Education Management
Maryam Sori; Mohammad mojtabazadeh; Rasol Daudi
Abstract
Abstract
The purpose of this research is to design a qualitative model of educational support for secondary school students. The research method is qualitative, and applicable in terms of its purpose. The statistical population includes experts and specialists in the field of learning-teaching, teaching ...
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Abstract
The purpose of this research is to design a qualitative model of educational support for secondary school students. The research method is qualitative, and applicable in terms of its purpose. The statistical population includes experts and specialists in the field of learning-teaching, teaching and support methods, and written documents related to the subject; and 13 experts and 18 documents (text) was determined to be suitable for the research objectives using the snowball sampling method for experts and targeted sampling for documents. For data analysis, the ground theory method with open, central and selective coding was used. The results indicated that the qualitative model of educational support for secondary school students includes 10 dimensions (development of human and non-human resources, improvement and development of the educational system, teaching-learning methods, culture and communication, supportive rules and behaviors, performance monitoring, strategies based on cognition and metacognition, strategies based on motivation, mental progress, and scientific progress), 21 components (development of human resources, empowerment of students, development of hardware and software facilities, collaborative and interactive teaching, simplification homework, virtual learning, teaching based on scientific theories, culture building between parents and teachers, effective communication, supportive behaviors, internal and external strategies and instructions, metacognitive strategies, cognitive strategies, cognitive and metacognitive strategies, motivational strategies, psychological well-being, the actualization of potential talents, improvement of the learning process and academic progress) and 134 indicators that were included in the paradigm model of research in the form of causal, contextual, interventional, strategies and consequences.
Extended abstract
Introduction
Creating a support is a challenging educational task. Once the support is designed, the teacher begins to build knowledge by asking detailed questions and necessary skills and explanations with appropriate examples and thoughtful planning of students' activities. Skills including higher level questions are questions that elicit feedback skills that the teacher uses to build support. Educational support can direct learners' attention to basic concepts, clarify ambiguous concepts and words for the learner, and facilitate the acquisition of expressive knowledge of a field through technical support, cognitive and metacognitive support. )Arefi et al. 2020(.
Support building is effective in achieving goals such as involving the learner in learning activities at high levels, such as thinking about goals, planning, choosing appropriate guides, obtaining multiple perspectives on the subject, and applying previous knowledge in new situations. Therefore, in the classroom, the teacher can support the processes and activities necessary to go through the conversation processes; in this way, in the classroom, by providing challenging assignments to the students before, during, and after the education, as well as creating groupings in the class and Organizing students' activities in the direction of self-learning and self-evaluation will help to achieve optimal learning (Zabihi Hesari et al, 2022).
According to the mentioned materials, the main problem of the research is: how to design a qualitative model of educational support for secondary school students?
Theoretical Framework
Education is the most effective tool available to society to challenge the future. Progress increasingly depends on the capacities of research, innovation and adaptability of new generations. Without education, it is impossible for young people to participate in cultural and social economic life. It is obvious that education will not solve all the problems that humanity is facing today, but in order to connect members of society, it is necessary to create new relationships and respond to environmental needs. School education or formal education is not everything. Education also emphasizes the role of family and community and includes informal and semi-formal aspects as well (Grecu and Denes, 2017).
Scaffolding (supporting) can be defined as the process of guiding the learner to transition from what he knows now to what he is going to learn. In support, at first the teacher or another person who helps the learner takes a major share of the responsibility, but gradually as the learning progresses, the responsibility is handed over to the learner (Seyf, 2014).
Akati et al, (2022) investigated the enhancement of writing ability through supporting techniques: a mixed study. The results showed that motivation-based support is the most effective technique in increasing the writing ability of English language learners. The results of the interview also showed that the support techniques consistently improve the students' writing skills.
