سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320Main Challenges in Education in IranMain challenges in education in Iran510135146FAHossein Lotfabadi(PhD), Shahid Beheshti UniversityJournal Article20210816Education is a process by which the students’ body, mind, heart, and personality are formed. It is a lifelong and continual process with which everyone is in need of updating his/her knowledge and skills on a regular basis from the childhood to the elderly period. Education and training today, has become an integral part of one’s personal, social, cultural, and working life. It takes place in a myriad of contexts: in general education, in specialized education, on the job training, in higher education, or even at home by the media and the Internet. Schools are highly complex environments and public education is an enormously complex undertaking. To think otherwise is to ignore the cultural, social, political, and economic influences that come to school with every child, teacher, administrator, and education related program and organization.
The fundamental challenge to changing education in our country arises from the fact that, apart from the general slogans about ideal education, there is little agreement about where education is really going and what and how exact efforts should be carried through to achieve the goals and how all of the components of the education system should relate to one another. Strategic reform in our education system is indispensable but the current social, cultural, and philosophical environment have pushed many educators away from participating in solving the problems while many others are engaged in vain efforts. There is not a clear and enlightened discussion about the theory, research, content, and method that best addresses or explains how people learn and what the role of learning in our lives is. Another problem is that most of our school teachers and other school-based staff are not educationally, scientifically, and practically certified in the areas for which they have responsibilities.
At the same time, in this era of human rights education, democracy, and media & digital technologies, we are in need of social, economic, and cultural development and this is possible by enhanced education. There are, however, some important elements which are most needed for all students and every citizen’s development. It is in these areas we confront the most challenges: knowledge, correct thinking, life skills, applying media and ICT, and human’s rights and fundamental freedom.
Knowledge. It is well recognized that the cultural, social, and economic development is strongly linked to the ability of a country to acquire and apply knowledge. In other words, knowledge is highly important to solve any type of economical, industrial, social, educational, cultural, and environmental problem. Countries need to have the capacity to understand local, national, international, and global issues to be able to solve problems. Fifty years ago, as an example, South Korea and Ghana had the same level of social and economic development. Today, we know how much progress South Korea has achieved, while Ghana has not achieved that much at all. According to investigation carried out by the World Bank, if Ghana had benefited from the same endowment of capital and labor inputs, it had the same level of social and economic development of South Korea.
According to investigations[1], South Korea has been able to encourage scientific and educational innovations, make the right political, social, and economical decisions, acquire advanced technology and then develop and apply its own technologies over the past few decades. The results of these is that you may probably own a Samsung cellular phone, a LG television, or drive a Hyundai but you have not heard of any industrial and economic progress in Ghana. Also, you may know that while per capita GDP in South Korea is more than 20000 US dollars, the GDP in Ghana is less than 1000 US dollars.
Knowledge is also important to solve the type of natural and environmental problems such as earthquakes or to deal with safety issues such as deadly road traffic incidents. With today’s scientific advances in the field of architecture, health and medicine, and road safety rules and controls, there is no excuse but to be better prepared to confront with such incidents. As an example, by a simple comparison between Japan and Iran with regard to the earthquake and road traffic incidents, it will be recognized that Iranian government is not well prepared and do not practically heed the advice of scientists and experts.
Another point to mention is the acceleration of the speed of knowledge creation, which has serious implication for what and how to investigate, plan, and work in Education System and in schools. The level of knowledge and skills of our students, in comparison with those in Japan or South Korea, makes it clear that our students need much higher knowledge and skill than what they acquire today in schools. This means that the shortages in knowledge and scientific works in our schools are a real challenge and that we need changes and reforms in this field.
Correct thinking. Another dimension of challenges and changes is the need to train young people to be logical, aware of different fallacious reasoning, be flexible, and acquire the capacity to adapt easily to a rapidly changing world. Our students need, first of all, to think correctly and critically. We should prepare them both in schools to think scientifically and critically and to solve problems for which there are no rule-based solutions such as diagnosing the illness of a patient whose symptoms are out of the ordinary.
Our students are in extreme need of methodological knowledge and skills, or the ability to learn in an autonomous manner. The learning process of today’s schools needs to be increasingly based on the capacity to find, access, and apply knowledge to problem-solving. This is a type of learning to learn, learning to transform information into new knowledge, and learning to transfer new knowledge into applications. Furthermore, competencies such as learning to work in teams, peer-teaching, creating, resourcefulness, and the ability to adjust to change are also among new skills which are highly important for individual, social, and economical development.
Life skills. Researches indicate that there are skill shortages in key areas of our students’ and our citizens’ life including individual and social responsibility, respect for all others’ life and decisions, citizenship and civic responsibility, effective communication, health and hygiene, self-esteem and matured identity, teamwork and collaboration, moral behavior, critical thinking and problem solving, and most importantly, practical respect for human rights.
Public education is supposed to be the great equalizer but, as we all are aware, millions of our children, adolescents, and youths are not experiencing equality and human rights. They are in need of character, moral, and value education to find out their right place in the national and international human life. Processing from the principle that “there is no such thing as value free education” character development is as necessary as academic achievement, and that parents and school administrators are increasingly aware of this need. In this view, two great values of respect and responsibility should define the public school’s moral agenda. This will help to solve the ethical illiteracy of school students.
Character life skill education is a major force in responding to our many students and citizens identity crisis and basic shortages in correct thinking. Education for character should be made available to students, parents, teachers, and administrators. In addition to character education, we set about the important task of creating a recommended curriculum including cognitive ability, innovative thinking, analytical reasoning, higher-order thinking, and many other life skills.
Right application of media and ICT. The media, Internet, and related digital resources have revolutionalized education and changing the traditional “brick schools’ to be replaced by “click schools”. It is certain that schools are called upon to change drastically under the pressure of increased competition and growing demands for accountability. The need to integrate real human science and technology into education requires clear strategic vision in support of a new educational innovation.
Many people of the world have reinvented their routes to be able to answer the problems of contemporary societies. This is partly due to the massive development of the Information and Communication Technologies (ICT). However, this massive influence has not reached most people of our country, so it is realistic to talk about “info-excluded” majority of Iranians. This has also led to a sort of dichotomy in favor or against the ICT.
As educationalists, therefore, we must think of ICT not only as strategies for motivation in the learning process nor as sheer source of information, but as tools for the cognitive, social, and cultural development. This will help to bring up free and critical-thinker citizens so that they will be able to actively participate in needed changes of the society they live in.
The role of media and ICT is so huge today that we should define children, adolescents, and youths of today through the kind of interactions they have with media, including electronic ones. The media and ICT really interpret and reconstruct national and global culture through international filters. These are representing a more and more important role in the definition of culture, society, and education. The worst is to prohibit the students’ access to electronic media by warning them and exaggerating the dangers of new technologies (i. e. techno-phobia).
