is effective in improving the self-esteem of visually impaired students. The method of this research was experimental and quasi-experimental with pre-test and post-test design. The statistical population of the study included all blind and partially sighted female students in Yazd province in the academic year 1397-98 who were enrolled in special schools for visually impaired students. This population consisted of 69 girls, of which 30 were selected by available sampling method and were divided into experimental and control groups (15 people in each group). The experimental group was trained in knitting under the instruction of the instructor according to the educational package contained in the content and lesson plan, and the control group was trained in the usual classroom manner. The most important data collection tool was Cooper-Smith (1967) Self-Esteem Questionnaire, which both groups completed before and after training. For data analysis, data were collected from descriptive statistics (mean) and after training, and after observing the assumptions, they were analyzed by analysis of covariance (one-way). The results of one-way analysis of covariance showed that between the mean scores of self-esteem of the two groups. Post-test stage, after removing the pre-test effect (adjusted mean), a significant difference is observed (p <0.001) and the adjusted mean of post-test self-esteem scores in the experimental group is higher than the adjusted mean of post-test self-esteem scores in The group is a witness. According to the analysis of the data, the test results showed that the scores of the experimental group in the post-test of self-esteem significantly increased compared to the control group, so it can be claimed that within the limitations of the experimental design, knitting head training It has had an effect on increasing students' self-esteem and this hypothesis is confirmed. On the other hand, because this training was implemented using the study method, as a factor affecting the quality of the relevant training can help the result obtained from the research. Because in the study method, because a team of teachers participate with each other, the planning, implementation and control of education is more accurate, and the shortcomings of the implementation methods are eliminated by the group, and higher quality education is implemented. Therefore, this method itself can be one of the factors in obtaining the result of this research. However, training skills that contribute to the visual impairment of a visually impaired person directly affects his or her quality of life and his or her self-esteem, because a sense of independence in performing activities is one of the most important motivators for the individual. Visually impaired helps boost self-esteem. In a general conclusion, it can be claimed that teaching artistic skills using the study method can help the self-esteem of visually impaired students. According to the obtained results, it is suggested that schools have various art education programs in the curriculum of visually impaired students. It is hoped that this training will be used by public school students as well. This study, like other studies, had limitations in the implementation of the questionnaire, especially since the sample of the study was visually impaired students. Also, this study was performed on a sample of girls and only in the city of Yazd. Therefore, caution should be exercised in generalizing to all students with visual impairments. Subsequent researchers can test this research on a wider community and with other arts.
    Keywords: Handicraft training, visual impairment, knitting training, study, Self-esteem
  • Forough Rudgarnezhad *, Reza Emadani, Davood &Laquo, Kiakajouri, Mohammadjavad Taghipouriyan Pages 183-205

