فصلنامه مطالعات تربیتی و روانشناسی
سال سوم شماره 1 (پیاپی 5، بهار و تابستان 1380)

290 teachers and 58 head masters in both districts (in each high school for every head-master, 5 trachers) were randomly selected. Two Questionnaires (1) Participatory Management style; (2)Efficiency of Head-masters used for the study. It was found that: There is a significant and direct relation between organizational commitment and participatory management style. There is a significant and direct relaltion between organizational climate and their participatory management style. There is a sinificant and direct relation between the basic organizational values and their participatory management style.

Nine hypotheses were tested on 150 administrators chosen through classified random sampling method. t-test and ANOV A were used for data analysis. It was found that: the degree rate of conflict management styles are not different in male and female administrators

The relationship between self-esteem and job-satisfaction (satisfaction from the kind and the nature of Work, satisfaction from the manager or supervisor, satisfaction from Colleagues, satisfaction from promotion, satisfaction from salary and wage) was considered and examined. A random sample of 310 proficients in Kerman province were selected. A valid and relaible questionaire was used. Kruskal- Wallis test, and the median test were used in data analysis. The followings were found: 1. There is a meaningful relationship between self-esteem and the following factors: the degree of job-satisfaction; the degree of satisfaction from the kind and the nature of work; the degree of satisfaction from the manager or the supervisor; the degree of satisfaction from the colleagues; the degree of self-esteem and the degree of satisfaction from promotion; the degree of satisfaction from salary and wage. There is no significant difference between the degree of job-satisfaction and its five dimensions, in the different levels of each of the modifying variables: sex, age, salary, mariage, the number of family) and the record of service.

Down's syndrome is caused by a chromosomal defect. The child in this syndrome has 47 chromosomes with an extra chromosome in the twenty-first pair. This defect results in mental retardation and certain physical characteristics. Children with Down's syndrome have almond-shaped eyes, round heads often flattened on the back, short necks, protruding tongues, small noses, short feet and hands with unusual configuration. There are three types of this syndrome: Trisomy 21, Translocation and Mosaicisme. In the present study, 100 subjects were selected randomly from the city of Tehran who were recognized to have Down's syndrome and normal children as the sample. Fifteen physical characteristics were investigated. The results showed that the highest percecntage was associated with dental anomalies in Down group. High significant differences were found between Down's syndrome and the above mentioned physical characteristics.

This article, which is prepared to describe the theoretical foundations and explain the model of our research on "Minimizing Reading Failure Through Early Identification of At-risk Reading Disability Children", aims to explore the theoretical model of proximal causes of reading acquistion among children. After presenting the main different models prepared by the international scientists with regard to the explanation of proximal causes of reading acquistion, we have tried to describe our own model in this concern. Our model is based on the idea that meta-linguistic abilities (and specifically, phonological awareness) is the basis for reading and writing acquistion and that to minimize reading failures among at-risk disability children we should try to: 1) have early identification of children's language background; 2) recognize their meta-linguistic abilities of phonological decoding, phonological awareness, syntactic awareness, and semantic awarenss; and 3) improve our methods of teaching reading and writing. This will help the students not only to read correctly and fast but also to comprehend what they read. We have also tried to show in this article that teaching reading requires not only the recognition of the proximal causes of reading acquisition but also needs our attempt for the transition of natural phonology in childrens speech into the writing language by improving their phonological awareness in learning reading

Proponents of cognitive therapy have striven to establish this approach as mature system of psychotherapy for over 3 decades. The theoretical formulations have been enriched by clinical extrapolations from the neopsychoanalsysts and experimental findings from cognitive psychology. The therapeutic strategies and techniques have been refined as a result of interaction with behavior therapy, which also influenced the emphasis on emprical testing of the theoretical formulations and the therapeutic applications. Outcome trials have demonstrated efficacy in a number of common disorders. New emphasis on the crucial importance of specific formulations (especially dysfunctional beliefs) has provided important clues to the treatment of large number of other disorders. It concluded that cognitive therapy has fulfiled the criteria of a system of psychotherapt by providing a coherent, testable theory of personality, psychopathology, and therapeutic change; a teachable and testable set of therapeutic principles, strategies and techniques that articulatd with the theory, and a body of clinical and emprical data that support the theory ane! the efficacy of the theory.