The fact is that new media presents a set of new challenges to everybody’s intervening in the educational process. It can either be an instrument of liberation, power, development, and innovation, or a tedious demagogical and oppressive object. Experiences clearly show, however, that there is a lot to expect from these educational tools. The problem, as indicated by Hutchly and Moran-Ellis[2], lies in how the media and ICT should be integrated in educational environment in order to develop the students’ cognitive, social, and cultural competencies. If an education system aims to connecting as much as possible to real life, and if everyday life is full of references to media and ICT universe, schools must grant their students contact with the most fascinating and complex universe the human being ever has had.
Human rights and fundamental freedom. Educators are emphasizing that everyone has the right to education… and education should be directed to the full development of human personality, to the strengthening of respect for human rights, and fundamental freedom including freedom of thought and expression, cultural diversity, multilingualism in education, peace and non-violence, sustainable development, and the full development of the students’ personalities.
Education for all and human rights education is at the heart of quality education. A quality education requires that the human rights are implemented throughout the whole education system and in all learning environments. It is about developing an understanding of what it means to treat other people with dignity and respect for their rights.
The reality of right educational change is that it is a collective endeavor, requiring the collective intelligence of every citizen, and needs to apply the eternal and scientific wisdom in response to educational challenges. But the nature of our socio-political status-queue and the ongoing influence of governing groups that have differing ideas about education and about the goals, plans, and curriculum make that impossible. What is need is a democratic opportunity for free discussions and broadminded opinion expressions to come to a consensus that education reform is more about freedom of ideas, research, and scientific efforts to solve the current problems and to prepare ourselves to meet today’s and future challenges with a repertoire of strategies, policies, and rationales. This means that our education system must be a locus for inquiry and conceptual understanding from national and international perspective for all of the nation’s citizens.
We need to define first the new pedagogical approach that our schools want to implement and then to look for the most appropriate educational and curriculum planning and proper technology to prop up that pedagogy. We either should go the same way as Ghana has gone, or redirect our way toward the way of Japan or other developed countries, as mentioned in the beginning of this editorial. We should clearly know where we are and where we are going. There is no favorable wind for those sea-travelers who do not know where they are going.
[1] - World Development Report 2005/2006. Knowledge for Development. New York: Oxford University Press.
[2] - Hutchly, Jan; & Moran-Ellis, Jo (2001). Children, technology, and culture: The impact of technologies in children’s everyday lives. London: Rutledge Flamer.Education is a process by which the students’ body, mind, heart, and personality are formed. It is a lifelong and continual process with which everyone is in need of updating his/her knowledge and skills on a regular basis from the childhood to the elderly period. Education and training today, has become an integral part of one’s personal, social, cultural, and working life. It takes place in a myriad of contexts: in general education, in specialized education, on the job training, in higher education, or even at home by the media and the Internet. Schools are highly complex environments and public education is an enormously complex undertaking. To think otherwise is to ignore the cultural, social, political, and economic influences that come to school with every child, teacher, administrator, and education related program and organization.
The fundamental challenge to changing education in our country arises from the fact that, apart from the general slogans about ideal education, there is little agreement about where education is really going and what and how exact efforts should be carried through to achieve the goals and how all of the components of the education system should relate to one another. Strategic reform in our education system is indispensable but the current social, cultural, and philosophical environment have pushed many educators away from participating in solving the problems while many others are engaged in vain efforts. There is not a clear and enlightened discussion about the theory, research, content, and method that best addresses or explains how people learn and what the role of learning in our lives is. Another problem is that most of our school teachers and other school-based staff are not educationally, scientifically, and practically certified in the areas for which they have responsibilities.
At the same time, in this era of human rights education, democracy, and media & digital technologies, we are in need of social, economic, and cultural development and this is possible by enhanced education. There are, however, some important elements which are most needed for all students and every citizen’s development. It is in these areas we confront the most challenges: knowledge, correct thinking, life skills, applying media and ICT, and human’s rights and fundamental freedom.
Knowledge. It is well recognized that the cultural, social, and economic development is strongly linked to the ability of a country to acquire and apply knowledge. In other words, knowledge is highly important to solve any type of economical, industrial, social, educational, cultural, and environmental problem. Countries need to have the capacity to understand local, national, international, and global issues to be able to solve problems. Fifty years ago, as an example, South Korea and Ghana had the same level of social and economic development. Today, we know how much progress South Korea has achieved, while Ghana has not achieved that much at all. According to investigation carried out by the World Bank, if Ghana had benefited from the same endowment of capital and labor inputs, it had the same level of social and economic development of South Korea.
According to investigations[1], South Korea has been able to encourage scientific and educational innovations, make the right political, social, and economical decisions, acquire advanced technology and then develop and apply its own technologies over the past few decades. The results of these is that you may probably own a Samsung cellular phone, a LG television, or drive a Hyundai but you have not heard of any industrial and economic progress in Ghana. Also, you may know that while per capita GDP in South Korea is more than 20000 US dollars, the GDP in Ghana is less than 1000 US dollars.
Knowledge is also important to solve the type of natural and environmental problems such as earthquakes or to deal with safety issues such as deadly road traffic incidents. With today’s scientific advances in the field of architecture, health and medicine, and road safety rules and controls, there is no excuse but to be better prepared to confront with such incidents. As an example, by a simple comparison between Japan and Iran with regard to the earthquake and road traffic incidents, it will be recognized that Iranian government is not well prepared and do not practically heed the advice of scientists and experts.
Another point to mention is the acceleration of the speed of knowledge creation, which has serious implication for what and how to investigate, plan, and work in Education System and in schools. The level of knowledge and skills of our students, in comparison with those in Japan or South Korea, makes it clear that our students need much higher knowledge and skill than what they acquire today in schools. This means that the shortages in knowledge and scientific works in our schools are a real challenge and that we need changes and reforms in this field.
Correct thinking. Another dimension of challenges and changes is the need to train young people to be logical, aware of different fallacious reasoning, be flexible, and acquire the capacity to adapt easily to a rapidly changing world. Our students need, first of all, to think correctly and critically. We should prepare them both in schools to think scientifically and critically and to solve problems for which there are no rule-based solutions such as diagnosing the illness of a patient whose symptoms are out of the ordinary.
Our students are in extreme need of methodological knowledge and skills, or the ability to learn in an autonomous manner. The learning process of today’s schools needs to be increasingly based on the capacity to find, access, and apply knowledge to problem-solving. This is a type of learning to learn, learning to transform information into new knowledge, and learning to transfer new knowledge into applications. Furthermore, competencies such as learning to work in teams, peer-teaching, creating, resourcefulness, and the ability to adjust to change are also among new skills which are highly important for individual, social, and economical development.
Life skills. Researches indicate that there are skill shortages in key areas of our students’ and our citizens’ life including individual and social responsibility, respect for all others’ life and decisions, citizenship and civic responsibility, effective communication, health and hygiene, self-esteem and matured identity, teamwork and collaboration, moral behavior, critical thinking and problem solving, and most importantly, practical respect for human rights.