    The most important feature of today's work environment is measuring the extent of competition in the labor market. Therefore, organizations today are aware that the costs of managing their human resources must be accompanied by managing the effectiveness of human resources. That is if they can manage their manpower in such a way that they can use their power to serve the goals of the organization, then the rate of accidents, absences, error rates, and waste will be reduced and manpower will be provided with a proper spirit Will provide quality services and as a result, the productivity and profitability of organizations will increase. Therefore, organizational productivity is directly related to organizational behavior, and therefore, with analysis, a step around the dimensions of related issues and affecting the improvement of organizational behavior training, which at the same time has been neglected and often neglected by organizations. Values ​​will be removed to improve employee performance and increase the productivity of organizations. In the definition of organizational behavior, in simple terms, it should be said that in fact, organizational behavior examines how people interact within an organization. The simple definition of organizational behavior does not have the interpretation that it seems a simple matter and we can look at it with simplification. The fact is, since organizational behavior is supposed to examine human interaction, it happens to be very complex and sometimes impossible to analyze some behaviors. Because people exhibit different behaviors in different places and different cultures, and accordingly, the organizational work environment in which a person is placed affects his organizational behavior. Therefore, managers should pay special attention to people's work environment. In another definition, organizational behavior is the study of human behavior in the field of organization, the confrontation of individual and organizational behavior, and finally the study of the organization itself, which includes factors that are studied in three general dimensions: individual, group, and organizational. Organizational behavior is generally rooted in a behavioral approach to management, which includes the belief that special attention to employee needs will lead to greater satisfaction and productivity. Contrary to the high emphasis on scientific management, the content of the behavioral approach emphasizes focus on It is on people. Scientific management did not ignore individuals at all and was somehow effective in shaping organizational behavior. In general, 5 factors are effective in the development of organizational behavior: the traditional approach to management, Hawthorne studies, the human relations movement, the contingency approach to management and leadership, and positive organizational behavior. Organizations today are very competitive in the global environment, and managers use various mechanisms to improve the productivity and success of their organizations in such an environment, including downsizing organizations and mechanization of affairs, while these methods can be effective. ‌ But the main issue that has been considered in recent years as an effective factor in improving the productivity of organizations, ‌ Having committed and capable employees to the organization to work beyond their official duties. Improving and modifying organizational behavior in government departments and institutions can be a function of numerous components, and undoubtedly one of these components goes back to the issue of organizational behavior training, because in an organization, both in the traditional definition and according to pyramidal relationships, training in Ross is located and others are defined in his neck, and in the modern definition, the focus is still on the issue of education, and this education is the organizational behavior that gives the organization a specific shape and purpose. In the present era, the intensity of the dynamic capabilities of competitors in the banking industry has led to how to maintain and develop a superior competitive position in relation to strategic capabilities in this industry as a major challenge for bank managers and foresight as the latest In order to meet this challenge, the tool has rushed to the aid of managers of today's organizations. The banking industry plays a vital role in shaping the world economy, and the change in key environmental factors in the long-run has forced the industry to embrace a shift in competition. Therefore, by studying and predicting future changes and developments, banks can align their competitive position with these developments with foresight knowledge. Foresight knowledge should be planned as a learning process in the strategic activities and decisions of managers in situations of uncertainty to empower them in turbulent situations and react in a timely manner to environmental threats. One of the factors that make it difficult to improve organizational behavior in the banking system should be sought in the field of rapid change in this field. In recent years, the presence and expansion of virtual and Internet banking, in general, has changed the service system in the field of banking and human resource management has undergone extensive changes. Accordingly, explaining possible banking scenarios in the coming years is one of the requirements of any training program to further empower organizational forces. Organizational behavior as one of the organizational values ​​is actually rooted in the culture in which the organization is built. This behavior is intensified and slowed down according to the internal programs and standards of the organization and goes in a certain direction. Among these components, we can mention meritocracy within the organization. Competency models that have been examined many times in the organizational literature in recent years are in fact related to a situation that affects human resource management. A value that, like an umbrella, affects the process of employment, recruitment, training, growth, and reward in the organization and causes a justice-oriented atmosphere to rule the organization. Another pillar through which organizations such as banks strive to achieve their goals is value creation. Value creation in the bank is concerned with both the internal components of banking, such as attracting capital and financial resources, as well as the growth of organizational forces and customer satisfaction. What this research tries to answer is the development of an organizational behavior training model with an emphasis on competency and value creation models in the banking system.

