نشریه آموزش و پرورش متعالی
سال دوم شماره 1 (پیاپی 5، بهار 1401)

This research has been done in order to design and validate the research curriculum of secondary high school teachers based on the Akker pattern in 2019-2020.

In terms of method, this research is a mixed type of research (quantitative-qualitative), and in terms of purpose, it is an applied one. In the qualitative approach, the research synthesis method was used and for its validation, the descriptive-survey method was used, implementing the content validity ratio method of Lawshe, and Mann–Whitney U. The statistical sample includes 20 top research teachers of the secondary high school in West Azerbaijan province and 10 curriculum elites and experts who have authored at least two books and 5 scientific research papers, who were selected through purposive sampling method up to the extent of data saturation.

In this research by considering the Akker pattern, first the elements of the research curriculum are identified and then in order to answer the research questions, and based on semi-structured interviews, first the views of sample research teachers and elites and curriculum experts are extracted and then by coding the interviewees answers, the coding and the final categories were determined and the final pattern was developed based on it. The pattern obtained was validated by two groups of research teachers, elites and curriculum experts, and the two groups confirmed the validity of the pattern.

The aim of this study was to investigate the educational methods effective on sustainable development and to evaluate its current and optimal status.

This descriptive research was of survey-applied type, based on the methods of analyzing the current and optimal situation gap and in the group of mixed studies of exploratory type (qualitative and quantitative). Participants in the quality section included 10 experts and specialists in the education system who were purposefully selected through a sequential snowball sampling method. The statistical population in the quantitative stage consisted of 440 managers, responsible experts and experts of the General Department of Education in Tehran. The sample size was calculated based on Cochran's formula as of 205 people. The sampling procedure was done through stratified random sampling according to the subject's organizational position. The data collection tool in the qualitative part was a semi-structured interview and in the quantitative part was a researcher-made questionnaire. Confirmatory factor analysis, paired t-test and Wilcoxon tests were used to analyze the data.

The results of the qualitative part of the research indicated that the educational methods affecting sustainable development include 7 components and the difference between the current and optimal situation has been significant and large.

Therefore, in order to move from the current situation to an optimal situation of sustainable development, it is necessary for the education system to give a special importance to the educational methods affecting sustainable development.

The purpose of this study was to explain the relationship between moral behavior and identity of high school students by the mediating role of psychological and situational benefit.

The research method was descriptive-correlational. The sample size included 907 (393 girls and 514 boys) high school students in the city of Hamedan who were selected by multi-stage cluster random sampling, and answered the Moral Behavior (Delfan Biranvand and Rashid, 1400), Moral Identity (Aquino and Reed, 2002), and the Benefit (Delfan Biranvand  and Rashid, 1400) questionaries. Data were analyzed by structural equation modeling using Lisrel-8.8.

The results showed that psychological and situational benefit play a significant mediating role in the relationship between moral behavior and identity.

Based on the results of the present study, it can be said that psychological and situational benefit can be explained as good factors for explaining the reason for the individuals’ moral behaviors. Because evaluating how beneficial moral behaviors, such as honesty, can motivate individual to show the right behaviors.

The social, political, cultural and economic issues of the present age have turned the issue of teaching social skills of citizenship into one of the most important areas of decision and action in the education system. Educating responsible and informed citizens is one of the most fundamental missions of educational systems in different countries. The aim of this study was to investigate the level of elementary school students' social and moral skills of citizenship and to compare the views of female teachers and students.

This research is applied in terms of purpose, and in terms of the nature and method of data collection, it is a descriptive survey research method. The target population is elementary school students in Tehran's second district among which the sample size was calculated as 90 female teachers and 350 students through Krejcie & Morgan table and selected through cluster sampling method. The data collection tool in this study was a researcher-made questionnaire whose content validity was confirmed by professors and experts in the field of education, and the Cronbach's alpha coefficient was used to obtain reliability as of 0.841.

Findings indicated that students had above-average level in the components of active participation, empathy, and responsibility and below average level in the components of interpersonal relationships, decision-making power and critical thinking.

There is a significant difference between the attitudes of students and teachers regarding the extent to which students enjoy the components of citizenship.

