School as a research-based professional learning community: a phenomenological study
Shohreh
Hosseinpour Toolāzdehi
PhD Candidate in Educational Administration at Khārazmi University
author
Hassan
Zeinābadi
(PhD), Khārazmi University, (Corresponding Author)
author
Bijan
Abdollahi
(PhD), Khārazmi University
author
Hossein
Abbāsiān
(PhD), Khārazmi University
author
text
article
2017
per
This study aimed at identifying the aspects of research-based professional learning community at school and to determine the requirements and parameters of its development. The research approach was qualitative with phenomenological design. The participants were 25 professionals who were selected through purposeful and snowball sampling methods to the point of theoretical saturation. Data were collected using in-depth and semi-structured interviews. The reliability of the findings was checked by inter-rater reliability method. Data was analyzed through the inductive content analysis method and using the three levels of open, axial and selective coding. Based on the results, professional learning community indicators in five dimensions, including «shared values and beliefs», «professional teacher learning», «professional dialogues and cooperation», «collective learning», «communication and interaction» and their indicators were determined. Some of the requirements for creating such community was justified based on the results. Some of these requirements included «belief in the role of the research and its importance in the process of teaching and learning», «focus on collective learning», «strengthening the professional dialogue between teachers and staff», «supportive interaction of the school principal», «ongoing relationship with research centers» and other factors that are described in detail in the paper.
Journal of Educational Innovations
Organization for Educational Research and Planning
1735-1235
16
v.
3
no.
2017
7
24
https://noavaryedu.oerp.ir/article_79123_7618c9dafed936d127bb1cf84b10f7aa.pdf
The position and role of looping system in promoting and improving the teaching- learning process of primary school students
Rezā
Hoveidā
(PhD), University of Isfahān
author
Aliakbar
Dolati
PhD Candidate in Higher Education Management at University of Isfahān (Corresponding Author)
author
Akiakbar
Amin Beidokhti
(PhD), University of Isfahān
author
text
article
2017
per
This study aimed at identifying the benefits of the looping system in improving the teaching- learning process of primary school students at Semnān province. Looping system is a process in which a person remains the teacher of a group of students at a school for at least two years or longer. It was an applied research and its method was exploratory mixed methods. Here, first the qualitative and then the quantitative section of the study were done. In the qualitative section of the study, in-depth interview was conducted with 10 managers and semi-structured interview was conducted with 32 teachers who were selected through purposeful and snowball sampling method. As a result of the content analysis of interview data and in-depth study of theoretical foundations, a researcher-made questionnaire was devised. Its content validity was checked by experts, and its reliability was examined through computing Cronbachs alpha (0.9). In the quantitative section of the study, the research questionnaire was completed by 218 teachers and managers who were selected using stratified sampling method. To analyze the qualitative data, the content analysis technique and to analyze the quantitative data, the Chi Square Test, factor analysis and Friedman Test were used. The results showed that the benefits of »knowing the learner by the teacher«, is of utmost importance and has the first rank, »Increasing the understanding and knowledge of the teacher on the strength and weakness of students’ intelligence«, has the second rank,»considering parents, students and teachers as members of the same family and community« has the third rank, and »reducing students concern and anxiety towards new school year and teacher« has the forth rank in promoting and improving students’ teaching-learning process, respectively.
Journal of Educational Innovations
Organization for Educational Research and Planning
1735-1235
16
v.
3
no.
2017
25
46
https://noavaryedu.oerp.ir/article_79124_444174ba971fba3ba5981f801578678e.pdf
The obstacles to innovation support and presenting a proper model in order to establish the innovation system in Education
Heidar
Toorāni
(PhD), Organization for Educational Research and Planning (Ministry of Education) (Corresponding Author)
author
Amir
Aghāyi
PhD Candidate in Higher Education Management, Expert in Department of Planning and Development at Farhangian University
author
A’zam
Mollāyineghād
PhD Candidate in Educational Management at Khārazmi University, Expert in Organization for Educational Research and Planning (Ministry of Education)
author
text
article
2017
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The purpose of this study was identifying the obstacles to innovation support and presenting a proper model in order to establish the innovation system in education. It was a mixed methods research and based on the research objective, it was applied. The research population included specialists, managers and vice-presidents of Iran’s ministry of education, educational innovators, education experts, library documents, hegemony documentary and researches. Sampling methods have been purposeful, random stratified, snowball and document mining. Data was analyzed using statistical and logical analysis according to a mixed model of Clark and Cresol. The main result of this research was identifying the structural, legal and attitude obstacles to innovation support and also strategies and approaches of supporting innovations by presenting the supportive model of educational innovations in the education system.
Journal of Educational Innovations
Organization for Educational Research and Planning
1735-1235
16
v.
3
no.
