Relation of teacher’s behavior with vitality and internal motivation of Isfahan high school students
Hamidrezā
Oreizi
Assistant Professor of Faculty of Education and Psychology, the University of Isfahan
author
Ahmad
Abedi
Ph D Student of Psychology, Isfahan University
author
Maryam
Taji
High School teacher in mathematics in Isfahan
author
text
article
2007
per
The aim of current research under the title of relation of teacher’s behavior with vitality and internal motivation was to determine relative relation and contribution of different kinds of teacher’s behavior to explain students vitality and internal motivation. The sample was consisted of 300 participants from Isfahan high school pupils randomly selected to respond to the questionnaire on teacher’s behaviors, vitality, and internal motivation. Part of the significant findings show important factors for the students’ vitality and internal motivation in two areas, which include teacher’s behavior related to vitality and teachers’ behavior related to internal motivation. The factors in each of these areas indicate the student’s internal vitality and internal motivation. Among teachers’ behavior related to vitality, teacher enthusiasm (0.31), independent support (0.27), underlying knowledge (0.21) explain vitality and student’s motivation. And among teachers’ behaviors related to internal motivation, teachers’ enthusiasm (0.41) and variety of method (0.29) explain students’ vitality and internal motivation.
Journal of Educational Innovations
Organization for Educational Research and Planning
1735-1235
6
v.
5
no.
2007
13
28
https://noavaryedu.oerp.ir/article_78836_0910729096fb7122a38e016e9c153252.pdf
Effect of Assertiveness Training Methods on Social Adjustment
Eshagh
Rahimian Boogar
دانشجوی دکترای تخصصی روانشناسی بالینی، دانشگاه علوم پزشکی ایران، انستیتو روانپزشکی تهران؛
author
Hossein
Shareh
دانشجوی دکترای تخصصی روانشناسی سلامت، دانشگاه تهران، مدرس دانشگاه سمنان
author
Mojtaba
Habibi Askarabad
دانشجوی دکترای تخصصی روانشناسی سلامت، دانشگاه تهران؛
author
Mohamad
Alli Besharat
دکترای تخصصی روانشناسی بالینی، استادگروه روانشناسی، دانشگاه تهران
author
text
article
2007
per
The aim of this study was to determine and compare the efficacy of assertiveness training Methods (assertive refusal, assertive expression and assertive commentary) on social adjustment of boy and girl students of Shahreza Guidance Course in 2005-2006 school year.240 students (120 boy students and 120 girl students) of third grade in middle school (Grade 8) were selected using stratified random selection from students of Shahreza Guidance Course as the subjects of the research. They were randomly assigned into experimental groups and a control group. Prior to the educational intervention, experimental groups and a control group were assessed by Vinelend Adaptive Behavior Scales. Only the subjects in experimental groups were exposed to 10 sessions of assertiveness training in group manner. The subjects in the control group received no interventions. Upon completion of the intervention, experimental groups and a control group were assessed once again by the aforementioned test. Data were analyzed and interpreted by covariance analysis, pair-wise comparisons (Bonferoni). Research findings showed that significant difference existed in group membership variable in comparison between experimental groups and a control group. Significant difference existed in comparing social adjustment between boy and girl students. Also, analysis of interaction between group and sex variables showed that significantly difference existed. Also, analysis of multiple comparisons of Bonferoni implied that significantly difference exists between comparisons of experimental groups with control group. The results point to the fact that assertiveness training methods including assertive refusal, assertive expression, and assertive commentary are effective in modifying the social adjustment and assertiveness training methods. These can be considered a primary and fundamental need in educational backgrounds.
Journal of Educational Innovations
Organization for Educational Research and Planning
1735-1235
6
v.
5
no.