Heo (2022) investigated teacher support and language learning in an immersion classroom for students with a supported background in an elementary classroom. Findings indicated that the teacher provided the supported students with a variety of verbal, procedural, and instructional scaffolds to enhance their language comprehension and production, such as performing vowel shapes through body movements, while remaining aligned with their social-emotional learning. The final results showed that teachers who serve young students in language classes should provide scaffolding in different ways and pay attention to students' social-emotional behavior and learning with non-judgmental attitudes and constructive approaches.
Methodology
The present study was conducted qualitatively in terms of data collection and was practical in terms of purpose. The statistical population of the research includes organizational and academic experts, high and middle managers of the education system, faculty members in the field of educational sciences - educational management in higher education centers and experts in the field of learning - teaching and teaching methods. In-depth interviews were conducted with 13 experts, and 18 documents (texts) were examined with the purposeful method for documents\ using the snowball sampling method until theoretical saturation was reached.
Discussion and Results
In order to analyze the data, the ground theory method with open, central and selective coding was used and the results showed that the qualitative model of educational support for high school students includes 10 dimensions (development of human and non-human resources, improvement and development of educational system, teaching-learning methods, culture building and communication, supportive rules and behaviors, performance monitoring, strategies based on cognition and metacognition, strategies based on motivation, mental progress, and scientific progress), 21 components (development of human resources, Empowering students, developing hardware and software facilities, collaborative and interactive teaching, simplifying assignments, virtual learning, teaching based on scientific theories, culture building between parents and teachers, effective communication, supportive behaviors, strategies and instructions within and extra-organizational, metacognitive strategies, cognitive strategies, cognitive and metacognitive strategies, motivational strategies, psychological well-being, actualization of potential talents, improvement of learning process, and academic progress) and 134 indicators which were placed in the research paradigm model in the form of causal, contextual, and interventional conditions., strategies and consequences.
Conclusion
The current research was conducted with the aim of designing a qualitative model of educational support for secondary school students. The results of this research have been consistent with the results of Ekati et al, (2022), Mohammadlou & Mohammadlou (2022), Heo (2022), Yang (2022), Sun et al, (2021), Maksic S, Josic (2021), and Khatib & Kardost (2021). Ekati et al, (2022) showed that increasing writing ability through support techniques, metacognitive, motivational and technology-based support techniques continuously improves the writing skills of language learners. In the current research, the components of "empowerment of students" and "development of hardware and software facilities" explain the components of "causal conditions"; and the components of "metacognitive strategies" and "motivational strategies" explains the component of "strategies" in the paradigm model of the present research.
According to the results of the research, it is suggested that the teacher should be open to criticism for the faults of the learner and should show self-respect. Teachers' understanding of learning and growth mechanisms should be at a high level. Assigning students to prepare different artifacts and use them is to improve their abilities. Clarifying the learner's thinking and solving the learner's mental ambiguities will put him on the right path. School management should take steps to promote and develop the attractiveness of new technologies available. Teachers should use strategies with theoretical and practical support continuously and systematically.
shahab bahrami; mohammad saeid kiani; leila nazari; Leila shahbazpour
Abstract
Extended Abstract
Abstract
The aim of this study was to investigate the effect of social responsibility of sports teachers on optimizing leisure time and preventing social harms of students. The study method was descriptive- correlative. The statistical population of the study included all 2950female ...
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Extended Abstract
Abstract
The aim of this study was to investigate the effect of social responsibility of sports teachers on optimizing leisure time and preventing social harms of students. The study method was descriptive- correlative. The statistical population of the study included all 2950female high school students in the seventh district of Tehran. The sample size was determined based on Krejcie and Morgan table of 370 students who were selected by means of cluster random sampling method. Data collection tools included the standard questionnaire of Barton Goff (2012), the researcher-made questionnaire of Kashefi and Nazari (2018) and the questionnaire of Aaghaii and Timurtash (2009). The validity of the questionnaires in terms of form and content was confirmed by sports management professors and their reliability was confirmed by Cronbach's alpha coefficient test. Data analyzing was accomplished by Spss statistical software. Findings showed that the social responsibility of sports teachers is effective in optimizing students' leisure time and social harms. Furthermore, leisure time is effective in preventing students' social harms. Favorable spending of leisure time in a comprehensive and essential form allows young people to meet the aspects of life; experience of teamwork; skills; and design a bright and promising future.