Public education is supposed to be the great equalizer but, as we all are aware, millions of our children, adolescents, and youths are not experiencing equality and human rights. They are in need of character, moral, and value education to find out their right place in the national and international human life. Processing from the principle that “there is no such thing as value free education” character development is as necessary as academic achievement, and that parents and school administrators are increasingly aware of this need. In this view, two great values of respect and responsibility should define the public school’s moral agenda. This will help to solve the ethical illiteracy of school students.
Character life skill education is a major force in responding to our many students and citizens identity crisis and basic shortages in correct thinking. Education for character should be made available to students, parents, teachers, and administrators. In addition to character education, we set about the important task of creating a recommended curriculum including cognitive ability, innovative thinking, analytical reasoning, higher-order thinking, and many other life skills.
Right application of media and ICT. The media, Internet, and related digital resources have revolutionalized education and changing the traditional “brick schools’ to be replaced by “click schools”. It is certain that schools are called upon to change drastically under the pressure of increased competition and growing demands for accountability. The need to integrate real human science and technology into education requires clear strategic vision in support of a new educational innovation.
Many people of the world have reinvented their routes to be able to answer the problems of contemporary societies. This is partly due to the massive development of the Information and Communication Technologies (ICT). However, this massive influence has not reached most people of our country, so it is realistic to talk about “info-excluded” majority of Iranians. This has also led to a sort of dichotomy in favor or against the ICT.
As educationalists, therefore, we must think of ICT not only as strategies for motivation in the learning process nor as sheer source of information, but as tools for the cognitive, social, and cultural development. This will help to bring up free and critical-thinker citizens so that they will be able to actively participate in needed changes of the society they live in.
The role of media and ICT is so huge today that we should define children, adolescents, and youths of today through the kind of interactions they have with media, including electronic ones. The media and ICT really interpret and reconstruct national and global culture through international filters. These are representing a more and more important role in the definition of culture, society, and education. The worst is to prohibit the students’ access to electronic media by warning them and exaggerating the dangers of new technologies (i. e. techno-phobia).
The fact is that new media presents a set of new challenges to everybody’s intervening in the educational process. It can either be an instrument of liberation, power, development, and innovation, or a tedious demagogical and oppressive object. Experiences clearly show, however, that there is a lot to expect from these educational tools. The problem, as indicated by Hutchly and Moran-Ellis[2], lies in how the media and ICT should be integrated in educational environment in order to develop the students’ cognitive, social, and cultural competencies. If an education system aims to connecting as much as possible to real life, and if everyday life is full of references to media and ICT universe, schools must grant their students contact with the most fascinating and complex universe the human being ever has had.
Human rights and fundamental freedom. Educators are emphasizing that everyone has the right to education… and education should be directed to the full development of human personality, to the strengthening of respect for human rights, and fundamental freedom including freedom of thought and expression, cultural diversity, multilingualism in education, peace and non-violence, sustainable development, and the full development of the students’ personalities.
Education for all and human rights education is at the heart of quality education. A quality education requires that the human rights are implemented throughout the whole education system and in all learning environments. It is about developing an understanding of what it means to treat other people with dignity and respect for their rights.
The reality of right educational change is that it is a collective endeavor, requiring the collective intelligence of every citizen, and needs to apply the eternal and scientific wisdom in response to educational challenges. But the nature of our socio-political status-queue and the ongoing influence of governing groups that have differing ideas about education and about the goals, plans, and curriculum make that impossible. What is need is a democratic opportunity for free discussions and broadminded opinion expressions to come to a consensus that education reform is more about freedom of ideas, research, and scientific efforts to solve the current problems and to prepare ourselves to meet today’s and future challenges with a repertoire of strategies, policies, and rationales. This means that our education system must be a locus for inquiry and conceptual understanding from national and international perspective for all of the nation’s citizens.
We need to define first the new pedagogical approach that our schools want to implement and then to look for the most appropriate educational and curriculum planning and proper technology to prop up that pedagogy. We either should go the same way as Ghana has gone, or redirect our way toward the way of Japan or other developed countries, as mentioned in the beginning of this editorial. We should clearly know where we are and where we are going. There is no favorable wind for those sea-travelers who do not know where they are going.
[1] - World Development Report 2005/2006. Knowledge for Development. New York: Oxford University Press.
[2] - Hutchly, Jan; & Moran-Ellis, Jo (2001). Children, technology, and culture: The impact of technologies in children’s everyday lives. London: Rutledge Flamer.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320The Introductory study of Gardner's multiple intelligence theory, in the field of lesson subjects and the students' compatibilityThe Introductory study of Gardner's multiple intelligence theory, in the field of lesson subjects and the students' compatibility1120135150FAHassan Pasha Sharifi(PhD), Islamic Azad University of RoudehenJournal Article20210816This investigation was conducted as a Preliminary Study on Gardner's multiple intelligence theory. Participants were a sample group of 120 secondary school students in different branches of study. The data was gathered by administering the Multiple Intelligence Questionnaire adapted from Douglas and Harms´ questionnaires, Bell Adjustment Questionnaire, and a researcher – made questionnaire on the sample group. The following results were obtained:
It was shown that there was low to moderate but significant correlation among different kinds of intelligence and related school subject scores.
Interpersonal and intrapersonal intelligence scores accounts for 22 percent of the total variance of social adjustment.
Different kinds of intelligence are not totally independent from each other. There were low to moderate but significant correlations among some of them. 33 percent of the common variance among different kinds of intelligence suggests spearman´ s «g» factor.
The greatest variance of educational achievement can be accounted for by verbal – linguistic and logistic – mathematical intelligence.
In regards to intrapersonal intelligence, girls are superior to boys, but boys are superior to girls in regards to visual – spatial intelligence. There was no significant difference between the two genders in other kinds of intelligence.This investigation was conducted as a Preliminary Study on Gardner's multiple intelligence theory. Participants were a sample group of 120 secondary school students in different branches of study. The data was gathered by administering the Multiple Intelligence Questionnaire adapted from Douglas and Harms´ questionnaires, Bell Adjustment Questionnaire, and a researcher – made questionnaire on the sample group. The following results were obtained:
It was shown that there was low to moderate but significant correlation among different kinds of intelligence and related school subject scores.
Interpersonal and intrapersonal intelligence scores accounts for 22 percent of the total variance of social adjustment.
Different kinds of intelligence are not totally independent from each other. There were low to moderate but significant correlations among some of them. 33 percent of the common variance among different kinds of intelligence suggests spearman´ s «g» factor.
The greatest variance of educational achievement can be accounted for by verbal – linguistic and logistic – mathematical intelligence.
In regards to intrapersonal intelligence, girls are superior to boys, but boys are superior to girls in regards to visual – spatial intelligence. There was no significant difference between the two genders in other kinds of intelligence.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320Explanation and Evaluation of Rational Approach to Religious Education: (Capabilities and Shortages)Explanation and Evaluation of Rational Approach to Religious Education: (Capabilities and Shortages)2130135151FASeyyed Mahdi SajjadiPhD, Tarbiat Modarres UniversityJournal Article20210816The rational approach is one of the main approaches to religious education. This approach has its critics and supporters. Critics of this approach believe that the rational approach – according to characteristics of rationality, cannot fit to the process that is religious; because, there is sharp distinction and conflict between religion and rationality. Therefore, based on critics' views we could not speak about rational approach to religious education.