    Keywords: human resources employment, competency models, Organizational Behavior, the banking system
  • Batool Sabzeh *, Faeze Hoseini Kamyab Pages 206-236
    One of the most important concerns of virtual education is the effectiveness of teaching-learning processes. Due to the prevalence of virtual education and the use of technological tools in the field of education and learning, growing and creative education has become more important than ever. In particular, virtual education for children in primary school faces major challenges in discussing the effectiveness of education and the quality of students' learning. What is important in educating children in the first grade of elementary school is how to cultivate the power of reasoning, judgment and purity in them, through which children learn how to think right, make the right decisions and solve their problems in the right way (Firoozfar, 1395). Overcoming the challenges and obstacles in this field, as well as increasing teachers' skills in how to use technological and creative tools, can, in addition to improving virtual education; Provide children with access to multisensory or multimedia education (Morris, 2006), various information resources, virtual interactive environment and other technological facilities appropriate to their cognitive level and needs in the context of cyberspace (Shafiei Sarvestani et al., 1399 . Teaching elementary students in the context of cyberspace allows teachers and students to use multimedia tools and software and effective communication mechanisms to implement creative teaching and take advantage of appropriate educational opportunities in e-learning. , 2005). What is key here and should not be neglected; Teachers' experiences, attitudes and skills are needed in this field. Many teachers' concerns about the quality of learning in this way will be addressed if teachers have the appropriate creative, innovative knowledge, skills, and attitudes in e-learning (Smith, 2012). According to the author's review of the research topic, no significant research has been done on the lived experiences of elementary school teachers regarding creative teaching methods, especially in the context of virtual education in the first elementary school; Therefore, the present study seeks to examine the experiences of primary school teachers regarding the use of creative teaching methods and how to use them in the virtual learning context, and finally, based on teachers' experiences, a framework for developing and applying creative teaching methods. Provide the first elementary school for children. In this regard, three basic questions were raised; 1- How did the primary school teachers implement their creative teaching methods in the context of virtual education? 2- What problems have primary school teachers encountered in applying creative teaching methods in cyberspace? 3- What have been the achievements of primary school teachers in using creative teaching methods in virtual education? the present study was conducted qualitatively, phenomenologically and with a descriptive approach. The purpose of phenomenological research is to explicitly explain and identify phenomena as they are perceived by individuals in a particular situation. It is a scientific method that summarizes social issues with a mental approach (Horsell, 1938). Based on the purpose of the present study; To study the lived experience of teachers regarding creative teaching methods in the context of virtual education, a phenomenological approach was selected that was appropriate to the purpose of the research. Participants in this study were all primary school teachers in Pardis city in the academic year 1300-1499, which was selected by purposeful sampling of 12 teachers and interviewed by theoretical saturation criteria. Selection condition, willingness to participate in research; Experience in providing virtual education in the context of virtual social networks (such as Happy Network) and the use of creative teaching methods in virtual education. In order to gather information and conduct interviews, teachers were first asked to participate in the research by forming a group on one of the available social networks and conducting the necessary explanations about the research. Then, with the assurance that the subjects will understand the subject, the interview questions will be presented separately and individually (in person) through video, audio or text file presentation, and the answers provided by the teachers will be in the form of a text in the form of a set. Implemented and assembled. Conducting interviews with 12 teachers reached theoretical saturation. The tool of the present study is a semi-structured interview designed by the researcher based on the objectives of the research. Data analysis was performed using thematic analysis method. The results showed that creative teaching methods include: presenting a conference by the student, research, brainstorming, field trip (using virtual tours of museums and antiquities), demonstration method, problem solving method, handicraft; Educational tools include: multimedia tools, use of animation, movies, use of play equipment, use of natural materials; Creative teaching techniques include: photography by students, individual and group games, home science trips, storytelling and screen reading; Motivation of teachers in using the creative teaching method includes: maintaining and strengthening the motivation of students to learn in virtual education, creating a happy atmosphere of education during the corona, strengthening the sense of self-learning in students, making the classroom attractive, increasing student participation; Also, the most important challenges and problems of teachers in implementing creative teaching methods included: software weakness, reduced interactions, lack of facilities, lack of parental cooperation and structural weakness. First graders began their first formal learning experience while my world, including Iran, was embroiled in a corona pandemic, and inevitably decided to continue, both globally and nationally, to prevent the spread of the virus. The official education of the country was based on virtual and distance education. The main challenge for the advancement of the educational system, both at the macro and micro levels, was to maintain motivation and the quantitative and qualitative level of education compared to face-to-face education. On the one hand, the infrastructural challenges, including high-speed Internet network, software and hardware appropriate and quality, and on the other hand, the ability and competence of educators to use these tools in order to hold quality classrooms, problems And it was important issues that have plagued the country's education system since the initial outbreak of the Corona virus. Because the focus of this research is on the second dimension of these challenges, namely the competence of teachers, and in particular first grade elementary teachers.