2007
29
54
https://noavaryedu.oerp.ir/article_78839_68b2877182481c89fec66a20e5ecfc41.pdf
Physical and cultural characteristics of instructional spaces in four developed countries from the viewpoints of Iranian parents and students
Bibi
Eshrat Zamani
assistant professor of Isfahan University
author
Ahmad
Reza Nasre Isfahani
assistant professor of Isfahan University
author
text
article
2007
per
In the last decades, with the great changes and reforms in the educational systems, the importance of educational spaces has attracted the educational specialists in the developed countries. For making these spaces more attractive, specialists applied different strategies. For this reason, and getting more information about the quality of educational spaces in four developed countries, the present research has been done by the researchers.The research method was qualitative. For collecting data, many resources were used including library documents, Internet information, archive materials and comprehensive interviews with students and their parents. Research population included students who had been studying for at least three years in developed countries such as United States, Canada, England and Australia who are now studying in Iranian schools. Interviews with their parents were also included. Data analysis was done by coding, classifying, and organizing the data. Findings of this study are presented in two sections: 1- physical specification of educational spaces, and, 2- cultural climate of these environments. For physical situation of educational spaces, findings indicated that because of the non-centralized or semi-centralized educational system, there were many differences between schools in each state. According to students and their parents, most schools in these countries benefited from suitable and favorable spaces and the classroom patterns were designed according to new teaching methods. Findings of cultural climate indicated that five factors including sympathy, responsibility, accountability, respect, and an enjoying climate were dominated in the schools.
Journal of Educational Innovations
Organization for Educational Research and Planning
1735-1235
6
v.
5
no.
2007
55
84
https://noavaryedu.oerp.ir/article_78844_4fe6a8d4a3f4fa16a054a52d01a89e07.pdf
A survey for carrying out the qualitative-descriptive student assessment in Tehrans elementary schools
Mohammad
Hassani
عضو هیات علمی موسسه پزوهشی برنامه ریزی درسی و نوآوری آموزشی؛
author
GholāmAli
Ahmadi
عضو هیأت علمی دانشگاه شهید رجایی؛
author
text
article
2007
per
Today, qualitative-descriptive student assessment is one of the educational innovations in the elementary schools in our country. This innovation, in many components, is contrary to current and traditional model of student assessment. Thus, developing the new model of student assessment in the educational system needs preparation and providence. Therefore, the main problem in this research is to see what kind of methods is basically suitable based on the condition of educational system in Tehrans elementary schools for developing “qualitative-descriptive student assessment”.We regarded Rogers and Shoemakers theory about diffusion of innovation in order to distinguish the contextual factors. Data is collected by interview and questionnaire for describing the current situation. Two groups participated in this study, including 410 school staffs from 36 schools and 11 regions as well as 15 schools that were executives of the qualitative-descriptive student assessment plan.Findings show that there are positive settings about qualitative-descriptive student assessment plan that consist of relative tendency to innovation among people, positive attitude concerning "qualitative-descriptive student assessment", along with having expanded information about "qualitative-descriptive student assessment" amongst teachers. Also, there are negative settings about the plan including positive attitude relative to traditional evaluation. So we selected the demand-based method for developing "qualitative-descriptive student assessment" rest on what resulted from analyzing current situation and theoretical subjects.
Journal of Educational Innovations
Organization for Educational Research and Planning
1735-1235
6
v.
5
no.
2007
85
122
https://noavaryedu.oerp.ir/article_78849_be90e95295843c9969fdc163ce68c72f.pdf
Investigating the influence of philosophical work with children from the primary school students viewpoints
Reza
Ali Nowrozi
PhD candidate in Tarbiat Modarres University in Tehran
author
Negin
Derakhshande
Expert of Education
author
text
article
2007
per
Since philosophical work with children both reinforces the skills like reading and thinking and increases the independence in their thinking, in recent years the interest in this issue has been developed. Considering this issue by the educational systems of different countries on the one hand, and the existing problems in our education system on the other hand, made the researchers to study the effects of philosophical work with children in Esfahan primary school through experimental method. Since the project was experimental, a primary school in district three of Esfahan was selected and the researches carried out this research in grades two to five of the school for eight months. The testees of this research were 102 students in grade two to five. The tool for gathering the information was a questionnaire with 35 questions which was graded from one to five according to Leakert scale. The questionnaire assessed the effects of philosophical work on students based on their own views. Validity of the questionnaire was investigated by the experts in education at several stages and got approved. Its reliability was figured out to be 0/91 in order to analyze the data, the 2 methods of descriptive and inferential statistics were used. In order to investigate the students, attitude towards the effectiveness of the project, one tailed t-test, Chi square, Pearson correlation coefficient tests were used. The results of this research showed that the student had developed qualities such as keeping good discipline in class, having respect for their elders, good relations with children, understanding the lessons better, taking responsibility, self- confidence, self – respect and creativity and this project had been effective in their academic progress.
Journal of Educational Innovations
Organization for Educational Research and Planning
1735-1235
6
v.
5
no.