However, supporters of rational approach to religious education believe that there is close relation between rationality and religion; because religion is a rational–based activity. The study of critics and supporters' view about rational approach to religious education is set forth.The rational approach is one of the main approaches to religious education. This approach has its critics and supporters. Critics of this approach believe that the rational approach – according to characteristics of rationality, cannot fit to the process that is religious; because, there is sharp distinction and conflict between religion and rationality. Therefore, based on critics' views we could not speak about rational approach to religious education.
However, supporters of rational approach to religious education believe that there is close relation between rationality and religion; because religion is a rational–based activity. The study of critics and supporters' view about rational approach to religious education is set forth.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320Criticism on moral development theories of Piaget, Kohlberg, and Bandura and providing a new model for research in Iranian students' moral developmentCriticism on moral development theories of Piaget, Kohlberg, and Bandura and providing a new model for research in Iranian students' moral development3146135153FAHossein LotfabadiPhD, Shahid-Beheshti UniversityJournal Article20210816It's been years in the psychology and assessment of moral development that theories of genetic epistemology and social behaviorism (which are based on Piaget, Kohlberg, and Bandura's approaches) have been in the center of attention for the psychologists and education experts and have been used by the educational counseling centers and other psychology centers in Iran. Therefore, there have not been a suitable theory and proper native assessing tools made in our country in the field of moral development.
The main issue is that the theoretical foundations and the structure and content of these viewpoints are provided without considering the innate and eternal moral foundations, moral motive and feeling, moral belief and culture, and moral behavior and reactions. Such viewpoints are not in consistency with our school students' moral development. This article has shown that Piaget, Kohlberg, and Bandura's viewpoints have strictly positioned the moral judgment, learning social laws, and relations of the Western countries as the foundation for their theories without considering spiritual, rational, and motivational bases of moralities, which have roots in divine creation and the human nature.
By providing a new model for moral development formation, this article has shown that individual's social and moral development is a result of complicated, dynamic, and mutual interactions of the five following factors: innate nature of the individual, social contexts, events and experiences, moral judgment development, and manifestation and change of stimulations and sentiments of sympathy and helping other people.
The article tries, while criticizing the present psychological approaches on moral development, to prepare the way for a new scientific and authentic research in making theory for moral development and preparing theoretical basis for making national assessing scales for moral development.It's been years in the psychology and assessment of moral development that theories of genetic epistemology and social behaviorism (which are based on Piaget, Kohlberg, and Bandura's approaches) have been in the center of attention for the psychologists and education experts and have been used by the educational counseling centers and other psychology centers in Iran. Therefore, there have not been a suitable theory and proper native assessing tools made in our country in the field of moral development.
The main issue is that the theoretical foundations and the structure and content of these viewpoints are provided without considering the innate and eternal moral foundations, moral motive and feeling, moral belief and culture, and moral behavior and reactions. Such viewpoints are not in consistency with our school students' moral development. This article has shown that Piaget, Kohlberg, and Bandura's viewpoints have strictly positioned the moral judgment, learning social laws, and relations of the Western countries as the foundation for their theories without considering spiritual, rational, and motivational bases of moralities, which have roots in divine creation and the human nature.
By providing a new model for moral development formation, this article has shown that individual's social and moral development is a result of complicated, dynamic, and mutual interactions of the five following factors: innate nature of the individual, social contexts, events and experiences, moral judgment development, and manifestation and change of stimulations and sentiments of sympathy and helping other people.
The article tries, while criticizing the present psychological approaches on moral development, to prepare the way for a new scientific and authentic research in making theory for moral development and preparing theoretical basis for making national assessing scales for moral development.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320Preparation and compilation of a life-skills curriculum for students in the high school periodPreparation and compilation of a life-skills curriculum for students in the high school period4756135162FARasool Kord NoghabiPhD, Boo-Ali Sina University, HamadanHassan Pasha Sharifi(PhD), Islamic Azad University of RoudehenJournal Article20210816It's been years in the psychology and assessment of moral development that theories of genetic epistemology and social behaviorism (which are based on Piaget, Kohlberg, and Bandura's approaches) have been in the center of attention for the psychologists and education experts and have been used by the educational counseling centers and other psychology centers in Iran. Therefore, there have not been a suitable theory and proper native assessing tools made in our country in the field of moral development.
The main issue is that the theoretical foundations and the structure and content of these viewpoints are provided without considering the innate and eternal moral foundations, moral motive and feeling, moral belief and culture, and moral behavior and reactions. Such viewpoints are not in consistency with our school students' moral development. This article has shown that Piaget, Kohlberg, and Bandura's viewpoints have strictly positioned the moral judgment, learning social laws, and relations of the Western countries as the foundation for their theories without considering spiritual, rational, and motivational bases of moralities, which have roots in divine creation and the human nature.
By providing a new model for moral development formation, this article has shown that individual's social and moral development is a result of complicated, dynamic, and mutual interactions of the five following factors: innate nature of the individual, social contexts, events and experiences, moral judgment development, and manifestation and change of stimulations and sentiments of sympathy and helping other people.
The article tries, while criticizing the present psychological approaches on moral development, to prepare the way for a new scientific and authentic research in making theory for moral development and preparing theoretical basis for making national assessing scales for moral development.It's been years in the psychology and assessment of moral development that theories of genetic epistemology and social behaviorism (which are based on Piaget, Kohlberg, and Bandura's approaches) have been in the center of attention for the psychologists and education experts and have been used by the educational counseling centers and other psychology centers in Iran. Therefore, there have not been a suitable theory and proper native assessing tools made in our country in the field of moral development.
The main issue is that the theoretical foundations and the structure and content of these viewpoints are provided without considering the innate and eternal moral foundations, moral motive and feeling, moral belief and culture, and moral behavior and reactions. Such viewpoints are not in consistency with our school students' moral development. This article has shown that Piaget, Kohlberg, and Bandura's viewpoints have strictly positioned the moral judgment, learning social laws, and relations of the Western countries as the foundation for their theories without considering spiritual, rational, and motivational bases of moralities, which have roots in divine creation and the human nature.
By providing a new model for moral development formation, this article has shown that individual's social and moral development is a result of complicated, dynamic, and mutual interactions of the five following factors: innate nature of the individual, social contexts, events and experiences, moral judgment development, and manifestation and change of stimulations and sentiments of sympathy and helping other people.
