Presenting a Theoretical Model of Educational Justice in the Formal and Public Education System Based on the Epistemological Principles of Farabi Justice
A Comparative Analysis Between Curriculum Guideline for Religion and Life Textbooks of the Upper Secondary Education, and Components of Islamic - Iranian Lifestyle
Evaluation of Kashan Seminary Educational System on the Basis of CIPP Model(Case Study: The First Level of Kashan Seminary)
Explaining the Concept of Speech Discipline in Holy Quran and Extracting Its Implicit Implications in Speech Training of Learners
Preparing students to be socialized and establish favorable social communications is one of the most important tasks of the education, and dialogue is one of the most important factors in the formation and continuation of social communications. The purpose of this research is to explain the concept of speech discipline in Holy Quran and to extract its implications in speech training of learners. The method of research is analytical. The research community contains all verses of Holy Quran and the statistical sample includes the main indicative Quranic speech-relevant verses. The authors of this research studied various Quranic exegesis and contemplated on the verses. Firstly, all the speech-relevant statements and then all the speech-relevant verses were purposefully extracted. The content of the verses and their thematic classification was simultaneously and continuously analized to find out their focus point and orientation, and the result of this analysis was explained. Then, the concept of speech discipline in Holy Quran has been investigated in terms of four main categories (basics, preconditions, requirements, and barriers) within the framework of conceptual network and its implications in speech training of learners.
Textbook Content Analysis of the Second Course of Primary Education on the Basis of Islamic Economic Teachings
Mindfulness-Based Interventions for parents of slow-paced people: A Systematic review and meta-analysis
Objective: Mindful-based interventions have been the focus of attention among the third wave of cognitive-behavioral followers, in recent years. A variety of interventional techniques such as acceptance, emotional control, cognitive restructuring are increasingly incorporated into the interventional framework directed to help slow-paced population parents and caregivers. Method: The present study was a meta-analysis investigating the effectiveness of mindfulness-based interventions in alleviating the psychological problems related to slow-paced people parents and Caregivers. 7 studies were selected with a total of 211 participants: 181 mothers and 22 fathers of slow-paced population. Results: The results indicated the effectiveness of mindfulness-based interventions in reducing stress and improving the psychological factors such as mental health, life expectancy, parenting skills and interactive strategies among the target population.
The Effectiveness of reality group therapy on irrational beliefs, psychological hardiness and academic achievement of brilliant talented students of secondary school
Aim: The purpose of this study was to compare the efficacy of reality group therapy on irrational beliefs, psychological hardiness and academic achievement of brilliant talented students. Method: This study was a experimental, pre-test, post-test and control group with 6-month follow-up. The statistical population of the study consisted of brilliant talented students of secondary school in 2017. To conduct the research,40 brilliant talented students of secondary school sampling and randomly assigned to the experimental and control group. To assess the pre-test and before the intervention, students completed the Jones Irrational Beliefs (IBT) Questionnaire and Kobasa's (1990) Psychological Hardiness Scale, and were also recorded their grades. In the next stage, 8 sessions of reality group therapy were performed for the experimental group, but the control group did not receive any intervention. At the end of the intervention, the questionnaire was completed in the post-test and follow-up stages by the students. Data were analyzed through covariance analysis. Results: The results showed that reality group therapy was effective in reducing irrational beliefs, increasing the psychological hardiness and academic achievement of brilliant talented students of secondary school(P<%5). This work has remained steady during the six months follow up. Conclusion: Reality group therapy can be used as a suitable method for improving the psychological and educational status of brilliant talented students of secondary school.
Effectiveness of Cognitive Captain's Log Software on Visual-Spatial Perception of Student with Learning Disabilities
Process of Effect of Language Development on Behavior Problems in Children with Cochlear Implanted: the Mediating role of Private Speech and Self-Regulation
Objective: The main purpose of this study is to predict behavior problems by language development and secure attachment based on mediation role of self-regulation in cochlear implanted children. Method: In this correlation study 114 available cochlear implanted children in the age range of 3-7 years that at least one year has passed from the Cochlear Implant program were selected with available sampling method. Test of language development (Newcomer and Hammill, 1997), and Structured Observation of Behavioral Regulation (Ponitz and et al, 2008) were administered on children, and their mothers responded to Private speech scale (Amraei, 2016) and Preschool Children Behavioral Disorder (Shahim and Yousefi, 1999). Path analysis was employed in order to analyze the data. Results: The results of the study showed that language development (b= 0/60, P<0/01) predicting %36 of variance of private speech. Also, language development (b= 0/45, P<0/01) and private speech (b= 0/28, P<0/01) have the ability to predict %52 of self-regulation. Finally, language development (b= -0/23, P<0/01) with the mediating role of private speech (b=- 0/33, P<0/01) and self-regulation (b= -0/29, P<0/01) have the ability to predict %53 variance of behavior problem. Conclusion: The research showed behavior problems can be predicted by Language development, with the mediating role of private speech and self-regulation, in cochlear implanted children. This result can apply in prediction and rehabilitation programs for reducing behavior problems.
