فصلنامه آموزش در علوم انتظامی
سال دهم شماره 3 (پیاپی 38، پاییز 1401)

The Corona crisis in Iran and the world caused very major changes in all the elements of normal and current human programs and a new experience in all sectors, especially in the field of education through virtual space, and this space has become a place to respond to communication needs. The supply of products and training will become. This research aims to provide an online education model in critical conditions for the higher education system.

The present research is applied in terms of nature and qualitative in terms of implementation method. The statistical population of 10 experts includes experts, researchers, academic experts and familiar with virtual trainings, also in order to fit the validity of the model. The sampling method in this section is targeted and accessible. The criteria for selecting people were having a doctoral degree, with a management background, having time, interest and the ability to conduct an interview. In this research, the systematic method of Grazer was used to code the interviews, and the coding was done by MAXQDA software, and in order to measure the reliability and control the quality of the present study, Cohen's kappa index was used.

Identified factors were extracted in the form of 37 indicators, 10 components and 4 dimensions, the dimensions of providing an online education model in critical conditions for the higher education system include the educational dimension, aesthetic dimension, content dimension, and extra-organizational participation dimension.

According to the experts, the indicators mentioned in this study are very effective on online education in critical conditions for the higher education system. These indicators include holding online conferences, parallel virtual training courses, holding multiple online conferences, coordinating training hours with student needs, cooperating with other educational groups, continuously attending various online meetings, communicating with students, Offline training sessions, easy user interface of the software are among the effective factors for online training, etc.

teaching and applying coping skills is one of the effective ways to change problematic behaviors and create new behaviors and adapt more to the environment. Therefore, the aim of the present study was to investigate the effectiveness of teaching coping skills on students' aggression, self-efficacy and academic performance.

This research was conducted in a semi-experimental way and through a pre-test and post-test design with a control group. The statistical population includes all male secondary school students in Shahrood city. For this purpose, 40 of them were randomly selected and 20 were randomly assigned to the experimental group and 20 to the control group. Before holding sessions for both groups, Bass and Percy aggression questionnaires (1992), Morris self-efficacy (2001) and academic performance were administered (1383), and after the presentation of the training package in 8 sessions and each session is 80-minutes at the same time for both groups. In this study, to determine the formal and content validity of the educational package, 10 experts were asked to comment on the compiled content, the appropriateness, ambiguity and complexity of the content.

The results of the multivariate covariance analysis test showed that coping skills training has led to a reduction in aggression and an increase in students' self-efficacy and academic performance. The eta squared value showed that coping skills had the greatest effect on reducing anger and the least effect on reducing physical aggression in different dimensions of aggression variable. In addition, in the variable of academic performance, the value of beta square showed that the greatest effect on the variable of emotional effects and the least effect on the variable of lack of control of the outcome (P=0.05).

According to the findings of the research, it can be concluded that equipping students with coping skills leads to improving their performance in the academic and educational field and reducing disruptive behaviors. Therefore, the purpose of coping skills is to help students to move from their inabilities and skill weaknesses to powerful skills and effective and efficient communication with others in society.

The current research was carried out with the aim of designing a cube curriculum model for the Iranian educational system.

This research was mixed in terms of purpose, application and type of research method. The current research has two statistical populations, the participants in the qualitative part were 15 experts in the field of culture and curriculum, who were selected by snowball sampling. The second population was 384 employees, managers and teachers of the Ministry of Education, who were selected according to a multi-stage cluster random sample. In the current research, in the qualitative section, the library study method was used to collect information, and in the Delphi section, a researcher-made questionnaire was used. The research tool was a questionnaire. The validity and reliability of the tools were confirmed and measured. Cronbach's alpha and composite reliability coefficient was above 0.7 for data analysis in the qualitative part of the present study, meta-composition and Delphi method was used in the quantitative part, on two descriptive levels (frequency indices, central tendency, dispersion and proportional diagrams). and inferential (confirmatory factor analysis and structural equation test) were used.

The results of the present study showed that the cubic curriculum includes 6 components which are: the degree of attention and emphasis of the cubic model curriculum to educational needs and goals, how to access learning resources, content, course materials, topics and themes, determination and organization Learning opportunities, learning-teaching methods and teaching methods (learning forms), factors related to human competencies (extracurricular) and finally evaluation in the study of achieving goals. Finally, a model was presented in the research that had good validity.

Based on various researches, many and many factors play a role in the development of the cube curriculum, and by identifying these factors, we can provide the basis for the development of education for the future in the educational system

The overall objective of the present study was the pathology of in-service training of employees using the three-pronged model in the employees of Bojnourd police force in 2020.

