sajjad shahsavary
Abstract
Abstract
The aim of this study was to analyze the factors affecting the management of education in educational organizations with emphasis on the educational approach. The method of the present study was descriptive in the form of SWOT method. The statistical population of this research is all articles ...
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Abstract
The aim of this study was to analyze the factors affecting the management of education in educational organizations with emphasis on the educational approach. The method of the present study was descriptive in the form of SWOT method. The statistical population of this research is all articles and researches related to this subject with emphasis on content sources of the 5 recent years, which have been indexed by databases. The tool used was a researcher-made checklist of factors influencing education management. Using descriptive statistics, tables related to the factors affecting education management in educational organizations in two categories of external and internal factors as well as strategic factor analysis (SFAS) were presented. Findings of this study showed that; lack of attention to creativity, innovation and intellectual development of learners; the presence of professors, educators and teachers unfamiliar with the topics of education; lack of flourishing of learners' talents in the educational environment; more emphasis on theoretical courses and voluminous assignments and lack of motivation and moving learners is one of the main obstacles and factors in managing education in the organization. Therefore, to plan and reduce the adverse effects of these factors, solutions such as the use of new technologies in education; increasing the quality of support programs and services, equipment and educational space; increasing the quality of the scientific level of professors, educators, teachers and learners; continuous educational pathology; and proportionality of professors, educators and Teachers to learners can be used.
Extended Abstract
Introduction
Today is the age of management and leadership, and the success of institutions and organizations largely depends on the efficiency and effectiveness of management. The educational system structure in any country includes a set of needs of the official organizations of that country; and the performance of the education system, which is managed by the educational directors, is not only important in terms of economic and social progress, but also is of crucial importance in terms of impact on job mobility and expectations. Education is also the best tool for changing values and behaviors, and it makes people, according to their talents and desires, ready to perform social and economic services and get jobs, and as a result, personal comfort. Hence, since the beginning of the last century, no country without education and training in educational institutions and educational administrators has gone through the stages of development and progress (Asemandareh & Bakht˒2022. (Reaching the peaks of progress and development in all its dimensions; Scientific, political, social, cultural and economic, has been one of the greatest concerns of various nations and societies, especially in recent centuries. Numerous factors play role in the comprehensive development of a country, of which education and, consequently, educational systems are the most important. The educational system in the country also plays a decisive role in the development of the country. (Abbaspour˒ et al, 2019)
In our society, not much attention has been paid to the management of educational organizations in terms of training and making the necessary preparations for officials. This lack of attention to this serious matter has caused problems for novice official managers. On the other hand, since it is necessary to change the education as well as other social affairs, so the matters and cases that the officials and staff of educational institutions deal with should be carefully examined in order to make them successful and facilitate the progress of the crucial matter of education. (Sabokzehi & Bavar, 2022(
Therefore, sufficient and comprehensive knowledge of the factors and obstacles that exist in this direction, can be very effective in educational decisions and policies and helps policymakers in this area to be able to be based on a precise and fact-based view. Monitor educational affairs and carry out educational planning. Therefore, in this article, we are looking for the factors affecting education management in educational organizations and analysis of these factors. Using the SWOT model, internal and external factors related to education management in educational organizations are counted and then strategic strategies are analyzed. They can be used to improve the training management strategy in the organization. So the main questions of the article are:
What are the most important external factors (opportunities and threats) related to education management in educational organizations?
What are the most important internal factors (strengths and weaknesses) related to education management in educational organizations?
What are the most important strategic factors of education management in the organization?
What are the training management strategies in the organization?
Theoretical framework
A review of theoretical foundations and research shows the importance of recognizing the factors affecting education management in the organization. Pali and Tafazoli (2021) in a study entitled "Study of the impact of educational technology equipment and teaching aids on the rate of academic achievement of sixth grade students in Rudsar" showed that educational technology equipment and teaching aids have an impact on the rate of academic achievement of students (pali & tafazoli, 2021). Nasiri and Jahanian (2018) in a study entitled "The role of creativity in educational management" stated that creativity in the field of education is a comprehensive, broad and effective issue that, if properly identified and managed, can play a role in all matters of education arranged for the components of the educational system. (Nasiri & jahanian, 2018)
Methodology
The research method is descriptive in the form of SWOT method. The statistical population of this research is all articles and researches related to this subject with emphasis on content sources of the 5 recent years, which have been indexed by databases. The tool used was a researcher-made checklist of factors influencing education management. Using descriptive statistics, tables related to the factors affecting education management in educational organizations in two categories of external and internal factors as well as strategic factor analysis (SFAS) were presented. After reviewing various sources and using the views of experts, many methods and techniques can be used to analyze strategic cases, but SWOT analysis is the most common (Ghanbari & et al, 2015). SWOT analysis is an important decision support tool and is typically used as a tool to analyze the external and internal environments of the system )Kangas, 2003(. The SWOT technique or matrix is a tool for identifying threats and opportunities in the external environment of a system and recognizing its internal strengths and weaknesses in order to assess the status and formulate a strategy to guide and control that system. In fact, it is the best strategy for organizations.