comparison of the effectiveness of Narrative therapy (cognitive-behavioral) and Psychodrama on Social self- empowerment and Alexithymia in female students with specific learning disorder
The present research aimed to draw a comparison of the effectiveness of Narrative therapy (cognitive-behavioral) and Psychodrama on Social self- empowerment and Alexithymia in female students with specific learning disorder in Baharestan City.Method a experimental research with pre-test, post-test, and control group. The statistical population of the present research included all female students the sixth grade with special learning disabilities, those who studied in the academic year of 97-96 Which are identified and identified by WISC-IV ( 2003) in the psychometric section of counseling centers. .Therefore, a sample of 48 female students the sixth grade with special learning disabilities with the Colorado learning difficulties Questionnaire (Wilkat et al., 2011) , social self-empowerment questionnaire (Prandin, 2006) and Alexithymia Questionnaire (Toronto, 1994) by simple random sampling from counseling centers (underwent Supervision Education) ) located in Baharestan City And randomly divided into three groups (two experimental and one control group) and underwent the therapy and training in Razi Consulting center.Data were analyzed by descriptive statistics (mean and standard deviation) and inferential statistics of multivariate covariance analysis (MANCOVA) and one variable (ANCOVA) and Bonferroni . post hoc test using SPSS software.The results showed that there was a significant difference between the experimental groups influenced by Narrative therapy and Psychodrama in terms Social self- empowerment and Alexithymia (P <0.01) .Conclusion, according to the comparison of the difference among the mean of the two experimental groups, in increase of Social self- empowerment variable and decreasing the Alexithymia
highest effect was related Narrative therapy and Then Psychodrama .
Comparison of the Efficiency of Sensory Systems Involved in Postural Control of the congenital Deaf and Blind
Key words: Somatosensory, Vision system, Vestibular system, Deaf & Blind congenital
Objectives: The present study examines the lexical knowledge of deaf children in two age groups of 9-10 and 10-11 years old with two groups of normal hearing children of 9-10 and 10-11 years old. Method: This study is a casual-comparative study. The achievement of 16 deaf children (ages 9-10 and 10-11 years old) and 16 hearing children (ages 9-10 and 10-11 years old) were examined on a vocabulary assessment task which consists of two tasks namely a lexical decision task and a use decision task. The target words in both tasks represent the vocabulary children should have at the end of primary school.
Results and conclusion: The results show that most hearing pupils reached this norm, whereas most of deaf pupils did not. In addition, results show that deaf pupils not only knew fewer words, but they knew them less well. Additionally, comparison of the two tasks demonstrated the efficacy of the lexical decision task as a measure of lexical semantic knowledge
E. Azimi, Ph.D.*
J. Haatami, Ph.D.**
H. FarDaanesh, Ph.D.***
O. Noroozi, Ph.D.****
Reflection on teaching is a known method of learning to teach. Reflection is a form of thinking wherein improvement is sought through self-observation. Recent approaches to teaching practicums have gravitated towards reflective ones. However, there are no exact models for the design and implementation of reflection-based practicum. In this study with a social constructivist perspective, the validity of one such model is explored. The basic elements of the instructional situation, i.e. conditions, methods, and results, along with the implementation stages of analysis, design, development, implementation, and evaluation constitute the chosen model. A group of 5 educational technologists initially studied the model from an instructional design perspective. Then a group of 4 teacher educators, as users of the model, were asked to design a sample teaching situation using the given model. The feedback given by the two groups was used to improve the model in four rounds of validation. The final version of the model gained an approval measure of %88 by the two groups.