2007
123
147
https://noavaryedu.oerp.ir/article_78852_af93cd2a9cf170843392e2c665a44302.pdf
Investigating the effects of teachers creativity programs on students’ creativity in their school achievement, and self-belief
Afzal-os-sadat
Hossieni
Faculty member of the University of Tehran, Iran
author
text
article
2007
per
Our educational system for improving and training creativity needs a basic and fundamental change.Teachers have key roles in educational system so a creativity training program of teachers has been prepared to achieve a necessary cognition, attitude and teaching skill. The creativity training program that was designed by research according to scientific theories and its positive effect on their cognition, attitude and teaching skills was confirmed.This survey is the second stage of that research. In this survey the second stage of creativity training program of teachers on creativity, self concept and academic progress of their students has been investigated by Quasi experiment and Solomon design. So teachers and their students have been divided into two experimental groups and two control groups. One of the experimental groups and one of the control group received post. Then the experimental teachers participated in the program and acquired the necessary skill. Then they used them in their class. After the end of the course all of the groups received past test. The analysis of data confirmed the first hypothesis the expressed the creativity training program of teachers in creased the self concept of students the positive effect of program on academic progress confirmed.So the creativity training program of teachers can be a suitable pattern for improving creativity and academic progress in schools.
Journal of Educational Innovations
Organization for Educational Research and Planning
1735-1235
6
v.
5
no.
2007
147
168
https://noavaryedu.oerp.ir/article_78856_97e2f010597afd79766c2740afb2ee92.pdf
نقش جریان روشنفکری درسکولاریسم تربیتی ایران
شهناز
هاشمی
*.عضو هیات علمی موسسه پزوهشی برنامه ریزی درسی و نوآوری آموزشی
author
text
article
2007
per
گسترش ارتباطات میان ایران و اروپا در قرن نوزدهم موجب گردید تا برای نخستین بار شماری از ایرانیان به خارج از مملکت مسافرت کرده و با جوامع دیگر آشنا شوند. تعدادی از ایرانیان به عنوان دیپلمات، بازرگان، محصل و معدودی به منظور سیاحت برای نخستین بار راهی خارج شدند و به این ترتیب باجوامعی آشنا شدند که چندان شباهتی به ایران عصر قاجار نداشت و تقابلی میان اروپای پس از انقلاب صنعتی و ایرانی که با تحولات آن دوره ناآشنا و بیگانه بود، روی داد. در چنین شرایطی روشنفکران ایرانی آن دوره متأثر از رواج سکولاریزم در اروپای قرن نوزدهم بر این باور بودند که حدقل یکی از رمز و رازهای ترقی و پیشرف اروپائیان در کنار گذاردن مذهب از صحنه جامعه و تقلیل آن به امری فردی و خصوصی است. اما بودند سایر روشنفکرانی که به آموزش و مدارس جدید به عنوان یکی از عوامل مهم پیشرفت و ترقی ایران می نگریستند و معتقد بودند که از این رهگذر می توان فاصله میان ایران و کشورهای صنعتی را کم کرد و به مدارس جدید در انتقال علوم جدید تأکید داشتند. گویی نفس وجود مدرسه کفایت می کند و چگونگی آن مهم نیست. تأکید بر آموزش و بی توجهی به مسائل تربیتی منجر به جایگزینی ارزشها و عقاید حاکم بر کشورهای غربی از جمله سکولاریسم شد. بسیاری از اصلاح طلبان آن زمان از ماهیت سکولار مدرسه ه ای جدید و کارکردهای آن آگاه نبودند. اقتباس و الگوگیری از مدارس غربی به صرف جبران عقب ماندگی علمی بدون توجه به نیازهای واقعی و بومی کشور، آموزش و پرورشی را شکل داد که فاقد اتکا به فلسفه مشخص و اهداف و رویکرد معین آموزشی و تربیتی باشد. آیا سکولاریسم تربیتی در ایران ناشی از تأسیس مدارس جدید بوده؟ یا به عوامل دیگری نیز بستگی داشته است؟ این موضوعی است که سرکار خانم دکتر علم الهدی در کتاب "نقش جریان روشنفکری در سکولاریسم تربیتی" به آن پرداخته است.
Journal of Educational Innovations
Organization for Educational Research and Planning
1735-1235
6
v.
5
no.
2007
169
192
https://noavaryedu.oerp.ir/article_78859_15c42684fb57f967bce23657704c9b23.pdf