    Keywords: lived experience, elementary education, creative teaching method, Virtual Education
  • Aboubakr Karimi * Pages 237-273
    The purpose of this study is to analyze the content of elementary school textbooks based on decision-making and problem-solving skills. The method is descriptive and content analysis. The research community is all the books of the elementary education course (sixth grade) of the academic year 1399-99. The census sampling method was used and all primary school textbooks (41 volumes, 4947 pages) were reviewed and analyzed. The measurement tool was a researcher-made content analysis checklist whose validity was verified by experts and its reliability was verified by Scott method (89.5) and reproducibility technique (inter-coder reliability); Finally, the conceptual framework of the research was designed in the form of 2 skills and 10 indicators. Then, the data obtained from content analysis were analyzed in the form of descriptive statistics using the three steps of Shannon entropy. Decision-making and problem-solving skills are discussed 755 times in all pages of elementary school textbooks, of which; The highest attention with 403 frequency (53.4%) is related to "problem solving" skill and the lowest attention with 352 cases (46.6%) is related to "decision making" skill. In elementary school textbooks, the highest coefficient of importance is related to the skill of "decision making" (0.2221) and the lowest is related to the skill of "problem solving" with a coefficient of 0.502. The first grade has 5 book titles with a total of 64 times (8.5%); Second grade with 6 titles 92 (12.2%); Third, fourth and fifth grades with 7 titles, respectively 118 (15.6%); 134 (17.8%) and 128 times (17%) and the sixth grade with 9 titles, 219 times (29%) mentioned decision-making and problem-solving skills. The most attention to the total skills is related to the book "Mathematics" with 131 frequency (17.4%) and the least attention to "Quran teaching" with 80 frequency (10.6%). The book "Persian" in a total of six bases, 81 times; "Persian writing" 99; "Experimental Sciences" 105; "Teaching the Qur'an" 80; "Mathematics" 131; "Heavenly Gifts" 108 and "Social Studies" have dealt with these skills 102 times in total. Of these, the most attention was paid to the Persian book "Sixth" with 19 frequencies (23.5%) in the Persian book "Sixth" with 25 frequencies (25.2%) to the experimental sciences "Fourth" with 27 frequencies (25.8%) to the teaching of the Qur'an "Basic" "Fourth" with 21 frequencies (26.3%) in mathematics "sixth" with 39 frequencies (29.8%) in celestial gifts "fifth" with 39 frequencies (36.1%) in social studies "sixth" with 38 frequencies (37.3%). The most attention of Persian books, Persian writing, experimental sciences and mathematics to the problem of "problem solving" 51.9%; 59.6%; 63.8%; 62.6% and 51.9% and the most attention of Quran teaching books and social studies to the skill of "decision making" is 51.2% and 61.8%. The books "Thinking and Research and Work and Technology", which are taught only in the sixth grade, have taught decision-making and problem-solving skills 24 and 25 times, respectively; Their greatest focus has been on "decision-making" skills with 15 frequencies.We have to make decisions to take every step of life, the path of human life is determined by his decisions, but if a person does not have enough skills to make decisions, he will not be able to make decisions and as a result will endure conflicts and tensions or irrational decisions. And incorrectly, it will cause depression, anxiety and other discomforts (Ahanchian and Asavardi, 2015). In 2005, Scheckman et al. Found that decision-making skills training has a significant impact on the living environment and personal performance, and Tuttle stated in 2006 that life skills training in adolescents improves their decision-making abilities. Kurd Noghabi (2005) also said that from the point of view of students, teachers and education experts to develop a life skills curriculum; Decision-making skills in elementary school have high priorities. The coefficient obtained for this skill indicates the high importance of this component and is consistent with the mentioned researches. However, the findings of this study are in line with the results of Asadollahi et al. (2016) who stated that according to teachers, the sixth grade social education textbook pays more attention to decision making and Akbarzadeh Mirzanagh (2011) is not consistent.The results also show that out of a total of 755 frequency cases, 403 cases (53.4%) are dedicated to problem solving skills and the obtained importance coefficient is 0.1502 (second priority). Life is full of simple and complex issues. Students should practice how to solve the problem in school. If they have a problem in life or school, they know how to solve it (Harrington and Oliver, 2000). It is through learning to solve problems that children build their thinking skills. When children learn to solve problems with the confidence that They can easily make good decisions for themselves and solve their problems.When children do not have problem solving skills, they run away from the problem or problem and do not try to solve the problem, for example, a child whose age is ridiculed and does not know How he should deal with it will always escape from this problem, for example, he may hate school little by little, suffer from academic failure, and may want to run away from school under the pretext of headaches and pain, and so on.In this study, according to the obtained coefficient of importance, problem solving skills are in the second priority. The results of studies show that accurate problem solving has good consequences. Therefore, emphasis should be placed on teaching effective and positive coping skills. Beliges and Mous (1984, quoting Khosravi and Aghajani, 2003) found that centralized coping was less relevant to problem solving with severe abnormalities. Ohren and Gates (2002) and Gotholic (2004) focused on problem-solving skills training. The results of this study are in line with the findings of Ahmadi (2012) who stated that there is a difference between the level of attention of Persian books in the elementary school to each of the components of life skills training, so that problem solving skills are not the first priority. It is also consistent with the research of chivalry (2015) and El Masari et al. (2016) who stated that textbooks have paid enough attention to problem solving skills.In general, the most attention is paid to the total decision-making and problem-solving skills related to the book "Mathematics" with 131 frequencies (17.4%) and the least attention is related to the book "Teaching the Qur'an" with 80 frequencies (10.6%). Findings from the analysis show that textbooks teach life skills, but there is a difference between the level of attention paid to each component of life skills and in different textbooks.
    Keywords: Content Analysis Textbooks Elementary, decision making, problem solving
  • Ahmad Azizi Pages 274-296
    Purpose