Introduction
Various activities are performed in the education system for the growth and excellence of individuals and bringing human beings to the desired perfection; including educational, research, cultural, social, athletic, etc. (Ahmadi & et al, 2020). Today, social responsibility goes far beyond its field of activity and influence in the past, which was humanitarian. Social responsibility has found its role and place in the field of business to achieve sustainable development, on preventive solutions to the social and environmental challenges and similar areas (Chau & et al, 2018). Therefore, one of the most important indicators and components of social growth is social responsibility (Commentary & et al, 2019). Responsibility is obligation and inner commitment of the individual in the proper performance of all activities entrusted to her (Ester Cerin & et al, 2017). On the other hand, sometimes, there is a kind of confusion accompanied by a decrease in self-esteem and self-concept during a special and sensitive period of adolescence, which leads to a decrease in natural activities and social interactions. Therefore, the adolescent can be prepared to learn ethical concepts by being taught responsibility and assigning appropriate plans to him/her (Faith & et al, 2016). Participation in sports activities is one of the educational activities during which the students can develop characteristics such as responsibility, cooperation and social relations (Ghalavandi & et al, 2018). Nowadays, some concerns of parents and teachers are optimal learning and correct education and avoidance of social harms of students, and there are many ways to achieve these goals, including all kinds of encouragement and laziness, and visiting doctors and psychologists, and etc., nontheless few people have tried the effect of exercise on learning and reducing social harms. Also, in our country, less attention is paid to students' leisure time, and the reason is that leisure time has not yet found its real place in society. The plans of education officials and families and the responsibility of teachers, especially physical education teachers, are not enough for students' leisure time and do not provide them with satisfaction. Accordingly, the responsibility of teachers, who have an effective role in reducing the social harms of students in their spare time, is felt more. According to the contents of this article, an attempt is made to answer the question that how far the sport teachers are effective on optimizing leisure time and preventing social harms of students?
Theoretical framework
Inadequate and unfavorable social results are obtained when "leisure" is not designed for attractive, fun and uplifting programs full of "educational" elements. Spending this time in the context of healthy activities can reduce its harmful aspects and be a preventive measure against adolescents going astray on these ages (Mehrdad, 2011). A study by Yen et al. Found that adolescents who spend their leisure time with friends in "unsupervised activities" are more likely to exhibit "aggressive" behaviors than adolescents who are "organized" and "active" during leisure time and also indoor activities (Khwaja Nouri & Hasheminia. 2010). In a study Hosseini and Mirzaei Khalis (2021) examined the mediating role of social goals in the relationship between mental vulnerability and responsibility in female high school students, and the results showed that there is a positive and significant relationship between students' psychological vulnerability and their social goals responsibility. (Hosseini and Mirzaei Khalis, 2021).
Methodology
The present study is methodically descriptive-correlative. The statistical population of this study includes statistically 2950 female high school students in the seventh district of Tehran, of which 370 students were selected as a research sample by cluster random sampling. The validity of the questionnaires was determined by the point views of sports management experts and so were the questionnaires approved. The reliability of the questionnaires in this study was determined by Cronbach's alpha. The Cronbach's alpha coefficient of the social responsibility, leisure and social harm questionnaires were 0.75, 0.85 and 0.86, respectively, which has the desired reliability of the questionnaires. Descriptive statistics such as central indicators were used to analyze the data and correlation coefficient and regression were used to measure the relationship between variables.
Discussion and Results
The camera-Watson test was used to test the research hypotheses. Considering the value of simple correlation coefficient, it can be said that sport has an effect on optimizing the leisure time of female high school students in the seventh district of Tehran (R = 0.146). Also, the social responsibility of sports teachers has an effect on the prevention of social harms of female high school students in the seventh district of Tehran (R = 0.253). Leisure time also has an effect on the prevention of social harms of female high school students in the seventh district of Tehran (R = 0.351).
