فصلنامه نوآوری های آموزشی
پیاپی 50 (تابستان 1393)

Among the components of education, ultimate objectives and ends are the axes of education process; because they direct the other components (methods, principles and context, …). This study tries to discover the meaning and conceptual network of religious educational objectives based on the Holy Quran’s propoitions and also to devise its pattern through using the text analysis methods of semantics with synchronic approach. While recognizing and clarifying the nature and quality of educational objectives and ends according to creation’s explicit ends and the objectives of guidance process in Holy Quran (Best practice (Ahsano amala) - Worship (Ebadat) - Thanks (Shokr) - Directed by (Ehteda) - Mercy (Rahmat)) and then determining the relations and the conceptual network which governs them, “Faith (Iman) and Good Deeds (Amale Saleh)” are also defined by educational ends and objectives. This end is fulfilled through two types of objectives. Those objectives that are part of ultimate ones like Iman and Amale Saleh and the other type of objectives which are mediator and some kind of passage while trying to achieve the previous objectives Such as learning and thinking. Getting involved in obtaining knowledge and thinking (thinking, reasoning, notifying, reflection and religious jurisprudence) are among the above-mentioned objectives. Thinking is the beginning phase of learning. Partial objectives are presented in three parts including cognition and knowledge, faith and internal – external function. There is a linear relationship among these goals.

Providing a conceptual framework in economic – vocational sphere was considered as one of the crucial points in the national document of education studies. To understand the concept of technical and vocational education and training (TVET) which has a long history, knowing that it has gone through great changes in the recent decades, the development of such a framework becomes necessary. Therefore, a research was conducted with the aim of developing principles, basics and a conceptual framework for TVET. The main question was that what factors should be considered for providing a model for conceptual framework and how they could be organized. In other words, what model with what components would be needed for developing a conceptual framework? It was a qualitative research which was conducted through analysis of documents and research results. The result was a model for conceptual framework development with seven components including philosophy, principles, historical change, conceptual component, environmental component, weak and strong points, and finally approaches to TVET.

This paper attempted to devise and validate a reflective teaching method questionnaire for Iran’s education system at secondary level. The research method was descriptive. The research population included secondary school teachers in Lorestan Province. Using cluster sampling method, a sample of 657 teachers was recruited. The exploratory and confirmatory factor analyses were run to calculate the construct validity of the questionnaire, having a Likert scale. In addition, to calculate its reliability, the index of the Cronbach alpha was administered. To come up with the items on the questionnaire, current literature on the theories and practices of reflective teaching method, which were in the form of books and articles, were reviewed meticulously. The resulting items were set at 29 statements which were later inserted into the questionnaire. To estimate the validity of the structure of the questionnaire, determine its items, and explore its underlying constructs, the exploratory factor analysis was used. The principal component analysis with the Varimax rotation also led to the determination of six constructs, namely, (1) practical, (2) cognitive, (3) meta-cognitive, (4) learners, (5) critical, and (6) ethical factors. The results showed that the questionnaire enjoyed acceptable reliability (α = 0.90) and validity indices for reflective teaching.

The purpose of this study was to investigate the relationship between organizational intelligence and high school principals’ effectiveness. It was a research with descriptive-correlation method. The research population consisted of 2264 high school teachers in three educational districts of Kermanshah, from which 364 teachers have been selected through stratified sampling method as the research sample. The research instruments consisted of organizational intelligence and principals’ effectiveness questionnaires. Their reliability were. /97 and. /98, respectively. And the data was analyzed using Pearson correlation, independent samples t-test and multiple regressions. The result showed that there is a positive and significant relationship between school organizational intelligence along with its components and the principals’ effectiveness along with its dimensions. There was also a significant difference between males’ and females’ schools according to organizational intelligence; however, there was not a significant difference between them according to the principals’ effectiveness. Among predictive variables, knowledge deployment, desire for change, and performance pressure were the most important variables in predicting the principals’ effectiveness (the criterion variable). In sum, the findings indicated that the degree of organizational intelligence in schools and principals’ effectiveness in the target population are higher than the mean. It was also found that knowledge deployment has highest correlation with principals’ effectiveness. Effective knowledge application, therefore, contributes to the creation of smart organizations and consequently principals ought to furnish teachers with opportunities and resources in order to promote their organizational intelligence as well as to change and improve their plans.