Keywords: reflection, practicum, instructional design, learning environment design, teaching methods, internal validation
Date received: May 28, 2018 Date accepted: Sep. 9, 2018
* Ph.D. in Educational Technology, Department of Education, Tarbiyat Modares University, (corresponding author) email@example.com
** Associate Professor of Educational Technology, Faculty of Humanities, Tarbiyat Modares University. firstname.lastname@example.org
*** Associate Professor of Educational Technology, Faculty of Humanities, Tarbiyat Modares University. email@example.com..ir
**** Assistant Professor of Educational Technology, Faculty of Humanities, Tarbiyat Modares University. firstname.lastname@example.org
Identification of Problems faced by Graduates of Farhangian University Campuses in Chaharmahal and Bakhtiari Province
J. Torkzaadeh, Ph.D.*
M. Saadeghiaan Sooraki**
R. Marzooghi, Ph.D.***
J. Jahaani, Ph.D.****
To improve any learning environment, its problems need to be identified. To do so at the Farhangian University campuses in the province of Chaharmahal and Bakhtiari Province, initially a group of 135 graduates consisting of 6 different subgroups were asked to identify the main challenges facing their university. Then another group of 125 graduates was tasked with the prioritization of the identified problems. A hierarchical analysis of the collected data lead to the conclusion that the most challenging aspects of this university are the areas of human resources, curriculum and structure, and the cultural/educational/scientific domain. More specifically, teachers, administrators, the local culture, needs assessment, teaching of practical matters, content, and implementation were the most challenging areas of difficulty. Hence, it is necessary to author a set of directives in the identified areas in order to make the organization responsive to its clients.
Keywords: Farhangian University, problem identification, environmental responsiveness, educational performance
Date received: Nov. 19, 2017 Date accepted: June 30, 2018
* Associate Professor of Educational Planning and Administration, Faculty of Education & Psychology, Shiraz University (corresponding Author). email@example.com
** Doctoral Student in Educational Administration, Faculty of Education & Psychology, Shiraz University. firstname.lastname@example.org
*** Professor of Educational Planning and Administration, Faculty of Education & Psychology, Shiraz University. email@example.com
**** Associate Professor of Educational Planning and Administration, Faculty of Education & Psychology, Shiraz University. firstname.lastname@example.org
A. Navidi, Ph.D.*
Shahaab, or Identification and Orientation of Superior Aptitudes, Project’s one-year trial required an assessment of its successes and failures through an opinion survey of a group of teachers, administrators, and experts. Respondents answered open questions both orally and in writing on different aspects of the project. The summarized and categorized responses indicate that the necessary conditions for the successful implementation of the project have not been present during the first year of the implementation. The methods and objectives of the project do not seem to be compatible with the existing economic and cultural contexts. The heavily centralized system of education emphasizing the implementation of predetermined programs do not fit the framework of the Shahaab Project. The respondents are not convinced enough of the practicality of the project and hence, have not committed themselves to its goals and objectives, leading to negative outcomes.
Keywords: diagnosis, aptitude, elementary school students, program evaluation, Shahaab Project
Date received: Nov. 22, 2017 Date accepted: Oct. 6, 2018
* Associate Professor at Organization for Educational Research and Planning, Academy of Scientific Studies in Education (corresponding author). email@example.com
The Identification and Exploration of the Culture of Elementary School Teachers in Lorestan Province
G.R. Haji Hosseinnejaad, Ph.D.**
A. Hosseinikhaah, Ph.D.***
N. Faazeli, Ph.D.****
In centralized systems of education, the incongruence between the national and local cultures can be problematic. Hence, the identification of the local culture and exploration of its congruency with that governing the national curriculum is a must. To this end, a group of 18 elementary school teachers in the province of Lorestan was both observed and interviewed. The findings are indicative of both positive and negative cultural characteristics in general and in the areas of cooperation and communication in particular. Among the positive characteristics hard working, patience, and good manners stand out, while lacking a sense of cooperation in educational discussions, being low in occupational consciousness, and addiction are among the negative ones. There was a difference between older and younger teachers in terms of cultural concerns on clothing and choice of place of work. Cultures of communication and cooperation varied among teachers depending on their level of education and parental expectations. The findings can be used in making the case for decentralized educational planning.
Keywords: cultural indices, cultural characteristics, communication culture, teachers’ culture, ethnography
Date received: July 10, 2017 Date accepted: June 25, 2018
* Doctoral Student in Curriculum Studies, Kharazmi University, (corresponding author). firstname.lastname@example.org
** Associate Professor of Curriculum Studies, Kharazmi University. email@example.com
*** Assistant Professor of Curriculum Studies, Kharazmi University. firstname.lastname@example.org
**** Associate Professor, Institute for Humanities and Cultural Studies. email@example.com
H. Ghamari, Ph.D.*
Scientific validity or correctness is of paramount importance when it comes to the contents of textbooks used in elementary schools, as the very foundations of learners’ knowledge is constructed therein. Hence, an analysis of these contents from this perspective is necessary in order to guide any corrective measure that the publisher may want to undertake. The Farsi textbooks across the six grades in elementary school were chosen for such an analysis. Seemingly suspicious parts of these textbooks were initially derived and listed, and then checked against valid sources leading to elimination of parts that were evidently correct. The remaining list was categorized and instances of each category counted. Although most of the content is scientifically correct, inaccuracies were observed in the areas of vocabulary explanation, editing, referencing, literary information, and textbooks structure. The more specialized the content, the more frequent are the inaccuracies. Given that such inaccuracies could lead to students misunderstanding the lessons, it is for the authorities to take the necessary steps towards correcting the identified inaccuracies.