The article tries, while criticizing the present psychological approaches on moral development, to prepare the way for a new scientific and authentic research in making theory for moral development and preparing theoretical basis for making national assessing scales for moral development.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320Investigating educational innovations in Iranian schoolsInvestigating educational innovations in Iranian schools5764135163FAMorteza ManteghiPhD, Tarbiat Moallem University, TehranJournal Article20210816The traditional instructional system has been forced to undergo some modifications by various factors such as information revolution and the increasing developments of technologies. The inefficiency of the previous memory-oriented system in an era which the amount of scientific information is doubled every 5 year, has urged the teaching methods to shift from the traditional approach to a problem-solving approach. Therefore, a thorough study of the educational innovations in Iran (such as changes in educational systems, educational content, changes resulting in the transformation of educational organization, and new educational technologies) is considered as highly vital.
To this end, initially, the main innovations all over the world were studied and explained in this study. Then, based on the accumulated data, a questionnaire was developed and the realization of aforementioned innovations were studied in a sample comprising 1316 male and female junior and senior high school teachers across 14 provinces.
The results depicted the educational innovations currently applied in Iranian schools as well as the ones the teachers and the executive educational innovators have contrived to apply.The traditional instructional system has been forced to undergo some modifications by various factors such as information revolution and the increasing developments of technologies. The inefficiency of the previous memory-oriented system in an era which the amount of scientific information is doubled every 5 year, has urged the teaching methods to shift from the traditional approach to a problem-solving approach. Therefore, a thorough study of the educational innovations in Iran (such as changes in educational systems, educational content, changes resulting in the transformation of educational organization, and new educational technologies) is considered as highly vital.
To this end, initially, the main innovations all over the world were studied and explained in this study. Then, based on the accumulated data, a questionnaire was developed and the realization of aforementioned innovations were studied in a sample comprising 1316 male and female junior and senior high school teachers across 14 provinces.
The results depicted the educational innovations currently applied in Iranian schools as well as the ones the teachers and the executive educational innovators have contrived to apply.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320Meta-Analysis of Influential Factors on Research Application in the Ministry of EducationMeta-Analysis of Influential Factors on Research Application in the Ministry of Education6582135164FAAhmad AbediPh. D. Student of Psychology, University of EsfahanHamid-Reza OreizyAssistant Professor of the Faculty of Education & Psychology, University of EsfahanAli-Reza ShavakhiM. A. in Educational ResearchesJournal Article20210816The current research uses meta-analysis method as a new research method to integrate research findings of application of research results. Fifteen researches in this field that were administered in ministry of education were collected from all regions of country. Nine researches have requirements for meta-analysis. The most significant research results were establishment & informational system (effect size=ES=0/6921), continuance of seminars of research findings (ES=0/6445), illustrate accurate priorities of research (ES=0/6891), reinforce technical dimension of methodologies (ES=0/5541) and research workshops for teachers (ES=0/4874) respectively. The current research uses meta-analysis method as a new research method to integrate research findings of application of research results. Fifteen researches in this field that were administered in ministry of education were collected from all regions of country. Nine researches have requirements for meta-analysis. The most significant research results were establishment & informational system (effect size=ES=0/6921), continuance of seminars of research findings (ES=0/6445), illustrate accurate priorities of research (ES=0/6891), reinforce technical dimension of methodologies (ES=0/5541) and research workshops for teachers (ES=0/4874) respectively. سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320The efficacy of provision of concept - maps preparationThe efficacy of provision of concept - maps preparation839278868FAJournal Article19700101Constructivism approach is one of the most important theoretical frameworks in the formation and development of the new instructional revisions and activities. The main focus of constructivism is the fact that individuals construct knowledge actively. Concept map is one of the modern instructional methods in the sense that it is closely related to constructivism. The concept map is the visual representation of meaningful relations between concepts. The main purpose of the present study is to improve the efficacy concept map as a learning-teaching strategy. Likewise the minor purpose has been to make an analogy between the effectiveness of the provision of preplanned concept maps on one hand and the development of concept maps by learners on the other. The comparison of the effectiveness of individual and cooperative methods of preparing concept maps was also taken into account. The participants of the study were 55 primary school teachers who participated in three discrete in-service training classes. The research project was a quasiexperimental design with pre-test and pos-test. The participants were assigned to three experimental groups. The first experimental group was given pre-planned concept maps in the process of classroom education. The second experimental group prepared the concept maps individually. Meanwhile the third experimental group prepared the concept maps cooperatively. Research results revealed that the post-tests averages increased compared to pre-tests averages but the efficacy maximal was observed in the group of individually preparing concept maps. The least efficacy is observed in the provision of pre-planned concept maps.Constructivism approach is one of the most important theoretical frameworks in the formation and development of the new instructional revisions and activities. The main focus of constructivism is the fact that individuals construct knowledge actively. Concept map is one of the modern instructional methods in the sense that it is closely related to constructivism. The concept map is the visual representation of meaningful relations between concepts. The main purpose of the present study is to improve the efficacy concept map as a learning-teaching strategy. Likewise the minor purpose has been to make an analogy between the effectiveness of the provision of preplanned concept maps on one hand and the development of concept maps by learners on the other. The comparison of the effectiveness of individual and cooperative methods of preparing concept maps was also taken into account. The participants of the study were 55 primary school teachers who participated in three discrete in-service training classes. The research project was a quasiexperimental design with pre-test and pos-test. The participants were assigned to three experimental groups. The first experimental group was given pre-planned concept maps in the process of classroom education. The second experimental group prepared the concept maps individually. Meanwhile the third experimental group prepared the concept maps cooperatively. Research results revealed that the post-tests averages increased compared to pre-tests averages but the efficacy maximal was observed in the group of individually preparing concept maps. The least efficacy is observed in the provision of pre-planned concept maps.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320Improving the educational decision - making system - from the viewpoint of members of education faculties sttled in Tehran and staff managersImproving the educational decision - making system - from the viewpoint of members of education faculties sttled in Tehran and staff managers9310278869FAJournal Article19700101In this research educational decision-making system was studied based on five (internal and external) factors including: environment of decision-making (suprasystems), structure of decision–making, process of decision-making, implementing of decision–making, and evaluation and feedback of decision–making. Data was gathered by questionnaire from two groups, members of the Faculties of Education settled in Tehran and staff managers and specialists of the Ministry of Education. Findings show that the educational decision–making system has many imperfections with structural factors being the most important and implementation factors the least of them. Furthermore, the study samples emphasize decentralization of educational decision–making system.In this research educational decision-making system was studied based on five (internal and external) factors including: environment of decision-making (suprasystems), structure of decision–making, process of decision-making, implementing of decision–making, and evaluation and feedback of decision–making. Data was gathered by questionnaire from two groups, members of the Faculties of Education settled in Tehran and staff managers and specialists of the Ministry of Education. Findings show that the educational decision–making system has many imperfections with structural factors being the most important and implementation factors the least of them. Furthermore, the study samples emphasize decentralization of educational decision–making system.