Conclusion
The aim of this study was to investigate the effect of social responsibility of sports teachers on the optimization of leisure time and prevention of social harms of students. Researches in the field of social responsibility can be referred such as Modarres Yazdi et al. (2020), Taghvai Yazdi (2016), Qalavandi et al., and in the field of leisure time, such as Hdayyan and Dodkhah (2020), Tamizifar & Azizifar (2021), Khater Wisie and Yektayar (2020), Mousavi Rad and Keshavarz (2018), Ester et al. (Ester, & Eva, 2020), Chau et al. (2018). Research results show that the variables of social responsibility and leisure are effective as two factors. Therefore, the results of this study indicate that the social responsibility of sports teachers is directly related to students 'leisure time. Therefore, leisure time not only prevents the spread of social anomalies, but also helps the students' development in a way that they feel responsible towards the community and peers, so leisure activities for a student are conditions for trial and error and social experience that allows him to enter the community and take responsibility. Among the limitations of the present study, it can be mentioned that during the present study the researcher found that other variables (economic-facilities, cultural-social, and family and personal factor) are effective in preventing social harms, but in the present study it has been assumed to be constant. Sports can have a significant effect on the vitality of male and female students. Students who are in a better mental condition are undoubtedly safe from most social ills such as addiction and sexual perversion. These students, healthy and vital. are more successful in other stages of life, (A healthy mind in a healthy body) and they will be successful parents in the future.
Nayereh alsadat hoseini
Abstract
Extended AbstractAbstractThe aim of this study was to determine the effectiveness of research-based education on self-direction of ninth grade female students in Tonekabon. The present study was quasi-experimental with a pretest-posttest design and a control group. The statistical population of this ...
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Extended AbstractAbstractThe aim of this study was to determine the effectiveness of research-based education on self-direction of ninth grade female students in Tonekabon. The present study was quasi-experimental with a pretest-posttest design and a control group. The statistical population of this study was ninth grade female students in Tonekabon. The sample size consisted of 40 students who were randomly selected from multistage clusters. The data collection tool was Fisher et al. (2001) self-directed learning questionnaire. Students with a standard deviation score below average were randomly divided into experimental and control groups. The research-based training program applied to the experimental group for seven one-hour sessions, but no training was conducted in the control group. Finally, post-test was performed on both groups. Data analysis via multivariate analysis of covariance showed that research-based education is effective on the willingness to learn, self-control and self-management of ninth grade female students in Tonekabon (P <0.05). As a result, in order to increase students' self-direction, it is suggested to use research-based teaching method and other active methods.IntroductionToday, pre-designed education as well as teaching methods based on information transfer, which ultimately leads to the training of dependent and passive learners, is not accepted, thus, instead of transmitting information to learners, they should be taught how to learn and access information, and leave the responsibility of learning to them. Appeared. Learning environments should also support learners' independence and competence and strengthen their self-directed learning skills (Davarpanah, et al., 2019). Self-directed learning is a process in which learners are responsible for identifying their learning needs, planning, implementing, and evaluating their learning outcomes, and activate on their own initiative and independence to achieve predetermined learning goals (Fisher & King, 2010). In self-directed learning, the individual sets learning goals, chooses the appropriate learning method, and evaluates learning outcomes independently or with the help of an educator (Avdal, 2013). Studies have shown that self-direction in learning motivates self-regulatory behaviors and indicates autonomy in activities (Pali & Ezani, 2020). Self-direction also affects academic performance (Rascon-Hernan, et al., 2019; Kidane, et al., 2020; Karimi, et al., 2020). Self-directed learning leads to academic motivation (Yousefy, A., & Gordanshekan, 2015) and learners who use high-level cognitive strategies or metacognitive strategies achieve higher progress in their learning activities (Peng, 2012).A look at the studies conducted and a review of the theoretical basis of the research showed that despite the importance of research-based teaching method, no study has been done on the effectiveness of this method on student self-direction. The misunderstandings existing in our country about this teaching method and also the necessity of introducing new teaching methods that can solve some of the problems of the educational system of the country are the most