Discussion and Results
In order to answer research questions about external and internal factors related to education management in the organization, these factors were analyzed, and to organize external and internal factors in the form of opportunities, threats, strengths and weaknesses facing the organization, with the use of grading factors and according to the importance of each opportunities, threats, strengths and weaknesses; and according to the impact of each of them on the management of education in the organization, these factors were calculated and determined in the form of analysis tables.
Also, by using the analysis tables of internal and external factors and their combination, the most important strategic factors in the management of education in the organization are presented. In fact, by analyzing strategic factors, planners who make strategic decisions can limit strengths, weaknesses, threats, and opportunities to a smaller number of factors and develop various offensive (SO), contingent (ST), adaptive (WO) and defensive (WT) strategies by overlapping each factor.
Conclusion
The aim of this study was to analyze the factors affecting education management in educational organizations with emphasis on the educational approach. Findings of this study showed the effective factors in managing education in the organization in two categories of external and internal factors as well as strategic factors and strategies. According to the findings of this study, education management has a special place and importance in the organization, the effects of which directly appear on learners and its audience. Considering the situation and identifying the strengths and opportunities as well as the weaknesses and threats that exist in the education management process, the effective approaches to this process according to the SWOT model, indicate that the most important strengths (internal factors) that the organization faces with in education management: The use of new technologies in education, the quality of support programs and services, equipment and educational space, the quality of the scientific level of professors, teachers and learners and continuous educational pathology, which is found in Pali & Tafazoli's research (2021). which pointed to the impact of educational equipment and technologies and teaching aids on the rate of promotion of students' academic achievement and also is consistent with Shalian's research (2021) which deals with the relationship between teachers' communication skills and students' academic adjustment and academic well-being. It is also in line with the research of Sigil Morad et al. (2021) and Nasiri and Jahanian (2018) on weaknesses (internal factors), and share the result on the most important opportunities (external factors) in education management with Eghbali Barmchi's research. (2020) and Boak & Crabbe (2018).
Maryam Omidkhoda; Seyed rasool Toudar
Abstract
Abstract
The purpose of the present research is to analyze the benefits of cooperative education planning in the cultural activities of public libraries. Qualitative approach and grounded theory method have been used in this research. Four libraries with many cultural activities were selected from the ...
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Abstract
The purpose of the present research is to analyze the benefits of cooperative education planning in the cultural activities of public libraries. Qualitative approach and grounded theory method have been used in this research. Four libraries with many cultural activities were selected from the public libraries of Tehran city, then 10 members, 3 officials and 6 librarians, and 32 local non-members were selected by theoretical sampling method. The data was collected through semi-structured interviews, and the theoretical coding method was used for analysis. The results showed that public libraries have not been able to play a role in planning cooperative education in cultural activities. Not valuing collective wisdom and society in planning cultural activities, mistrusting people and librarians in planning cultural activities, the absence of volunteer associations and popular organizations to implement cultural activities, and the low quantity and quality of library cultural activities of public libraries have been the cause of the rolelessness of public libraries. The consequences of not using participatory planning are: lack of trust in local participation, lack of use of local capacities and potential, lack of ability to attract audience and members, reduction of interaction with organizations and cultural centers, failure to fulfill the goals of the library; which is the satisfaction of members and patrons and their attraction to reading.. Also, the use of collaborative education planning in cultural activities by public libraries will be possible with interaction with librarians in line with the use of experiences and expertise in the field of cultural activities, efforts to maintain and strengthen trust and communication with potential members and society in the design and carry out cultural and reading activities, communicate more with the society and cultural educational centers and organizations around public libraries.
Extended abstract
Introduction
UNESCO's studies have shown that cultural institutions in a decentralized system can be a reliable means of attracting the participation of local levels, and by using new methods; they will enable people to do many things with participation, including educational activities. (Taleshi, Mustafa & Effti, 2011. On the other hand, in the executive document of Agenda 2030: cultural campaign, in addition to paying attention to "cultural indigenization" and paying attention to culture at the national and local levels, one of the policies to achieve the goals of sustainable development are to strengthen collaborative education planning at the national and international levels, so that with the participation of cultural activists, government officials, civil society organizations and communities, UN member states are also encouraged to this campaign and strengthen the cultural foundations in many fields with the participation and use of the service population (Yildirim, 2019).