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320Investigating the relation of counting capability, visualInvestigating the relation of counting capability, visual10312078871FAJournal Article19700101The purpose of the current research was to investigate the relation of cognitive precedent variables (counting capability, visualizing, hearing perception and metacognitive knowledge) with mathematical competence in preschool children in city of Isfahan. Statistical population of the study was 199 children (ages between 5 and 6 years) who were randomly selected. Research instruments were Utrecht Mathematical Competency, Counting Capability Test, Visualizing Attention Test, Meta-cognitive Abilities Test, and Reading Comprehension Test. Findings indicate that counting capability %49, meta-cognitive knowledge %46, visualizing attention %41, and hearing perception %38 predict mathematical competence in children. It is suggested that preschool coaches reinforce mentioned skills in children.The purpose of the current research was to investigate the relation of cognitive precedent variables (counting capability, visualizing, hearing perception and metacognitive knowledge) with mathematical competence in preschool children in city of Isfahan. Statistical population of the study was 199 children (ages between 5 and 6 years) who were randomly selected. Research instruments were Utrecht Mathematical Competency, Counting Capability Test, Visualizing Attention Test, Meta-cognitive Abilities Test, and Reading Comprehension Test. Findings indicate that counting capability %49, meta-cognitive knowledge %46, visualizing attention %41, and hearing perception %38 predict mathematical competence in children. It is suggested that preschool coaches reinforce mentioned skills in children.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320Developing Research Morals through Investigation of the Effectiveness of Teaching by the Problem-Solving Method and Evaluation Based on the Research IndexesDeveloping Research Morals through Investigation of the Effectiveness of Teaching by the Problem-Solving Method and Evaluation Based on the Research Indexes12113078873FAJournal Article19700101Educating the graduates with cognitive potentials and emotional tendencies for research and innovation has been the ideal for all the education systems throughout the world. It has been also considered a necessity and a national will for our country (Iran). There is no doubt that this important goal should become a reality by the most fundamental element of education i.e.The Teacher.<br /><br />The aim of the present research is investigating the effectiveness of teaching by the problem solving method. It is also to evaluate establishment and raising of research moral among the school students based on the research indexes. A pilot project took place consisting of two test groups and one control group. We selected a total of 68 students from two schools in Tehran (Iran). The students were from three classes in fourth grade. The education year was of 2005-2006.<br /><br />The three independent variables were randomly applied on the mentioned population in the science and geography courses. These variables were: a) teaching by problem solving method along with the evaluation based on research indexes, b) teaching by problem solving method without the evaluation based on research indexes, and c) teaching based on traditional method.<br /><br />Research moral, as the dependent variable, was evaluated on the three indexes of A) attitude toward research, B) the pupils’ performance in the examinations containing the questions about researching issues, and C) research oriented class activities. The obtained results showed that teaching by problem solving with/without the evaluation based on research indexes is more efficient than teaching by the traditional method. This was with the probability of 0.99. We found, there was no significant difference between the teaching with the evaluation based on research indexes and teaching without the evaluation based on research indexes. This similarity was in terms of their efficiency in raising research moral among the research population.Educating the graduates with cognitive potentials and emotional tendencies for research and innovation has been the ideal for all the education systems throughout the world. It has been also considered a necessity and a national will for our country (Iran). There is no doubt that this important goal should become a reality by the most fundamental element of education i.e.The Teacher. The aim of the present research is investigating the effectiveness of teaching by the problem solving method. It is also to evaluate establishment and raising of research moral among the school students based on the research indexes. A pilot project took place consisting of two test groups and one control group. We selected a total of 68 students from two schools in Tehran (Iran). The students were from three classes in fourth grade. The education year was of 2005-2006. The three independent variables were randomly applied on the mentioned population in the science and geography courses. These variables were: a) teaching by problem solving method along with the evaluation based on research indexes, b) teaching by problem solving method without the evaluation based on research indexes, and c) teaching based on traditional method. Research moral, as the dependent variable, was evaluated on the three indexes of A) attitude toward research, B) the pupils’ performance in the examinations containing the questions about researching issues, and C) research oriented class activities. The obtained results showed that teaching by problem solving with/without the evaluation based on research indexes is more efficient than teaching by the traditional method. This was with the probability of 0.99. We found, there was no significant difference between the teaching with the evaluation based on research indexes and teaching without the evaluation based on research indexes. This similarity was in terms of their efficiency in raising research moral among the research population.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320The Relationship between learning style, self-efficacy beliefs, and academic fields in high school studentsThe Relationship between learning style, self-efficacy beliefs, and academic fields in high school students13114478874FAJournal Article19700101The main prupose of this study was to investigate the relationship between learning styles, self-efficacy beliefs and academic fields in high school students. In this research, we have been seeking to find whether there is significant relationship between the element of study field and learning style, between the elements of self-efficacy belief and field of study, and the elements of gender and self-efficacy. Self-efficacy consists of the beliefs a person has toward his abilities in order to organize the phenomenon to reach his desired state with suitable behavior and act (Mortazavi, 2005). Studies indicated that the amount of self-efficacy beliefs is differing based on the people’s age and gender. And self-efficacy belief increases with the increase in age in both genders and it is higher in men (Tuckman, and others 1987). Learning styles refer to beliefs and behaviors that people use to help them in learning in a specific situation (Hohen, 1999). The studies about learning styles have indicated that the various learning styles differ with gender, academic field and education level (Philibin and others 1995), (Hicksoen and Baltimore 1996). (Hhsseini Largani 1998), (Miransari 1999). The sample group in this study includes 399 female and male students that were selected form students of Boldaji schools in 2004-2005 academic year. In order to evaluate learning methods we administered Cobs learning style inventory (1985) and to evaluate selfefficacy beliefs, Bandores self-efficacy beliefs inventory were used. The result indicates that the students of mathematicsphysics field have the divergent learning style, the students of empirical sciences field have assimilate learning style, and students of human sciences field have accommodate learning style. The students of mathmaticsphysics field have the highest self-efficacy compared to others. Significance was not seen between learning methods and self-efficacy belief and female students are in a higher level compared to male students in selfefficacy beliefs. In order to increase self-efficacy we suggest the use of a successful student model, verbal persuasion, and mastery experiences and the providing of suitable conditions for gaining successful experience.The main prupose of this study was to investigate the relationship between learning styles, self-efficacy beliefs and academic fields in high school students. In this research, we have been seeking to find whether there is significant relationship between the element of study field and learning style, between the elements of self-efficacy belief and field of study, and the elements of gender and self-efficacy. Self-efficacy consists of the beliefs a person has toward his abilities in order to organize the phenomenon to reach his desired state with suitable behavior and act (Mortazavi, 2005). Studies indicated that the amount of self-efficacy beliefs is differing based on the people’s age and gender. And self-efficacy belief increases with the increase in age in both genders and it is higher in men (Tuckman, and others 1987). Learning styles refer to beliefs and behaviors that people use to help them in learning in a specific situation (Hohen, 1999). The studies about learning styles have indicated that the various learning styles differ with gender, academic field and education level (Philibin and others 1995), (Hicksoen and Baltimore 1996). (Hhsseini Largani 1998), (Miransari 1999). The sample group in this study includes 399 female and male students that were selected form students of Boldaji schools in 2004-2005 academic year. In order to evaluate learning methods we administered Cobs learning style inventory (1985) and to evaluate selfefficacy beliefs, Bandores self-efficacy beliefs inventory were used. The result indicates that the students of mathematicsphysics field have the divergent learning style, the students of empirical sciences field have assimilate learning style, and students of human sciences field have accommodate learning style. The students of mathmaticsphysics field have the highest self-efficacy compared to others. Significance was not seen between learning methods and self-efficacy belief and female students are in a higher level compared to male students in selfefficacy beliefs. In order to increase self-efficacy we suggest the use of a successful student model, verbal persuasion, and mastery experiences and the providing of suitable conditions for gaining successful experience.