نشریه نواندیشی در آموزش و یادگیری
پیاپی 1 (پاییز 1403)

Flipped learning is a new educational model that rearranges the time in and out of the classroom and transfers the learning decision-making power from the teacher to the student. The purpose of this research was to investigate the effectiveness of reverse learning on students' academic enthusiasm and problem solving skills.

The current research was applied in terms of purpose and quasi-experimental in terms of data collection with a pre-test and post-test design with a control group. The statistical population included all male students of the 6th grade of elementary public schools in Zanjan city in the academic year of 2023-2024. The sample size was 40 people (20 control group and 20 experimental group) who were selected using multi-stage cluster sampling method. Data collection was based on 12 teaching sessions with the reverse learning method and presentation of Fredericks et al.'s (2004) academic enthusiasm questionnaire and Hepner and Patterson's (1984) problem solving skills in the form of pre-test and post-test to the groups.

Data analysis was done using spss 19 software and the results of covariance analysis showed that reverse learning had a positive and significant effect on academic enthusiasm at the error level of 5%. Also, reverse learning had a positive and significant effect on problem solving skills.

According to the findings, it is suggested that the necessary training courses for the implementation of reverse learning be prepared by the teachers.

Preschool education as the first stage of formal education provides a suitable platform for the growth and development of children's personality. The purpose of this study was Measuring and evaluating the components of the native model of the preschool curriculum with an emphasis on life skills with the IPA approach.

The statistical population of the quantitative part included all the kindergarten teachers of Fars province in the number of 5112 people; Based on Cochran's formula and two-stage cluster method, 375 people participated in the research. In order to collect data, a researcher-made 69-question questionnaire was used. The importance-performance analysis technique was also used to analyze the data

The results of the importance-performance analysis showed that the indicators of "creative thinking, problem solving, critical thinking and physical health" are in the "keep up the good work" area, in other words, the organization's performance in these indicators is favorable; Therefore, the organization must maintain this desirable performance. The citizenship rights education index is in the "low priority" area; In fact, this index has little importance from the point of view of experts, and the performance of the organization is also low in it. The reason for this issue can be that this concept has been sufficiently addressed. The indicators of "Communication and Effective Communication Skills, Managing Emotions, Decision-Making Skills, and Self-Awareness" are included in the "Focus Here" area. In other words, these components are highly important from the point of view of experts, but the performance of the organization is low. Therefore, the organization should focus on them

It seems that in order to improve the curriculum model in the preschool period, the education organization should pay more attention to the components that have high importance and poor performance.

The present research was conducted with the aim of designing and validating the behavioral model of empowering education managers in Fars province.

T This research was a qualitative strategy. The research method was a case study in the qualitative part and descriptive survey in the quantitative part. The statistical population included all education managers of Fars province, numbering 580 people. The selection of the sample in the qualitative part was done by the purposeful sampling method and criterion-oriented technique. The sample size was 14 people until the emergence of order and non-spreading. Quantitative part sampling was done by simple random sampling and the sample size was 466 according to Cochran's formula. In order to collect data, semi-structured interviews were used in the qualitative part of the field section to examine and explore upstream documents and training documents in the library section. Data analysis was done in the qualitative section based on thematic analysis. Also, in the quantitative part, confirmatory factor analysis and structural equation modeling were used to analyze the data.

The obtained results show nearly 60 indicators and 3 components (motivational, self-empowerment and supervision and empowerment) and finally the research model was presented. Behavioral factors with a factor load of 0.59 and a T-statistic of 9.25 have an effect on the empowerment of managers

Bentlerbont's normalized fit indices, relative fit, incremental fit, comparative indices of the model showed that the designed model had a good fit.

The purpose of this research was to investigate the mediating role of strategic flexibility in the relationship between professional competencies and organizational agility of primary school teachers in the 3rd district of Shiraz.

This research was applied in terms of purpose and descriptive in nature and method. The research method was a survey. The statistical population of this research includes all the primary school teachers of the 3rd district of Shiraz, numbering 825 people in the year 2023-2024. The sample size includes 375 teachers who are selected by stratified random method and based on Morgan's table. The method of collecting information in this study is a combination of library and field. The library method was used to collect the theoretical foundations and the research background, and the field method was used to collect the statistical information. To collect data from three organizational agility questionnaires made by Felto et al. (2011). The standard questionnaire of teachers' professional qualifications (Mousavi and Abazari, 2016) is used. Standard strategic flexibility questionnaire (khadem and Amirnejad, 2020) was used. Since the validity of the content of the questionnaire has been confirmed by professors and other valid domestic and foreign studies, it has the necessary validity. In order to measure reliability, it is done by Cronbach's alpha method and using spss software. Cronbach's alpha coefficient of the questionnaires was 0.86, 0.79, 0.89, respectively. The collected data were tested using regression analysis, structural equations and path analysis. SPSS and AMOS software were used to analyze the data.

The research findings show that there is a positive and significant relationship between professional competencies and organizational agility. There is also a positive and significant relationship between strategic flexibility and organizational agility.

There is a positive and significant relationship between strategic flexibility and each of the dimensions of flexibility, response speed and competence

Critical thinking is one of the key skills in the teaching-learning process, which is influenced by self-esteem and information literacy, contributing to the improvement of educational quality. This study aims to examine the relationship between self-esteem and critical thinking, considering the mediating role of information literacy among primary school teachers in Jask.