important reasons that justify the importance and necessity of the present research. Demonstrating the practical aspects of new teaching methods can help teachers break down the barriers of bigotry and conservatism in teaching and learning and guide students toward a brighter future and a learning community tomorrow. Therefore, the question has been raised in the present study whether research-based education is effective on self-direction of ninth grade female students in Tonekabon city?Case study In this study, the students were all ninth grade female from Tonekabon city and it has been studied as a case study.Theoretical framework Research-based teaching method or research-based training is one of the active and process-oriented teaching methods that is based on challenging questions and vague situations and gives the student the opportunity to design and make decisions and solve problems (Afshari, 2014). The research-based learning model, also known as the 5E training model, was introduced by Bayby in the early 1980s (Amirtimori, et al., 2014) and learning is considered as an iterative cycle consisting of five stages of activation, exploration, explanation, elaboration, and evaluation (Afshari, 2014). Instead of emphasizing on information and facts and presenting them, this model teaches students how to learn and equips them with skills and abilities that can constantly meet their information needs (Asadian & Habibi Azar, 2013). A research-based educational model actively engages learners in daily tasks and expands deeper and more vital thinking (Huet, et al., 2007). Dostal & Klement (2015) point out that research-based teaching provides a deep understanding of the subject, learning ways of thinking, discovering and solving problems, and learning how to learn new things, and provides ample opportunity to increase students' creativity (Dostal & Klement). , 2015). A study by Arantes Amaral et al. (2018) showed that research-based learning method improves students' learning (Arantes Amaral, et al., 2018). The study of Putra (2017) showed that the 5E educational model improved self-regulated learning in learners (Putra, 2017).MethodologyThe present study is a quasi-experimental with a pretest-posttest design with a control group. The statistical population of the present study included all 606 ninth grade female students in Tonekabon. The sample size consisted of 40 ninth grade female students of the first secondary school of Tonekabon city who were randomly selected from multi-stage clusters. First, a girls 'school was selected from among the girls' secondary schools in Tonekabon city. In this school, 9 classes with 215 students, all ninth grade students were identified as basic statistical samples and a self-guidance questionnaire was administered to them. Among those who had good self-direction (mean point score as a criterion that 20 people were above average and 20 people were below average), 40 people were randomly selected. On 20 subjects in the experimental group, research-based training was presented during 7 sessions of training, two one-hour sessions per week, and finally the test results were compared with 20 subjects in the control group. Data collection tool was the standard self-directed assessment questionnaire in the learning of the students. This questionnaire was developed by Fisher et al. (2001) to replace the Gaglimino (1977) Learning Self-Guidance Readiness Scale (Fisher, et al., 2001).Discussion and ResultsThe results of Leuven test of variance error of dependent variables after the test of willingness to learn, self-control and self-management showed that the assumption of equality of variance error was not questioned and the analysis of covariance is unobstructed. After adjusting the post-test scores of desire to learn, there is a significant effect of posttest factor and group. Modified scores of research-based education suggest that the experimental group receives an impact from the control group on the realization of the desire to learn. In other words, the group variable explains 93.4% of the variance of changes in the desire to learn in the experimental group. After adjusting the self-control post-test scores, there is a significant effect of the post-test factor and the group. Adjusted scores of research-based education suggest that the experimental group receives influence from the control group on the realization of self-control. In other words, the group variable explains 67.5% of the variance of self-control changes in the experimental group. After adjusting the self-management post-test scores, there is a significant effect of the post-test factor and the group. The adjusted scores of research-based education suggest that the experimental group has influenced the control group in achieving self-management. In other words, the group variable explains 75.2% of the variance of self-management changes in the experimental group.ConclusionThe aim of this study was to determine the effectiveness of research-based education on self-direction of ninth grade female students in Tonekabon. Findings of this study showed that research-based education has an effect on the realization of the desire to learn. This finding is consistent with the study of Dostal and Clement (Dostal, & Klement, 2015) who stated that research-based education is effective to determine what people learn. This finding also