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320A survey on the quality of learning organization in Mashhad public schools based on Peter Senge disciplinesA survey on the quality of learning organization in Mashhad public schools based on Peter Senge disciplines14515278875FAJournal Article19700101In the active and full of competition world of today, management of organizations is a complex and difficult task. Old approaches however, cannot be implied to solve today’s problems. Therefore “learning for the purpose of problem-solving” and “learning with the aim of expansion and development” have been added to their strategic policy. The pioneers know that by using predetermined regularities they cannot achieve missions: they need the learning opportunities, by which they meet the urgent new demands. The study at hand examines the qualities of “organization learning” of Mashhad primary schools, middle school and high schools. By the suvey method, 36 schools were randomly selected as the research sample (including 36 principals and 180 teachers). This sample was gathered using the multi-level clustered sampling method. Data was collected and analyzed by reliable questionare, open interview, and planned observation. The findings show, based on Peter Senge disciplines, that there are significant differences between existing conditions with respect to the ability to learn in schools and the ideal conditions in Senge’s five fundamental principals. Furthermore, based on the main research variable, the difference in school years is significant. This is while there is no significance for the difference between education districts.In the active and full of competition world of today, management of organizations is a complex and difficult task. Old approaches however, cannot be implied to solve today’s problems. Therefore “learning for the purpose of problem-solving” and “learning with the aim of expansion and development” have been added to their strategic policy. The pioneers know that by using predetermined regularities they cannot achieve missions: they need the learning opportunities, by which they meet the urgent new demands. The study at hand examines the qualities of “organization learning” of Mashhad primary schools, middle school and high schools. By the suvey method, 36 schools were randomly selected as the research sample (including 36 principals and 180 teachers). This sample was gathered using the multi-level clustered sampling method. Data was collected and analyzed by reliable questionare, open interview, and planned observation. The findings show, based on Peter Senge disciplines, that there are significant differences between existing conditions with respect to the ability to learn in schools and the ideal conditions in Senge’s five fundamental principals. Furthermore, based on the main research variable, the difference in school years is significant. This is while there is no significance for the difference between education districts.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320The Role of Self - Efficacy, Achievement Goals, LearningThe Role of Self - Efficacy, Achievement Goals, Learning15317278877FAJournal Article19700101The purpose of the present research was to investigate the effect of self-efficacy and achievement goals as motivational variables and learning strategies and persistence as cognitive variables on student mathematics achievement. Tehran public secondary schools were stratified and 389 boy and girl students from among third grade of the secondary schools were selected randomly. A questionnaire consists of 6 subscales including self-efficacy, mastery goals, performanceapproach goals, avoidance-approach goals, learning strategies and persistence adopted from instruments of Miller and et.al. (1996) and Middleton and Midgley (1997) was administered. Furthermore, students’ final math exam grades were used to assess their achievement. Path analysis method was used for data analysis. The results revealed that there was a relatively good fit between the hypothesized model and the observed data. The direct effects of performance-approach goals, avoidance-approach goals, self-efficacy, learning strategies and persistence on mathematics achievement were confirmed. Self-efficacy had the most direct effect on mathematics achievement, compare to other variables of the proposed model. Mastery goals had a significant indirect effect on mathematics achievement through self-efficacy, learning strategies and persistence. The mediating role of persistence between avoidance-approach goals and mathematics achievement was significant but small in magnitude.The purpose of the present research was to investigate the effect of self-efficacy and achievement goals as motivational variables and learning strategies and persistence as cognitive variables on student mathematics achievement. Tehran public secondary schools were stratified and 389 boy and girl students from among third grade of the secondary schools were selected randomly. A questionnaire consists of 6 subscales including self-efficacy, mastery goals, performanceapproach goals, avoidance-approach goals, learning strategies and persistence adopted from instruments of Miller and et.al. (1996) and Middleton and Midgley (1997) was administered. Furthermore, students’ final math exam grades were used to assess their achievement. Path analysis method was used for data analysis. The results revealed that there was a relatively good fit between the hypothesized model and the observed data. The direct effects of performance-approach goals, avoidance-approach goals, self-efficacy, learning strategies and persistence on mathematics achievement were confirmed. Self-efficacy had the most direct effect on mathematics achievement, compare to other variables of the proposed model. Mastery goals had a significant indirect effect on mathematics achievement through self-efficacy, learning strategies and persistence. The mediating role of persistence between avoidance-approach goals and mathematics achievement was significant but small in magnitude.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320Investigating and Comparing the Approach, by the UsersInvestigating and Comparing the Approach, by the Users17318478878FAJournal Article19700101In order to inquire about users’ attitudes of research findings, some forms of use of findings were studied, which entitled Utilization Models, and identified four major models including; Linear Translation Model, Problem solving Model, Enlightenment Model, and Interaction Model. Then, three groups of users including teachers, experts, and administrators were compared. Data was gathered from 181 users by a researcher made questionnaire. The sample was selected from 8 districts and Education Organization of Tehran Province by multistage sampling. Data was analyzed by paired-sample t-test in each group. Results revealed that users had positive attitudes toward interaction, linear translation, problem solving, and enlightenment models, respectively. There was no difference of orders of models between users’ groups except significance between them. That is, all of observed differences were significant in administrators’ answers, but there was no significant difference between linear translation and interactive models and also between problem solving and enlightenment models in researchers and experts answers. In addition, the difference between linear translation model and interactive model was not significant. Results showed that interactive and linear translation models were more important models in users’ view. Enlightenment model had the lowest attitudes, so due to its benefits, it should be introduced to users of research findings.In order to inquire about users’ attitudes of research findings, some forms of use of findings were studied, which entitled Utilization Models, and identified four major models including; Linear Translation Model, Problem solving Model, Enlightenment Model, and Interaction Model. Then, three groups of users including teachers, experts, and administrators were compared. Data was gathered from 181 users by a researcher made questionnaire. The sample was selected from 8 districts and Education Organization of Tehran Province by multistage sampling. Data was analyzed by paired-sample t-test in each group. Results revealed that users had positive attitudes toward interaction, linear translation, problem solving, and enlightenment models, respectively. There was no difference of orders of models between users’ groups except significance between them. That is, all of observed differences were significant in administrators’ answers, but there was no significant difference between linear translation and interactive models and also between problem solving and enlightenment models in researchers and experts answers. In addition, the difference between linear translation model and interactive model was not significant. Results showed that interactive and linear translation models were more important models in users’ view. Enlightenment model had the lowest attitudes, so due to its benefits, it should be introduced to users of research findings.