فصلنامه نوآوری های آموزشی
پیاپی 28 (زمستان 1387)

The purpose of the present study was to examine a predictor model of mathematics achievement based on the role of achievement goals and different dimensions of academic engagement. For this reason, 500 third grade high school students (250 male and 250 female) in mathematics field from Shiraz were chosen using cluster sampling. They completed a questionnaire consist of 4 subscales: achievement goals, effort, task value, and cognitive and metacognitive strategies. Their mathematics academic performance was also assessed by total score average in mathematics courses. The results by path analysis technique showed that different dimensions of academic engagement influence the relationship between achievement goals and mathematics achievement. Mastery goals influence mathematics achievement through metacognitive strategies, task value and effort indirectly and positively. The effect of performance–approach goals on mathematics achievement are indirect and negative and through the mediation of cognitive strategies. Performance–avoidance goals influence mathematics achievement directly and negatively. The mediating role of academic engagement in the relationship between achievement goals and mathematics achievement is confirmed.

The present article emphasizes on the experiential function of language introduced by Halliday`s “Systematic Functional Grammar” and the importance of introducing this language function to elementary school students from two perspectives: 1. introducing all processes of this function as a complementary stage in language learning process, 2. introducing the processes of this language function on the basis of cognitive development of children.. For these two purposes, we statistically and semantically analyzed the “Reading” books of the 1st to 5th grades of elementary school. The classified proportional allocation and systematic random sampling have been used as sampling methods. The results of the research suggest that all language processes are NOT introduced to students. Meanwhile, the processes included in the studied textbooks are NOT distributed according to linguistic and psychological principles. The irregular distribution of processes proves this very claim.

Effective schools have teachers who go beyond role expectations voluntary and they don’t neglect any efforts which needed for school effectiveness. Today, these extra-role behaviors are called as»Organizational Citizenship Behavior«. Regarding to the demanding need of schools to teachers with high Organizational Citizenship Behavior and also knowledge shortage about this important variable in Iran, this study, has analyzed the content of international published researches about Organizational Citizenship Behavior of teachers in viewpoints of nature (importance, origins, definitions, new perspectives and indicators), methodology (research methods, instruments and source of measurement), antecedents (individual, organizational, principal leadership behaviors and surrounding variables), consequences (with emphasis on academic achievement) and principals role.

Data was gathered by survey method using questionnaire and interview. sample group was consisted of 6068 boys and girls who were sampled via cluster sampling among high school students of the whole country. After gathering and analyzing data, the following results were obtained: - The percentage of students who had read non- academic books in previous year was fewer than that of students who had not read non- academic books. 2- The highest priority of reading material was books on boys and girls relationship, and the lowest priority was books on economic field. 3- There was significant difference among girl's needs towards reading matterlials in different grades except religion, technological, historical and occupational informations. 4- There was significant difference among boy’s needs towards reading materials in different grades, except physical and mental well – being and cultural infornations.

The purpose of conducting this research was investigating the methods of effective use of experimental activities in science education. To do this, the available theoretical and research literature in the field was carefully studied. Furthermore, to achieve a suitable model, the various viewpoints were categorized and analyzed. then, the most applied elements of the theories were brought forward and combined into one model. This innovative model, based on problem solving activity, is in harmony with physics, chemistry and biology curriculum and High Schools facilities, and could be implemented in Iranian educational system. The research method here has been of descriptive- survey type. Data collection was done using a special questionare which was validated and adjusted according to Iran's conditions using available resources and doing interviews with experts (6 presons). The reliability of interviews was investigated and confirmed through the Cronbach Alpha method (α = 0.79). The research sample for accrediting the presented model included educational experts (120 persons in domain of physics, chemistry and biology), and curriculum planning epecialists (10 presons).In order to analyze the data, the descriptive (mean) and inferential (t- test) statistics were used. In general, the research results show that the recommended model has an important role in introducing of experimental activities in science education classes and educational experts and curriculum planning epecialists agree to a high level with it.

One of the new methods in designing organization and implementation of curriculum is integrative method that new is considered by modern countries. The primary attempts fulfilled in applying this method for designing curriculum in Iran. The purpose of this study is examining effect of implementation of an integrative curriculum by project design in Science curriculum for first grade guidance schools on social and cognitive studentُُ s changes. The assumptions of this study includes: Using the integrative curriculum as project can be: 1)Increased the knowledge of students2)Enhanced comprehension of students3)Enable the power of applying by students 4)Improved social growth of student5)Effect the total number of schooling progressive and social growth. The performance method in this research is experimental. And due to this, have used a random selection, pretest, post test, control and experimental groups. The tools for gathering data includes: 1)A curriculum design into integrative by project organization2)A pretest for study of cognitive changes and social growth3A post test for study of cognitive changes and social growth. By analyzing data and using descriptive and consequential statistics, specially t-test and mann whitney (u) test, all of the assumptions were confirmed. Therefore using the integrative curriculum by project organization, has positive effects on cognitive changes and social growth.