This research is applied in nature and, given the topic, is a descriptive-correlational study. The statistical population consisted of all primary school teachers in Jask (N = 317). Based on Morgan's table and stratified random sampling, 175 teachers were selected as the sample. Data were collected using three questionnaires: Rosenberg's Self-Esteem Scale (1989), Ricketts’ Critical Thinking Questionnaire (2003), and Siamak & Davarpanah's Information Literacy Questionnaire (2009). The validity of the questionnaires was confirmed by experts, and their reliability was calculated using Cronbach's alpha coefficient: 0.764 for self-esteem, 0.882 for critical thinking, and 0.831 for information literacy. The results were analyzed using Pearson's correlation and structural equation modeling.

The results showed a positive and significant relationship between self-esteem and critical thinking (r = 0.64, p < 0.01). A positive and significant relationship was also found between self-esteem and information literacy (r = 0.57, p < 0.01), and between information literacy and critical thinking (r = 0.69, p < 0.01). Moreover, structural equation modeling revealed that information literacy plays a significant mediating role in the relationship between self-esteem and critical thinking.

It is often argued that every society needs individuals with high critical thinking skills to achieve growth and prosperity. To critically engage with various phenomena, these individuals must be equipped with the necessary information and knowledge beforehand, highlighting the relationship between critical thinking and information literacy. Critical thinking is best taught as a learning tool that equips teachers with essential reasoning and logical skills, preparing them for complex situations both inside and outside the classroom and providing them with the skills necessary for a better personal and professional life.

This research aimed to investigate the impact of student-made artifacts on the improvement of motor and language skills in preschool children in Sari city during the academic year 1402-1403. The development of motor and language skills during this period is crucial for children's cognitive and social growth. Enhancing these skills through active learning methods, such as utilizing student-made artifacts, is a promising approach.

This study employed a quasi-experimental design with pre-test, post-test, and control group elements. The population comprised 2,532 preschool children in Sari city. A random cluster sampling method was utilized, resulting in a final sample of 60 children divided into two groups of 30 (experimental and control). The experimental group participated in 10 sessions, each lasting 45 minutes, focused on creating handmade objects, while the control group received no intervention. Data collection instruments included the Lincoln-Ozeretsky Motor Skills Assessment and the Barton Verbal Skills Questionnaire. The validity of these instruments was confirmed through face validity, and their reliability coefficients were 0.96 for the motor skills questionnaire and 0.94 for the verbal skills questionnaire. Data analysis was conducted using analysis of variance (ANOVA) and the F-test.

The results indicated a significant increase in the post-test mean scores of the experimental group compared to the control group. ANOVA, after controlling for pre-test effects, demonstrated that student-created artifacts positively impacted the improvement of both motor and verbal skills (F = 57.15, p < 0.05). Specifically, the experimental group achieved higher average scores in motor skills post-intervention. Furthermore, the results revealed that the post-test mean scores for verbal skills in the experimental group were significantly greater than those in the control group, indicating a positive impact of this educational intervention on enhancing students' language abilities.

The research demonstrates that utilizing student-made crafts significantly enhances the motor and language skills of preschoolers. These activities not only improve children's physical and linguistic capabilities but also promote greater engagement and interaction within the learning process. Based on these findings, it is recommended that similar interventions be more widely incorporated into preschool curricula to foster children's overall development

Personality types significantly influence creativity and emotional intelligence, playing a crucial role in enhancing individual performance and creating new career opportunities. The aim of this study was to examine the relationship between personality types, creativity, and emotional intelligence among employees of the Department of Education, District 1 of Bandar Abbas.research methodology This descriptive-correlational and applied research surveyed a population of 893 employees from the Department of Education, District 1, Bandar Abbas. Based on Morgan’s table, 265 participants were selected through simple random sampling. Data were collected using standardized questionnaires: Costa's Personality Type Inventory (1962), Zhou and George’s Creativity Scale (2001), and the Bar-On Emotional Intelligence Inventory. The content validity of the questionnaires was confirmed by experts, and their reliability was assessed using Cronbach’s alpha, yielding coefficients of 0.84 for personality types, 0.92 for creativity, and 0.86 for emotional intelligence. Data analysis was conducted using SPSS software and statistical methods including Pearson correlation and stepwise regression.

The results indicated a significant relationship between personality types and creativity (r = 0.470, p < 0.05) as well as between personality types and emotional intelligence (r = 0.510, p < 0.05). Additionally, personality types predicted 48% of the variance in creativity and emotional intelligence.

This study demonstrates that personality types have a direct influence on creativity and emotional intelligence and can be considered a critical factor in predicting and improving these traits in work environments.

Introduction:

 Business intelligence is a new technology that is used in the organization to collect, integrate, analyze and present business data. Facilitating and optimizing the decision-making process, identifying business opportunities, increasing information sharing, more effective communication with customers, increasing the ability to prepare diverse and dynamic reports, and predicting the future conditions of the organization are among the benefits of business intelligence. The purpose of this research was to explain business intelligence as an expected qualification for sports teachers.

This research was conducted in 1403 using the qualitative research method. The participants included managers and experts in the field of study in the field of sports management. The sample size was 14 people according to the theoretical saturation point and calculated by the snowball sampling method. And it was done. Data collection was done through semi-structured interviews with experts and data analysis was done using the open, axial and selective coding method of the Strauss and Corbin model in the Foundation's data theory and with the help of Max Kyuda 20 software. Guba and Lincoln indexes were used to check the reliability of the qualitative research, and Kappa coefficient and Holstein reliability coefficient were used to confirm the reliability.

The obtained results showed 110 open codes, 30 concepts and 8 categories, which led to the presentation of the business intelligence model as a competency for sports teachers.

In the age of information, any organization, including education, that has the power of information technology in its industry and profession will be distinguished and privileged compared to its competitors. By integrating organizational systems and connecting organizational systems and software to each other and creating a secure platform for sharing information and data, a more suitable platform for the company's activities is created.