Keywords: elementary school, scientific correctness, Farsi textbooks
Date received: Sep. 30, 2018 Date accepted: April 13, 2019
*Assistant Professor at Farhangian University (corresponding author). firstname.lastname@example.org
This article is presented to my dear professor, Dr. Hassan Anvari whose matchless attempts at authoring my generation’s textbooks is appreciated.
N. Moosavi, Ph.D.*
M. Sharifiaan Saani, Ph.D.**
G. Ghaa’edAmini Haarooni, Ph.D.***
S. Sanaaye’ Goldooz, Ph.D.****
F. Ghamarzaad Shishvaan******
Given the environmental crises, it is necessary to help citizens with the improvement of their attitudes. Attitudes, or predispositions to react cognitively, emotionally, and behaviorally towards their subject, which can be the environment as well, need to be positive in order for the person to have a constructive interaction with that subject (e.g. the environment). Preschool teachers’ attitudes towards the environment would have an impact on their teaching and pupils in such a way that it may shape the children’s attitudes towards the environment in the future. Hence, helping teachers to improve their attitudes in this regard would be helping their current and future students as well. In this research, an accessible group of 29 pre-school teachers willing to help with the trial of a short course on the environment designed to improve the attitudes, was initially assessed on their knowledge, values, and behaviors (skills) in relation to the environment. At the end of the short course on environment, the same instruments were used to gather the same set of data. Comparing the two sets of pre- and post-test data lead to the conclusion that taking the course has resulted in improvements in all three dimensions of participants’ attitudes towards the environment. It is observed that the most improved dimension is the cognitive dimension, as the participants’ knowledge of the environment increased dramatically.
Keywords: environmental education, environmental awareness, pre-school teachers, attitude, knowledge, skills.
Date received: July 9, 2017 Date accepted: July 17, 2018
*Assistant Professor, Department of Basic Medical Sciences, University of Social Welfare and Rehabilitation Sciences, Tehran. email@example.com
**Associate Professor, Department of Social Welfare Management, University of Social Welfare and Rehabilitation Sciences, Tehran (Corresponding Author). firstname.lastname@example.org
***Assistant Professor, Social Welfare Management Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran. Qaedamini@gmail.com
****Ph.D. in Environmental Planning, Faculty of Environment, University of Tehran. email@example.com
*****M.A. in Administration, Tarbiyat Modares University. firstname.lastname@example.org
******M.A. in Economics, Allameh Tabataba’i University, Tehran. Ghamarzad.email@example.com
Causes of the Gap between Junior High School Intended, Implemented, and Attained Curricula and Ways of Bridging It
S. Sh. HaashemiMoghadam, Ph.D.**
Z. Aabedi Karajibaan, Ph.D.***
A.R. Faghihi, Ph.D.****
To identify the causes of the perceived gap between junior high school intended, implemented, and attained curricula, a group of 30 curriculum planners, 50 educational experts, and a set of 10 evaluation studies conducted within the previous 5 years were consulted through the use of a questionnaire and an observation list. Data analyses revealed that bridging the existing gap between the three curricula requires adjusting the intended curriculum to the learners’ levels of development, emphasizing the applicability of the content, attending to the social values and cultural beliefs, and avoiding highly abstract and difficult concepts. As for the implemented curriculum, it is the expansion and improvement of the in-service courses (real & virtual) and the training of specialized teachers for subjects that require specialized knowledge that need to be prioritized. Familiarization of teachers with methods and principles of evaluation and test construction, in the light of individual differences among learners, can help with the improvement of the curriculum outcome.
Keywords: intended, implemented, and attained curricula, junior high school
Date received: June 20, 2017 Date accepted: June 15, 2018
*Doctoral Student in Curriculum Planning, Islamic Azad University, Arak Branch. Jamalifar6532@gmail.com
** Assistant Professor of Philosophy of Education, Faculty of Humanities, Arak University (corresponding author). Sfirstname.lastname@example.org
*** Assistant Professor, Organization for Educational Research and Planning, Ministry of Education. Zohreh.email@example.com
****Assistant Professor of Educational Administration, Faculty of Humanities, Islamic Azad University, Arak Branch. A-Faghihialireza@iau.arak.ac.ir