With the same credit, public libraries can expand their educational and cultural activities with the participation of people, and provide lifelong education, as well as promote study and intellectual development of people (Larson, 2018)). The researcher is trying to address the main goal of analyzing the benefits of cooperative education planning in the cultural activities of public libraries.
Theoretical framework
Jin Yang (Institute of Lifelong Learning of UNESCO) has put lifelong learning policies and educational planning at the forefront of the future of cultural centers, including libraries, until 2025. Developing a coherent lifelong learning system, educational planning, requires the participation of stakeholders and employees. For example, most of the public libraries in the United States, in order to plan lifelong learning activities for the elderly, have taken into account various programs with subjects of interest to the elderly, such as nutrition / health / stress management and entertainment (Sabo, 2017).
On the other hand, the public libraries of the future in redesigning and resiliency in the future, with their increasing lack of budget, need to strengthen interaction and participation with other organizations, develop cooperative education planning and pay attention to socialization, as well as communication with cultural institutions (Swist, 2022).
In order to face the emerging paradigm in the future, libraries are trying to contain and cope with this category, for example, university libraries have also taken measures in this direction to determine which strategic planning approach can encourage the academic staff of the library to adopt new organizational structures and adapt to the emerging paradigms of the library. In response to this problem; employee participation, in-service training, and the use of organizational ideas are necessary. By using new collaborative and educational methods such as brainstorming, surveys, creating focus groups, or environmental scans, it is possible to strengthen the adaptation to the paradigms of the new era in academic staff (Leebaw, 2019).
In fact, the use of collaborative planning in university libraries, the empowerment of collaborative education, the use of collaborative style for decision-making and planning, as well as library partnerships with other educational centers can also be indicators of organizational innovation (Toudar, at all, 2020).
The public libraries of the world have been able to offer lifelong activities, services and education more powerfully by using planning models such as cooperative education models. One of these activities is the design and planning of interactive library exhibitions (Matthews, Metko and Tomlin, 2018).
In the "Planning Book for the Future of Libraries", there are various discussions about the writer's views and predictions about libraries in the 21st century and the future until 2025 and the opportunities that may arise for libraries in which people have become the key to success for the future of libraries. This book is about planning with the same approach of participation of people's supporters, where the member or sponsor is more suitable than the user. Through close and face-to-face communication with the public and brainstorming between librarians and the public, the library will become a central element of their lives, not just a place to meet information needs or common uses, but a place for lifelong learning and training (Kim, Frierson, 2014).
Research methodology
In this research, qualitative approach and grounded theory method have been used. Four libraries were selected from the public libraries of Tehran city with many cultural activities, then 10 members, 3 officials and 6 librarians, 32 local non-members were selected by theoretical sampling method. The data collection method is a semi-structured interview. All the interviews were recorded and then transcripted and analyzed. Interviews were recorded with their permission, so that in addition to maintaining the confidentiality of the information, the ethical obligations of the research were also observed, and the theoretical coding method was used for the analysis.
Research findings
The results showed that public libraries have not been able to play a role in planning cooperative education in cultural activities. Not valuing collective wisdom and society in planning cultural activities, mistrusting people and librarians in planning cultural activities, the absence of volunteer associations and popular organizations to implement cultural activities, and the low quantity and quality of library cultural activities of public libraries have been the cause of the rolelessness of public libraries. The consequences of not using cooperative education planning are: lack of trust in local participation, lack of use of local capacities and potential, lack of ability to attract audience and members, reduction of interaction with organizations and cultural centers, failure to fulfill the goals of the library, which is the satisfaction of members and clients and attraction them to reading.
Conclusion
The results showed that the use of cooperative education planning in cultural activities by public libraries through interacting with librarians in line with the use of experiences and expertise in the field of cultural activities, efforts to maintain and strengthen trust and communication with potential members and society in the design and implementation of cultural and reading activities, it will be possible to communicate more with the society and cultural and educational centers and organizations around public libraries. Public libraries, as a service-oriented social institution, can successfully design their activities and cultural programs by assessing the needs, analyzing and examining the needs of users and taking advantage of citizen participation, as well as creating local sincere gatherings and voluntary reading associations. The formation of local voluntary reading associations for continuous and sustainable participation in educational and cultural activities is one of the solutions in such a way that the use of maximum and community-oriented participation and interaction in the design of educational and cultural activities will increase the quality of service delivery.