maintained the study of Karsli and Ayas (Karsli & Ayas, 2014) that the research-based education model increases students' motivation to learn. In explaining this finding, we can point to the important role of willingness to learn as one of the indicators of self-direction among students, which received the most impact. The findings of this study also showed that research-based education has been effective in increasing students' self-control. This finding is consistent with the study of Asadian and Habibi Azar (Asadian, & Habibi Azar, 2013) that this educational model equips students with skills to be able to meet their own information needs. In fact, self-control is one of the important variables of self-direction that with such skills, students are able to analyze, plan, implement and evaluate learning activities independently. Another finding of this study showed that research-based education is effective in increasing students' self-management. In a general conclusion, the findings of this study showed that research-based education has been effective on self-direction of ninth grade female students. The Putra study (2017), which showed that the 5E educational model improves self-regulated learning in learners, also confirms and supports this finding. Self-directed learning is a process in which learners are responsible for identifying their educational needs, planning, implementing and evaluating their learning outcomes, and work on initiative and independent from others to achieve predetermined learning goals. In fact, conducting this research-based research showed that self-directed learning is an approach to the learning process that encourages learners to identify their own learning goals or needs through shared cognition and participatory decision making.
Saeed tavakkoli; Mohammad hadi Mansour lakoorej
Abstract
The present study examines the effect of social networks on changing personality traits of students of Islamic Azad University, West Tehran Branch. The statistical population of this study included master's degree students of Azad University, West Tehran Branch. According to Morgan's table, 260 people ...
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The present study examines the effect of social networks on changing personality traits of students of Islamic Azad University, West Tehran Branch. The statistical population of this study included master's degree students of Azad University, West Tehran Branch. According to Morgan's table, 260 people were selected using a simple random sampling method. Data collection tools and information in this study included a social media researcher-made questionnaire and Goldberg's (1999) Personality Characteristics Questionnaire. The findings of this study showed that 47% of the explanations for variance related to changing personality traits of students of Islamic Azad University, West Tehran Branch are affected by social networks. Also, the results of regression analysis analysis of constant value and coefficient of variables of usage rate, type of use and level of trust in users were 0.222, 0.295, 0.174 and 0.423, respectively, and according to the statistical value of t-test and A significant level of less than 0.05 was confirmed by the presence of constant coefficients of regression coefficients and coefficients of variables of usage, type of use and level of trust in users. The results of this study showed that social networks have an effect on changing the personality traits of students of Islamic Azad University, West Tehran Branch.
Zahra Khajeh Ali Jahanteghi
Abstract
The present study was conducted to investigate the relationship between information literacy and field of study. The research method was descriptive-correlative and the statistical population of this study included students of Islamic Azad University, Marvdasht Branch in four fields of technical and ...
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The present study was conducted to investigate the relationship between information literacy and field of study. The research method was descriptive-correlative and the statistical population of this study included students of Islamic Azad University, Marvdasht Branch in four fields of technical and engineering education, management and accounting, psychology and educational sciences, and English language teaching with a volume of 6500 individuals. Using Cochran's formula, 363 students were selected by stratified random sampling. Data collection tools were Siamak and Davarpanah Information Literacy Questionnaire (2009). The findings of this study showed that there was a significant difference between the Department of Psychology and Educational Sciences and of Management and Accounting (P <0.05), and the average in the Department of Psychology and Educational Sciences was higher than that of management and accounting. There was also a significant difference between the technical and engineering group and management and accounting (P <0.05), and the average in the technical and engineering group was higher than that of management and accounting. There was no significant difference in the other areas of study. It is suggested that workshops with the aim of increasing computer literacy and library literacy of students and promoting research-oriented culture should be held in order to improve the level of information literacy of students.