2017
47
74
https://noavaryedu.oerp.ir/article_79125_f6089048d58b4fae1829848e9310b090.pdf
The effectiveness of social problem solving training program on reducing the bullying victimization of students
Mansour
Bayrāmi
(PhD), University of Tabriz
author
Touraj
Hāshemi
(PhD), University of Tabriz
author
Mirmahmood
Mirnasab
(PhD), University of Tabriz
author
Leilā
Kolyāei
PhD Candidate in Educational Psychology at University of Tabriz (Corresponding Author)
author
text
article
2017
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Due to the fact that social problem solving incompetency in bullying victimization students is one of the factors that exacerbates the condition for such students, this study aimed at social problem solving training and determining its effectiveness on reducing the bullying victimization of students. It was a quasi-experimental research with pretest-posttest control group design. The research population included all the first cycle high school female students of Tabriz in the academic year 1395-96 who were selected randomly from among the five educational districts of this city. The research sample consisted of 30 bullying victimization students. They were selected using random multi-stage cluster sampling method and they were assigned into control (15 students) and experimental (15 students) groups. The experimental group was trained in social problem-solving program for 8 sessions.To collect the data, The California Bullying Victimization Scale (CBVS) was used. The data was analyzed using SPSS-16 software via ANCOVA method. Findings demonstrated a significant positive impact of social problem solving training on reducing the victimization behavior of students (F(1/31,47/32)=93.74,P<0.001,ŋ=0.73 )). Because the results showed that this training program is an effective intervention which reduces the bullying victimization of students, the use of this program as a part of in-service training courses of teachers involved with students is suggested to promote coping skills of students who may be victimized by bullying.
Journal of Educational Innovations
Organization for Educational Research and Planning
1735-1235
16
v.
3
no.
2017
75
90
https://noavaryedu.oerp.ir/article_79126_b20e95becce428f7246ae487e2dfe339.pdf
Investigating the use of semantic primes (semantic universals) in the Iranian 7th grade Junior secondary school English textbook (Prospect 1)
Robābe
Karimi
MA student in Linguistics at Islāmic Āzād University (Science and Research Branch-Tehran) (Corresponding Author)
author
Shahrām
Modarres Khiyābāni
(PhD), Islāmic Āzād University (Karaj Branch) (Corresponding Author)
author
text
article
2017
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The present study aimed at investigating the use of semantic primes (semantic universals) in the 7th grade junior secondary school English textbook (prospect1). An electronic version of the textbook was prepared and then the type and the frequency of the semantic primes were extracted by NSP software. The results were analyzed through SPSS computer program. Although the semantic primes are the most frequent words in any language, this study indicated that semantic primes (compared to other features) were less frequently used in the above-mentioned textbook. Based on the previous research (Moller et al., 2005), the language teachers and curriculum designers should use all or most semantic primes in the early syllabus, but only 512 semantic primes were presented in the whole textbook and among semantic primes, «substantives» (244 times) had the highest frequency; moreover, the following semantic primes were less frequently used in the textbook, respectively: «space» with the frequency of 7, «existence» with the frequency of 7, «possession» with the frequency of 7, «specification» with the frequency of 7, «life and death» with the frequency of 3, and «relational substantives» with the frequency of 1. «Descriptors,» «intensifiers (augmenter)» and «similarity» were not used at all in the textbook of prospect 1.
Journal of Educational Innovations
Organization for Educational Research and Planning
1735-1235
16
v.
3
no.
2017
91
114
https://noavaryedu.oerp.ir/article_79127_604a3bf024e4723a2a00161e6849c141.pdf
Social - cognitive predictors of high school students’ self-regulation learning
Elāhe
Niāzi
MA in Educational Psychology at Urmia University (Corresponding Author)
author
Farzāne
Micāeli Moni’
(PhD), Urmia University
author
Ali
Isāzādegān
(PhD), Urmia University
author
text
article
2017
per
The purpose of this study was to justify and predict the self-regulation learning based on Bandura social cognitive model. The research sample consisted of 384 1st and 2nd grade senior high school students of Urmia (204 male and 180 female students) who were selected based on multi-stage random sampling method. Kerjcie and Morgan chart was used to determine the sample size. To evaluate the variables, participants completed the tests of positive and negative affect scales, perception of school climate, self-efficacy questionnaire, outcome expectations, achievement goals and self-regulation learning strategies questionnaire.Data was analyzed by structural equation modeling. The results indicated that the self-regulation learning model is a valid and reliable model for this community. The variables (i.e., school climate, outcome expectations and achievement goals) could predict 65% of the self-regulation learning. Path coefficient analysis displayed that academic self-efficiency has the highest impact on self-regulation learning. Accordingly, it can be concluded that the self-regulation learning model explicate the social cognitive determinants of students’ self-regulation learning, and we can use it to promote self-regulation learning, learning quality and academic achievement of students at school.
Journal of Educational Innovations
Organization for Educational Research and Planning
1735-1235
16
v.
3
no.
2017
115
132
https://noavaryedu.oerp.ir/article_79128_073fcca0f9248ab251f9f9f8462003c6.pdf
Meta-analysis of the factors influential on the role of self-efficacy in academic achievement
Masoome
ghāedrahmati
MA in Educational Research at Khārazmi University
author
Leilā
Bakhtiāri
MA in Educational Technology at Khārazmi University (Corresponding Author)
author
Vali-o-llāh
Farzād
(PhD), Khārazmi University
author
text
article
2017
per
In this research, using one of the new research methods, namely, meta-analysis, the results of the Iranian studies on the role of self-efficacy in academic achievement was analyzed. To do so, 34, accomplished researches on the role of self-efficacy in academic achievement were gathered from Iran’s research centers and were chosen for meta-analysis. These researches were chosen for meta-analysis on the basis of research methodology parameters including questions, theories, statistical population, sampling, research method, and validity and reliability of the questionnaires. Statistical analysis was done using comprehensive meta-analysis software. Findings indicated that there is a positive meaningful correlation between the variables of self-efficacy and academic achievement.
Journal of Educational Innovations
Organization for Educational Research and Planning
1735-1235
16
v.
3
no.
2017
133
145
https://noavaryedu.oerp.ir/article_79129_85d3dfc9174404843fd910ee19ae13c8.pdf