    The main purpose of this study is to investigate the factors affecting academic procrastination and attitudes toward cheating that can play an effective role in students' academic achievement, One of these factors is the observance of ethics in classroom and teaching processes. Understanding this important, the present study has been conducted with the aim of the relationship between ethics and academic procrastination and attitudes toward cheating.

    Method

    The approach of this research is descriptive-correlation. The statistical population includes all undergraduate students of Bu Ali Sina University of Hamadan, 386 students were selected for the study using a stratified random sampling method based on the faculty. Three standard questionnaires of ethics, academic procrastination and attitudes toward fraud were used to collect research data. Data were collected and analyzed using Pearson correlation coefficient and path analysis in LISREL and SPSS statistical software.

    Findings

    The results showed that the relationship between ethics and academic procrastination and attitudes toward fraud is negative and significant. As a result, to reduce academic procrastination and attitudes toward cheating among students, the dimensions of ethics can be considered, And professors, as behavioral models, can play an effective role in observing ethics in students

    Keywords: Ethics, academic procrastination, attitude to cheating
  • Abolghasem Naderi * Pages 297-322

    Existing research into the nexus between academic teaching and research which has a long history, is mainly normative and identifies just a single dimensional relationship. After critically highlighting the shortcomings as such, this article aims to develop a new and capable approach based on production-possibility frontier that recognizes and takes into consideration the three aspects of complementarity, substitutivity and neutrality involved in the relationship between teaching and research. Study population of the current research is university academic staff out of whom 716 persons from a comprehensive university in Iran have been selected through clustering sampling. Data on teaching and research performance of the sample have been collected for the 2015-16 academic year adopting the promotion by-law of academic staff methodology and indicators. Using the approach which is based on the education production-possibility frontier (named as Higher Education Econometric Approach), we showed that the nexus between teaching and research is multidimensional and heterogenous across different institutions and organizations. The findings drawn from analyzing the data, using the new approach which simultaneously includes all dimensions of the nexus, show that 402 persons’ activities of 716 staff were located in substitutivity region of the production-possibility frontier, and 314 persons’ activities in complementarity region. Hence, the activities of 44 percent of sampled staff are located in the region within which their activity combination was identified as inappropriate. Thus, the teaching-research combination of such staff needs to change through reallocating their efforts to achieve the appropriate combination. In addition, for the case of the university, 27 staff should reallocate their resources in favor of increasing their teaching activities and in contrast, 287 staff are to increase their research activities. In conclusion, it should be stressed that the new approach of higher education econometrics is powerful to identify all aspects of the nexus and capable of examining the appropriateness of teaching-research activity combination by applying a positive and theoretical-based approach. The results provide important policy implications to reallocate resources at both individual and organizational levels. Keywords: Academic staff, Teaching-research nexus, Performance, Complementarity and substitutivity, Higher education production-possibility frontier.

    Keywords: Academic staff, Teaching-research nexus, Performance, Complementarity, substitutivity, Higher education production-possibility frontier