In line with the use of cooperative education planning, in order to enrich the cultural activities of public libraries, it is suggested to strengthen the interaction with librarians in order to use experiences and expertise in the field of cultural activities. Efforts should be made to maintain and strengthen trust and communication with potential members and society in the design; and implementation of cultural activities and book reading; and maximum communication with society and cultural, educational centers and organizations around public libraries. Today, public libraries can plan education and creation of cultural activities based on the three special tasks of its informants, on the one hand as lifelong learning centers and people's universities in order to improve skills and businesses, provide collaborative educational programs with educational and professional centers. The final suggestion is that the planners of cultural activities of public libraries can use cooperative education planning models to design their cultural programs and activities in order to focus on the audience and community members, as well as by paying attention and identifying the factors in order to provide opportunities to interact with users and society, so that they can achieve their superior cultural and educational goals. In fact, by communicating as much as possible with the beneficiaries and cultural centers, they should plan education in such a way that the lifelong learning of the society is improved.
Zohra Athari; Tahmasb Kavousi
Abstract
Extended AbstractAbstractThe aim of this study was to determine the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan. The research method is essentially descriptive-correlative. ...
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Extended AbstractAbstractThe aim of this study was to determine the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan. The research method is essentially descriptive-correlative. The statistical population of the study consists of 1531 female students of the second grade of elementary school in Kashan. The sample size was obtained by cluster random sampling of 200 people. For data collection, Walland (1982) Academic Motivation Questionnaire, Waz & Isaacson (2008) Academic Identity Questionnaire and Keys and Magyarmo (2003) Emotional Well-Being Questionnaire were used, whose authenticity was confirmed by supervisors and academic experts, and their reliability was also confirmed by Cronbach's alpha coefficient test. To data analysis, the structural equation technique was used by means of Lisrel statistical software and Spss statistical software. Findings showed that academic identity is related to academic motivation and dimensions of students' emotional well-being. Academic motivation is related to students' emotional well-being. The results showed that academic motivation has a mediating role in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan.IntroductionMotivation is a the main variable effective on the educational process, learning efficiency and student performance. Research psychologists have concluded that a set of internal and external factors, variables or structures motivating the Students are involved in his learning and active participation in the learning process. From instinct, drive, need and enthusiasm to interest, curiosity, attribution style, ability, expectation, striving for parental progress and pressure, peer pressure; all in a complex interaction, can influence a student's motivation system and shape his or her teaching, learning, and developmental behavior (Shafiee, Karami, 2020). If there is an academic identity in a person, there is a sense of movement and success in various aspects of education (Tran & et al, 2017). With this feeling, the existing obstacles to success are removed one after another (Gazidari, Lavasani, Ejei, 2016). Academic identity is a reflection of the types of competencies, autonomy, purposefulness, efficiency beliefs, and experiences of common emotions that adolescents and young adults experience in the classroom with their peers and teachers, and the performance quality in the academic arena is its characteristics. (Samimi, Dahani, Shaban, 2017). Welfare has been proposed as one of the important indicators of quality of life. Emotional well-being is a broad category of phenomena including the emotional responses of individuals, the realm of satisfaction, and general evaluations of life. This structure is often considered to have a multidimensional structure including cognitive, social and emotional dimensions. Psychologists consider emotion regulation to be a basic skill for adolescents and believe its dependence on growth; meaning that a person should acquire this skill during development, however reasons such as lack of a rich environment and inappropriate learning patterns can make it difficult to manage their emotions. Based on this, and considering that students spend a lot of time in school, it can be said that emotion regulation is among the skills the school context can strengthen or weaken. (Nikkhah, Yousefi, 2021).Emotional well-being, life satisfaction, optimism and hope, self-confidence, dominance and sense of control, having a purpose in life, a sense of belonging and personal support are the most important aspects of it (Abbasi & Shehni Yailagh 2017). Motivation is the most important condition for learning. Interest in learning is a product of factors related to the student's personality and ability, task characteristics, incentives, and environmental factors (Wright & et al, 2019). Due to the importance of motivation in students 'academic and social life and the need for a comprehensive and complete study of this structure according to its various aspects and the importance of academic motivation and academic identity in students' emotional well-being, it is important to conduct such research to solve Students' learning difficulties and academic achievement. According to the contents of this article, an attempt is made to answer the question whether academic motivation has a mediating role in the relationship between academic identity and the dimensions of