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320Investigation on the Amount of Attention Given To Educational Applications of Learning Theories in Educational Math Films at Primary School LevelInvestigation on the Amount of Attention Given To Educational Applications of Learning Theories in Educational Math Films at Primary School Level18519678879FAJournal Article19700101The present research aims at appraising educational applications of learning theories practiced in mathematics instructional videos at primary level produced by Educational Technology Bureau of Ministry of Education in Iran. To conduct this research, principles of educational presentation were extracted from learning theories once these theories were studied. The extent to which these principles are followed up in each and every episode of the films mentioned earlier has later been examined through method of “content analysis”. The results of examining 105 episodes of “mathematics educational films” at primary level 5th grade revealed that certain educational applications of learning theories have been overlooked in production of such programs. The most frequent applications of such methods are as follows: transparency of objectives; review of prerequisite materials; draw-up of advanced organizers; attraction of viewers’ attention; organization of educational materials; rational conclusion; and ending of each episode. The research came up with the findings below:<br />1) Behavioral goals are not fully and explicitly defined in any of the episodes. 2)Pre-requisite materials are scarcely surveyed and advanced organizers are almost not presented, particularly in educational programs for first, second and third grades students (only in one out of 62 episodes the pre-requisites have been reviewed and in 6 episodes the advanced organizers have been displayed). 3) Drawing addressees’ attention through non-verbal methods has been accomplished far and large in 12% of episodes at each grade, while they are not assisted by various advantages of motion pictures and videocapturing systems. 4) Materials have not been organized in most episodes (77%). And 5) concluding as well as ending most parts of the videos for first, second, and third grades (concluding in 89% and ending in 81% of episodes) are unclear.The present research aims at appraising educational applications of learning theories practiced in mathematics instructional videos at primary level produced by Educational Technology Bureau of Ministry of Education in Iran. To conduct this research, principles of educational presentation were extracted from learning theories once these theories were studied. The extent to which these principles are followed up in each and every episode of the films mentioned earlier has later been examined through method of “content analysis”. The results of examining 105 episodes of “mathematics educational films” at primary level 5th grade revealed that certain educational applications of learning theories have been overlooked in production of such programs. The most frequent applications of such methods are as follows: transparency of objectives; review of prerequisite materials; draw-up of advanced organizers; attraction of viewers’ attention; organization of educational materials; rational conclusion; and ending of each episode. The research came up with the findings below: 1) Behavioral goals are not fully and explicitly defined in any of the episodes. 2)Pre-requisite materials are scarcely surveyed and advanced organizers are almost not presented, particularly in educational programs for first, second and third grades students (only in one out of 62 episodes the pre-requisites have been reviewed and in 6 episodes the advanced organizers have been displayed). 3) Drawing addressees’ attention through non-verbal methods has been accomplished far and large in 12% of episodes at each grade, while they are not assisted by various advantages of motion pictures and videocapturing systems. 4) Materials have not been organized in most episodes (77%). And 5) concluding as well as ending most parts of the videos for first, second, and third grades (concluding in 89% and ending in 81% of episodes) are unclear.سازمان پژوهش و برنامه ریزی آموزشینوآوریهای آموزشی1735-12357120080320An Analytical View on the Performance of Vocationan SchoolsAn Analytical View on the Performance of Vocationan Schools19720878880FAJournal Article19700101The present research, which is in the domain of descriptive, applied and evaluation researches have been implemented with the aim of “performance (outputs) quality evaluation of the second region Vocational Schools in city of Tehran.” The data gathering sources in the stage of “judgment criteria” compiling have been surveyed. The survey was done by census and simple random sampling methods. The data gathering sources included experts and professors, the learners, administrators and assistants in Technical Schools and vocational, and technical education experts. In the stage of “output quality evaluation,” these were vocational school administrators, alumni, and direct employers of employed alumni. To carry out the research, needed factors (7 factors) and indicators (45 indicators) had been compiled in two sections of “economic and non-economic” outputs. This was through adopting “existed national and international experiences,” “organizational element model”, and “education indicators systems”. Using the “Judgment Criteria Questionnaire” and “Delphi Technique,” judgment criteria (39 criteria) had been then determined. Using compiled factors and indicators, research tools including three questionnaires were advised regarding the validity (content validity) and reliability (Cronbach’s Alpha Coefficient) characteristics. Having gathered the data, using compiled judgment criteria, the existed situation had been evaluated. Results show that, among seven factors, 5 factors including Intermediate Output (dropout and educational achievement), Fulfillment of Educational and Social Goal, Alumni (knowledge, skill, and creativity), Employment and Unemployment and Entrepreneurship are in an “undesirable” level and two factors including: Promotion rate to higher education institution and employers satisfaction are in “quite desirable” level. Both of “economic” and “non-economic” outputs had been evaluated in an “undesirable” level. Finally, the performance of vocational schools had been evaluated in an “undesirable” level. Some recommendations are provided for quality improvement of the present situation. Results of this research can be used for future planning of the vocational school programs and their comprehensive quality improvement.The present research, which is in the domain of descriptive, applied and evaluation researches have been implemented with the aim of “performance (outputs) quality evaluation of the second region Vocational Schools in city of Tehran.” The data gathering sources in the stage of “judgment criteria” compiling have been surveyed. The survey was done by census and simple random sampling methods. The data gathering sources included experts and professors, the learners, administrators and assistants in Technical Schools and vocational, and technical education experts. In the stage of “output quality evaluation,” these were vocational school administrators, alumni, and direct employers of employed alumni. To carry out the research, needed factors (7 factors) and indicators (45 indicators) had been compiled in two sections of “economic and non-economic” outputs. This was through adopting “existed national and international experiences,” “organizational element model”, and “education indicators systems”. Using the “Judgment Criteria Questionnaire” and “Delphi Technique,” judgment criteria (39 criteria) had been then determined. Using compiled factors and indicators, research tools including three questionnaires were advised regarding the validity (content validity) and reliability (Cronbach’s Alpha Coefficient) characteristics. Having gathered the data, using compiled judgment criteria, the existed situation had been evaluated. Results show that, among seven factors, 5 factors including Intermediate Output (dropout and educational achievement), Fulfillment of Educational and Social Goal, Alumni (knowledge, skill, and creativity), Employment and Unemployment and Entrepreneurship are in an “undesirable” level and two factors including: Promotion rate to higher education institution and employers satisfaction are in “quite desirable” level. Both of “economic” and “non-economic” outputs had been evaluated in an “undesirable” level. Finally, the performance of vocational schools had been evaluated in an “undesirable” level. Some recommendations are provided for quality improvement of the present situation. Results of this research can be used for future planning of the vocational school programs and their comprehensive quality improvement.