The present study was conducted with the aim of structural analysis of organizational silence on the perception of political behaviors and organizational jealousy with the mediating role of job compatibility. Statistics of all faculty members of Payame Noor University of West Azerbaijan Province in 1398, which includes 164 faculty members, considering that the whole community was considered, so the sample is equal to the community. To collect information from four standard questionnaires (organizational silence, Perception of political behaviors, organizational jealousy, job compatibility) were used. Content and structural validity of the questionnaires were confirmed and the reliability of the questionnaires was 0.74, 0.91, 0.73, 0.87, respectively, to evaluate the relationships between variables. Hidden and measured in the conceptual model, structural modeling of data using SPSS and PLS3 software was used.The results of the study indicate a significant role between variables, ie there is a direct and significant relationship between organizational jealousy and organizational silence, between perception of organizational political behavior and organizational silence, between adaptation and organizational silence. And organizational jealousy has a direct and negative relationship with job compatibility. The results also confirm the mediating role of job compatibility the causal relationship between organizational jealousy and organizational silence Communication and interaction of faculty members with different departments in order to better promote the university, turn jealousy into healthy and positive competition, use and apply participatory decision-making style and exchange views on various issues in order to create a sense of interest And trust among faculty members is one of the most important research results.

The main purpose of this study was to investigate the relationship between information literacy and achievement motivation with the mediating role of self-regulated learning.

The research method is of a descriptive and correlational type. The statistical population of the study includes all university students of Jajarm city, among which 194 people were selected through relative category random sampling method according to the proposed formula of Fidell and Tabachnick (2007) and based on the number of students in each university. The data collection tools include Siamak and Davarpanah's information literacy (2008), Hermans' achievement motivation (1977) and Bouffard's self-regulation (1995) questionnaires which have face and content validity. The reliability coefficient using Cronbach's alpha was 0.86, 0.84 and 0.81, respectively. Data analysis was performed using Sobel test by SPSS.

According to the statistical results, the strength of the relationship between information literacy and achievement motivation is 0.43, the relationship between information literacy and self-regulated learning is 0.20 and the relationship between achievement motivation and self-regulated learning is 0.41. The test statistic is 2.535, which is greater than the critical value of t at the level of 5% error, ie 1.96, and indicates that the observed correlation is significant.

With 95% confidence, there is a relationship between information literacy and achievement motivation with the self-regulated learning mediating role in the university students of Jajarm city.

The aim of this study was to explain the effect of problem-solving teaching methods on critical thinking and academic performance of sixth grade students in Birjand city.

This research was conducted as an intervention study with a pre-test and post-test design with a control group. The statistical population was the sixth grade students of Birjand city in the academic year 2021-2022 and the samples were selected by random double-stage cluster sampling and they were randomly divided into experimental and control groups. Using the problem-solving teaching method, the science course was taught and the control group was trained as usual. Before and after applying the independent variable, pre-test and post-test were taken  from the students. The Pham & Taylor (1999) Student Performance Questionnaire was used to assess students' academic performance, and the California Critical Thinking Orientation Questionnaire (Facion, 1992) was used to assess students' critical thinking. Data were analyzed using descriptive and inferential statistical studies and Shapiro-Wilk statistical tests (to check normality), Levene's test (to check the homogeneity of variances) and univariate and multivariate analysis of covariance through SPSS software version 23.

The results indicate that problem-solving education has a significant effect on students' critical thinking and academic performance (p<0.05).

The purpose of this study was to investigate the level of attention paid to the components of educational law in social studies textbooks of the second grade of elementary school. The research method was quantitative content analysis and the unit of analysis was text, exercise and image. In this study, the components of educational rights include the right of access to education, the component of the right to access quality education and the component of respect for human rights.

The statistical population is the social studies textbooks of the second grade of elementary school and the sample size was considered equal to the statistical population. Descriptive statistics index was used to analyze the data. The findings indicated that the components of children's educational rights have been considered 42 times in the fourth grade social studies textbook, in the fifth grade 38 times and in the sixth grade 37 times. In the social studies textbook of the fourth grade, the most important component was the "right to quality education" with twenty-five times of repetition. In the fifth grade social studies textbook, the most important component was the "respect for human rights in education" component with twenty-six times of repetition. In the sixth grade social studies textbook, the most important component was the "respect for human rights in education" component with twenty-five times of repetition. Exploratory factor analysis, and the one-sample t-test), as well as SPSS and LISREL software were utilized.

 The results demonstrated that the school elements in creating social capital in students consisted of teachers (0.51), education (0.53), the curriculum (0.58), school principals (0.40), educational staff, and the school environment (0.51). In addition, the constituents of the students’ social capital included cognitive, communicational, and structural capitals. In this article extracted from the mentioned research, the ‘curriculum’ was addressed as the most influential factor, among school elements, in creating social capital in students.