The significance of creativity is undeniable for society. As a result, stimulation of creativity could be considered as indispensable goals of any education system. The present study has been done to investigate the role of qualitative aspect of environmental elements(color, form and texture) in educational settings on developing the 3 to 6 years old children’s creativity. The research was done using two methods, library research method and survey research method. The research population included all preschool teachers of Shiraz in 2011-2012. And the research sample consisted of 50 preschool teachers who were selected using cluster sampling and simple random sampling methods. The research tool was a researcher-made questionnaire and its content validity and construct validity was checked. Reliability of the questionnaire was calculated in two ways, internal parallelism and the split-half method. Both methods resulted in α = 0/85. In order to analyze the results of the questionnaire, descriptive statistics (including frequency, average, and standard deviation) and inferential statistics (including repeated measure statistics, t- test and unilateral variation analysis) have been used. The results indicated that there is a significant difference between the qualities of environmental elements (color, form and texture) and children’s creativity from preschool teachers’ viewpoints. There was a significant difference among the teachers’ viewpoints on the role of quality of environmental elements on children’s creativity. Teachers whose field of study was related to their job considered more significant role for the quality of environmental elements on developing children’s creativity. There was no significant difference among teachers’ viewpoints on the role of quality of environmental elements on children’s creativity in terms of their working experience and the level of education. The results of the present study showed that from the viewpoint of preschool teachers, the quality of environmental elements such as color, form and texture especially color is influential on developing the children’s creativity, especially in an educational setting.

The current study aims to investigate the possibility of utilizing the educational justice derived from John Rawls’ justice theory in educational systems especially Iran’s educational system based on six educational experts’ viewpoints. The study is based on a critical hermeneutic perspective and uses profound semi-structural interviews. The interviewees have been selected based on their expertise and their works on the topic of study. The study aimed to achieve the following goals: 1) the possibility of inferring educational justice from a theory that is developed within the political philosophy; 2) the possibility of operationalizing the obtained educational implications; 3) the degree of harmony between the educational justice and our country’s cultural history; and finally 4) the degree of efficiency of the educational justice derived from the educational theory in Iran’s education system. The results showed that the possibility of inferencing the educational justice from the educational theory has methodological acceptability. Moreover, logically it is possible to operationalize it in education systems. On the other hand, our country, both historically and culturally welcomes the educational justice derived from the educational theory. Also, its efficiency is based on providing the essential infrastructures such as efficient manpower and equitable economic structure.

In any stage of language arts learning, the learners may have some errors. The study of these errors gives the teachers and educational experts, useful data about the amount of success of teaching methods and educational materials. In spite of the importance of writing in educational and social development, Iranian monolingual & bilingual students have significant errors in their writing. In this article, we study the writing errors of Iranian monolingual & bilingual elementary school students according to theoretical basis of error analysis. We study 110 compositions which were produced by fifth grade elementary school students: one group from Tehran city as monolinguals (70 compositions) & the other group from Nir city in Ardebil province as bilinguals (40 compositions). The writing errors were categorized in 4 groups: spelling, lexical, structural and discourse_ based. In both groups of students all 4 categories of writing errors have been observed. Moreover, the structural errors were the most frequent ones among both monolingual and bilingual groups. Comparison of writing errors of the two groups of participants showed that although the structural errors of the monolingual group were less than 18% (compared to the bilingual group); however, monolingual group had more spelling and discourse-based errors compared to bilingual one. The results of this research could be useful in developing educational textbooks and revising the methods of Farsi education.