emotional well-being in female students in the second year of primary school in Kashan.Theoretical frameworkThe educational institution in each country has components and subdivisions and the education department is one of the most important subdivisions of the educational system. Planners and researchers have faced a variety of problems since training programs were formally implemented in training centers. Since the effective factors on learning are exhaustive, identifying of these factors is important in the education system to eliminate the existing problems and deficiencies (Oz, 2016). One of the goals and tasks of the education system is to create the conditions for the comprehensive development of the individual and to train healthy, efficient and responsible people to play a role in individual and social life. Since students, as one of the basic pillars of the country's educational system, have a special role and position in achieving the goals of the educational system, paying more attention to this segment of society in terms of education leads to fertility and prosperity of the educational system as much as possible. In educational structures, academic motivation is the criterion for measuring the achievement of educational goals (Poorkarimi, Mobayen Rahni, 2018).MethodologyThe present study is a methodological description of correlation. The statistical population of this study consisted of 1531 female students of the second elementary school in Kashan. Nine classrooms were selected with a total of 200 students. The method was cluster random sampling. For data collection, Walrand (1982) Academic Motivation Questionnaire, Waz and Isaacson (2008) Academic Identity Questionnaire and Keyes and Magyarmo (2003) Questionnaire were used. In order to analyze the data collected from the test of research hypotheses, first the Kolmogorov-Smirnov test was used to check the normality of data distribution and structural equations to examine the relationship between independent and mediating variables with dependent variables using statistic software LISREL8.Discussion and ResultsThe final structural equation model has been used to assess the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second year of elementary school in Kashan. Since the root mean square of the model is approximately 0.031, the model has a good fit.Research Hypothesis: Academic motivation has a mediating role in the relationship between academic identity and dimensions of emotional well-being in female students in the second grade of elementary school in Kashan. In order to investigate the mediating effect of academic motivation in the hypothesis under discussion, the direct effect of the two structures with the indirect effect in the case of involving mediating variables should be examined so that if the effect increases, the mediating effect can be considered acceptable. In the present hypothesis, the effect is equal to 0.41. Indirect effect in the presence of mediating variable of academic motivation is: 0.69 × 0.75 = 0.517. Due to the lower effect of direct path compared with that of indirect paths, the presence of mediating variable of academic motivation increases the effect, and the role of the mediator in the present hypothesis is confirmed.ConclusionThe aim of this study was to assess the mediating role of academic motivation in the relationship between academic identity and dimensions of emotional well-being in female students in the second grade of elementary school in Kashan. The results of this study showed that the mediating role of academic motivation in the relationship between academic identity and the dimensions of emotional well-being is 0.41. Due to the smaller effect of direct path compared with that of indirect paths, therefore, the existence of mediator variable of academic motivation increases the amount of influence, and the mediating role in the present hypothesis is confirmed. The result is that students who put studying at the top of their agenda are better able to succeed in life because they consider planning as a tool to achieve their goals. Such students consider themselves much stronger and more capable than others, and on the other hand, they are full of energy. The results of this hypothesis are in line with the findings of Samari et al. (2021). In their research, they concluded that achievement motivation plays a mediating role between the variables of basic psychological needs and academic achievement. These basic needs are derived from students' identities and their perceived emotional well-being. On the other hand, such people are able to accurately identify the annoying problems which effects them. In such situations, they appreciate the deserved people and consider their relationship style with the outside environment as friendly and warm. Overall, such people feel good about what they have done and are satisfied with the way they have done their job. These results are also in line with the findings of Mahna et al. (2020). In a study, they concluded that there is a positive and significant relationship between academic identity and goal orientation with metacognitive strategies of students' self-regulated learning. Finally, students feel that they have an effective role to play and that they are able to make decisions. They increase the amount of effort they put into studying because it is in such circumstances that they enjoy the progress of their lessons. On the other hand, because of the joy they get when they discover new things they have not seen before, they are constantly doing their homework. These results are also consistent with the findings of Nikkhah et al. (2021). They found in a study that emotional well-being can have a negative effect on academic failure and a positive and significant effect on students' academic performance and academic motivation.
leila poloie
Abstract
Extended Abstract Abstract The aim of this study was to determine the difference between learning of students trained by the management model method and students trained in the second language teaching method (Case study: students of North Tehran and Tehran Science and Research Branches). Statistical ...