Research is applied in terms of purpose and correlational in terms of descriptive-survey research. The statistical population included all managers and employees of Bojnourd police force, according to the Cochran's formula, 260 were selected as examples, of which 170 were selected as employees and 90 as managers and commanders. The data collection tool was a 60-item researcher-made questionnaire consisting of three dimensions of content, structure, and process, based on a study of theoretical foundations and existing backgrounds, as well as the results of a semi-structured interview with 15 North Khorasan police commanders. Their validity was formal and content, which was approved by professors and experts, and their reliability was estimated to be 0.911 through Cronbach's alpha. To analyze and analyze the data in the statistical section, descriptive of (frequency distribution table, graph, mean, standard deviation and calculation of central indicators and scattering) and in the inferential statistics section of the single t sample, deviation from the standard, The Farid Man test and the correlation test will be performed using the spss software version 20. The statistical software spss21 was used.

Findins: 

The results showed that the findings showed that based on the respondents' opinion, structural, process and contextual averages were obtained on 3.20, 3.31 and 3.24, respectively, which is the weakest process and the least structural dimension. And there is no significant difference between the views of employees and police commanders in the three dimensions.

The pathology of FARAJA staff training was examined in three dimensions: process, structure and context, and in all dimensions, damages were observed in the staff training process. Existence of educational injuries Among these three dimensions, the status of the staff training process is significantly damaged and has played a significant role in creating staff training injuries. In particular, it is a process that should be mentioned in the design, planning and implementation of education, the importance of paying attention to needs assessment and educational evaluation in the process of educational design. As the findings showed. In the environmental dimension, as well as the two process and structural dimensions, the staff training conditions were not favorable and the results showed that the injuries in this sector were significant.

Maturity of intelligence emphasizes the excellence of the capabilities and capabilities of the organization based on the four main axes of employees, intelligence activities, process and intelligence technology.

The present study was conducted with the aim of addressing the issue of intellectual maturity in Islamic Azad Universities of Tehran province.

The research method was based on the purpose, applied and based on the nature, part of the mixed researches. The statistical community in the qualitative section included experts from the university scientific community, who were selected by targeted non-random sampling in the number of 24 people. The statistical community of the quantitative part included all faculty members of Azad universities in Tehran, and 330 people were selected as the sample size. Also, stratified random sampling was used to select statistical samples. To collect data, semi-structured interview tools and researcher-made questionnaire were used, and the validity and reliability of the tools were evaluated and confirmed. The method of data analysis in the qualitative part was theoretical coding which was done using MAXQDA software. In the quantitative part, tests such as confirmatory factor analysis were also used

The findings of the factor analysis showed that the components of individual maturity, process maturity, technological maturity as constituent factors, organizational factors, managerial factors and educational factors as effective factors and job performance, competitive advantage and job passion as the consequences of intelligence maturity. They were identified in Azad University. In this research, the implementation mechanisms of intelligence maturity were also identified under the components of operational strategy, evaluation strategy, cultural strategy and educational strategies.

By summarizing the results of this research, it can be said that intelligence maturity, in addition to being used in business, is also used in educational centers such as universities, and it is possible to benefit from the consequences of the model of intelligence maturity in universities in various individual, process and technological dimensions.

E-learning is considered as the ability to focus on the individual needs of the learners. The e-learning environment helps learners to be self-reliant, so that instructors are no longer a solitary source of knowledge, but act as guides and advisors.The purpose of this study is to design a model of critical success factors in e-learning based on learner self-assessment and autonomy.

The present study is an applied research and is classified as "qualitative research" in terms of how to collect the required data. For the interview, 20 experts and specialists in curriculum, educational technology and philosophy of education (faculty members of the country's universities) who had sufficient knowledge of the subject were selected based on purposive sampling. Using the focal interview method, qualitative modeling is performed based on the content analysis of the interviews and then using the information related to case studies of the obtained model to explain and analyze the critical success factors in e-learning based on self-assessment and learner autonomy.

Summarizing and coding the data in two major dimensions of autonomy and learner self-assessment led to counting 38  components and 9 key categories and a conceptual model of research was designed based on them.

The results of the research indicate that the two constructs of self-monitoring and self-evaluation have the ability to measure success in e-learning. In examining the overall fit of the model, the value of GOF, which is an index for checking the fit of the model for predicting endogenous variables, was equal to 0.72 and showed that the research model has a good fit and the relationship between the variables is significant and positive.