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Extended Abstract Abstract The aim of this study was to determine the difference between learning of students trained by the management model method and students trained in the second language teaching method (Case study: students of North Tehran and Tehran Science and Research Branches). Statistical population including students of North Tehran And science and research in the academic year of 2019-2020. The sample size was consisting of 285 students based on Krejcie Morgan (1970) table. The teaching management model based on teaching in the second language course was used for the experimental group, and the common and traditional teaching method was used for the control group. The test of academic achievement of the second language course was performed Before the implementation of the educational scenario, and the post-test was performed in both groups after the implementation of the mentioned model for the experimental group. Data collected from paired t-test showed that the mean in the post-test of the experimental group was higher than the post-test of the control group (P <0.05); As a result, the level of learning of students trained in the management model method differs from that of students trained in the second language course. Also including the education management model in the second language curriculum to the skills of listening, speaking, reading and writing is suggested to make the student more familiar. Introduction Language refers to the systematic and conventional use of sounds, signs, or symbols written in a human society for communication and expression (Wright, 2010). The second language has emerged as a language that is mostly used for international and intercultural communication (Ibrahim & Ibrahim, 2017) which has changed into the dominant international language during the process of globalization (Shulgina & Sagaran, 2017). Second language teaching has long been under consideration of Iranian education experts (Ahmadi, et al., 2020) and significant changes in language teaching have occurred in the last few decades (Hinkel, 2012). However, despite the high cost of educating teachers and instructors in the preparation of second language textbooks at schools and universities, the results are not very satisfactory (Phish gadam & Rostami Sarabi, 2015). Learning a second language, like any other learning, seems to require proper teaching methods and effective strategies. A group of curriculum designers and implementers believe that the poor thinking of students is the result of the dominance of traditional methods in schools. They suggest that educators need to rethink their role and focus on the teaching skills and strategies that students need (Behrangi, 2010). There are many patterns for teaching and learning. In the present study, Behrangi (2010) education management model has been investigated. This model is designed to ensure the improvement of learning quality and the effects of education on learners' behavior based on scientific achievements in the field of education, learning psychology and educational management (Kordloo & Behrangi, 2020). In the field of theory, this model receives the theoretical and operational heritage of more than 216 studies conducted from 1995 to 2010 in relation to improving education (Behrangi, et al., 2018) and now citing research results to confirm of the power of this pattern is far greater. In the model of education management, the following steps have been considered: 1) structuring the main concepts and topics of the lesson in the form of drawing maps and diagrams, 2) illustrating general and detailed topics of the course, 3) formative assessment of student readiness based on the lesson plan, 4) mastery Finding and its role in assessing the amount of students' mental mastery through homework, 5) Redrawing the diagram of the connection between the topics and sub-topics of the course independently, 6) Grouping and self-assessment and its role in strengthening student self-confidence, 7 Jurchin and the beginning of students' creativity in learning (preparation of optimal diagrams), 8) Development of teaching scenario of lesson content (teaching narration), 9) Education (implementation of the prepared program) and 10) Final evaluation and its effect on identifying learning problems ( Behrangi, et al., 2015). Considering the importance of the second language course and its role in most aspects of life, including education, job, social life and etc., we can see that unfortunately in our country the importance of learning is still not understood as expected and this subject might require adopting a special teaching style and pattern. Therefore, the question can be asked whether there is a difference between learning students trained in the management model method and students trained in the second language course. Case study In this study, students of foreign languages in North Tehran and science and research studying in the academic year 2019-2020 have been studied as a case study. Theoretical framework A review of theoretical foundations and research shows the importance of removing barriers in learning a second language and adapting new learning strategies. In a study entitled "the limit of the effect of rational framework of education management in applying new educational technology on motivation and academic achievement of the science course of female students in the fifth grade of elementary school ", Kordloo & Behrangi, (2020) showed that the rational framework of education management in the use of new educational technologies is effective on motivation and academic achievement in students' science course (Kordloo & Behrangi, 2020). "Assessment of the needs of teachers working in exceptional education in Tabriz for appropriate education and evaluation of its effects in implementation" was conducted on teachers working in exceptional education in Tabriz, showed that the model of educational management is effective on teachers' attitudes and reducing developmental educational needs, complementary and Problem solving of exceptional school teachers, and it is better to be included it in the curriculum of exceptional school teacher training course in order to familiarizing the teachers as much as possible (Azimi, 2020). Methodology The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population included students of foreign languages in North Tehran and science and research students studying in 2019-2020. The sample was selected by cluster sampling. The sample size was selected based on Krejcie & Morgan (Krejcie, & Morgan, 1970) table. Out of 1099 students studying foreign languages, 285 students were selected, of which 143 were included in the experimental group and 142 in the control group. The criteria for placing individuals in experimental and sample groups were that students who were selected from the University of North Tehran Branch were in the experimental group and students who were selected from the Science and Research Branch were in the control group. Discussion and Results In order to test the research hypothesis in both experimental and control groups, paired t-test was used. Samples were selected in the post-test of the control group and in the post-test of the experimental group by the academic achievement test and the difference between the mean of the two groups was shown to be 1.28378, and because the significance level is less than 0.05, the hypothesis of inequality between the mean of two groups is acceptable. In other words, the average of the two groups is not equal and due to the negative upper and lower bound, the average in the post-test of the experimental group was higher than the post-test of the control group. As a result, the learning level of students trained in the management model method is different from the students trained in the method used in the second language lesson is different. Conclusion The aim of this study was to determine the difference between learning of students trained in the management model method with students trained in the second language course. This finding is consistent with this study (Sanginabadi, 2016; Heidari, et al., 2010) which showed that the active teaching model is more effective in learning than the traditional teaching model. Also, the model of education management with its significant educational, upbringing and curricular effects has led to an increase in group and group work among students and obliges each student to teach his / her subject to his / her peers and learn from them. Explaining this finding, it can be said that the education management model emphasizes participatory learning and as Asadian et al. (Asadian, et al., 2015) showed in their study, learning and teaching in a participatory method promotes the students' performance in second language lessons more than in the current teaching method. Explaining the findings, we can also say that second language learning skills include listening, speaking, reading and writing skills, which are an effective cognitive process for learning. After receiving the learned information, students need constructive techniques to practice the material so that they can memorize it, and in fact, they need to learn better, and if they have the appropriate and desired techniques to control, it will lead to progress in learning. In this respect, this finding is consistent with the study of Behrangi and Kordlo (Behrangi & Kordlo, 2017) which showed that the model of education management is effective on metacognitive learning. It is also consistent with the study of Al-Kahtani (Al-Kahtani, 2006) and Al-Kahtani (2001) that learning a second language with the educational technologies' help increases the learning of this course. At the end of this research report, it should be mentioned that one of the limitations of this study is the limitation of the two universities, which should be considered in generalizing the results. It is also suggested that the education management model be included in the second language curriculum to the skills of listening, speaking, reading and writing to make the student more familiar.
neda mohseni
Abstract
The present study was conducted to evaluate the feasibility of establishing e-learning in Sarmayeh Bank. The research method was descriptive. The statistical population in this study were learners, teachers, officials and experts in the fields of data engineering and education. 16 teachers and 300 learners ...
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The present study was conducted to evaluate the feasibility of establishing e-learning in Sarmayeh Bank. The research method was descriptive. The statistical population in this study were learners, teachers, officials and experts in the fields of data engineering and education. 16 teachers and 300 learners for measuring the cultural component, 12 officials and data experts for measuring the technical component, and 12 officials and education experts for measuring the educational component were selected by census method. Data collection tools were Cultural, Technical and Educational Susceptibility Assessment Questionnaire. Data were analyzed by means of one-sample t-test and chi-square test. The findings of this study showed that the possibility of establishing a virtual education system in Sarmayeh Bank is approved and useful in terms of cultural, technical and educational infrastructure (P <0.01); Therefore, it is possible to establish e-learning in Sarmayeh Bank, and for the development of e-learning in the bank, more specialized staff should be trained, employees should be interested, and hardware and software facilities should be upgraded.
Saeed Hadavand
Abstract
This study uses the Kirk Patrick model to evaluate the educational effectiveness of specialized project management courses held to improve the performance of technical managers of an armed forces organization. The research is applicable in terms of purpose and surveyable in terms of fulfillment. The ...
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This study uses the Kirk Patrick model to evaluate the educational effectiveness of specialized project management courses held to improve the performance of technical managers of an armed forces organization. The research is applicable in terms of purpose and surveyable in terms of fulfillment. The statistical population consists of all (60) technical managers participating in the course and 10 senior managers of the organization. The required data were collected by a researcher-made questionnaire. Semi-structured interviews with managers and closed-ended questionnaires were used to assess the levels of behavior and results. The organization and the university's experts opinions were used to evaluate the validity of the questionnaires, and Cronbach's alpha was used to evaluate the reliability, which shows the appropriate alpha value of the questionnaires' appropriate reliability. The collected data were analyzed by means of descriptive and inferential statistics and SPSS22 software. The content analysis method was used To analyze the qualitative data obtained from semi-structured interviews and closed-ended questions, using categorization analysis. The results of the research show that the students' reaction to the way of organizing and holding the project management course is positive and their satisfaction has been achieved. The evaluation results of each level of learning, behavior and outcomes also show that there is a close relationship between the expected results and the defined goals, which confirms the effectiveness of the course.
Atiyeh Kordloo; Mohammad Reza Behrangi
Abstract
The main purpose of the present study was to investigate the "scale" of the effect of intellectual scaffolding on educational management in the application of new educational technologies on academic motivation and academic achievement in the science course for fifth grade elementary school girls. The ...
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The main purpose of the present study was to investigate the "scale" of the effect of intellectual scaffolding on educational management in the application of new educational technologies on academic motivation and academic achievement in the science course for fifth grade elementary school girls. The study method was quasi-experimental. The statistical population included fifth grade elementary school girls in Districts 1 and 2 of Tehran. The sample size was 297 students based on the Morgan Curriculum Table, of which 148 in the experimental group and 149 in the control group. The measuring instrument was Harter's Educational Motivation Questionnaire (1981). After pre-test, model of management education based on the scaffold rational management of training in the use of new technologies training in science for experimental and traditional teaching methods applied to the control group, and at the end of the test both control and experimental groups were controled. The results of t-test showed that the intellectual scaffolding of educational management in the application of new educational technologies is effective on motivation and academic achievement in the science course of fifth grade elementary school girls (p <0.01). The results of this study showed that this teaching model is applicable to increase motivation and academic achievement in science.
leila poloie; Faezeh Farhadian
Abstract
The aim of the present study was to investigate the application of educational technology components in the main sources of curriculum planning. This research was of content analysis type and its statistical population included all the main sources of curriculum planning at the university level. Nine ...
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The aim of the present study was to investigate the application of educational technology components in the main sources of curriculum planning. This research was of content analysis type and its statistical population included all the main sources of curriculum planning at the university level. Nine books were selected as the research sample by the deliberate sampling method. Data collection tools were the check list of educational technology components. Data analysis was performed by means of descriptive statistics. The research findings showed that in the case of each component of educational technology to some subscales such as summary; the use of color in titles, text, image, and cover, the appropriate location for visual materials, and the avoidance of visual bias are not considered in any of the nine main sources of curriculum planning. Furthermore, the use of other subscales has been different in the main sources of curriculum planning; So that in some sources they have been used and in others they have not. Therefore, there is a need for a serious overhaul of the application of educational technology components in the main sources of curriculum planning for future editions.
Azadeh Amiri
Abstract
The present study was conducted to investigate the role of school atmosphere and emotional intelligence in the entrepreneurial self-efficiency of female students in Mashhad vocational schools and was descriptive-correlational. The statistical population of the study included all female students of Mashhad ...
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The present study was conducted to investigate the role of school atmosphere and emotional intelligence in the entrepreneurial self-efficiency of female students in Mashhad vocational schools and was descriptive-correlational. The statistical population of the study included all female students of Mashhad vocational schools in the year 1398-99; 335 students were selected as samples by cluster sampling method according to Morgan table. Data collection was performed using school atmosphere scale of Zolig et al. (2010), emotional intelligence scale of Bradbury-Graves (2005) and entrepreneurial self- efficiency scale of Wilson et al. (2007). The research hypotheses were tested using structural equations modeling. The findings of this study showed that the entrepreneurial self- efficiency of female students in Mashhad vocational schools can be explained and predicted from the school atmosphere and emotional intelligence (P <0.05). There was also a significant relationship between emotional intelligence and entrepreneurial self- efficiency and between school atmosphere and entrepreneurial self- efficiency of female students of Mashhad vocational schools (P <0.01). The results of this study showed that by reforming the school atmosphere and reviewing the academic evaluation in order to foster students' creativity and self- efficiency, their entrepreneurial ideas should be strengthened and applied to increase entrepreneurial self- efficiency.
Rahmatollah Azimi
Abstract
The present study aimed to evaluate the educational requirements with appropriate training for teachers working in exceptional education in the city of Tabriz and evaluation of its effects in the implementation. The research method was experimental with pre-test and post-test design with control group. ...
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The present study aimed to evaluate the educational requirements with appropriate training for teachers working in exceptional education in the city of Tabriz and evaluation of its effects in the implementation. The research method was experimental with pre-test and post-test design with control group. The study population included teachers working in exceptional education in Tabriz. Using random sampling of multi-stage clusters, 20 teachers were selected and placed in two experimental and control groups. The tools for collecting information were the requirements Assessment Questionnaire of Yemeni et al. (2011) and the Behrangi Teaching Research Assessment Questionnaire (2015). Data analysis using pairwise t-method showed that the educational management model has an effect on the reduction of educational requirements of developmental, supplementary and problem solving of exceptional school teachers (P <0.05). The educational management model effects on teachers' attitudes (P <0.05). Therefore, it is better to include an educational management model in the curriculum of the exceptional school teacher training course to make teachers more familiar with it.
javad solleymanpoor
Abstract
Paying attention to learning styles and its determining components [determinants] for students plays a crucial role in teaching and education of today’s world. Therefore, the current study’s goal was to explore the relations between learning styles (with respect to its basic components) and ...
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Paying attention to learning styles and its determining components [determinants] for students plays a crucial role in teaching and education of today’s world. Therefore, the current study’s goal was to explore the relations between learning styles (with respect to its basic components) and language learning skills (English language). For this purpose, statistical population of this research is a total of 1260 male students from high schools in Chalous province among which 154 subjects are selected randomly, by Morgan-Krejcie’s Table. This research is conducted based on Vermont and Rijswijk’s theory (for assessment of learning styles) and language learning skills (the skills of listening, speaking, reading and writing) in English language. Main tool for data collection is standardized questionnaire of learning styles, and data analysis of current research is done by using of Pearson coefficient and stepwise regression. Results from this research indicate that all learning styles have a positive and direct relationship with language learning skills, but two types of learning styles, namely decentralized with a coefficient of 0.497 and meaning and goal based learning style with a coefficient of 0.283 has got the highest importance. Hence it can be said that for as much enhancement and comprehension as possible, if educational system considers decentralized and meaning and goal based learning styles, it will be more helpful for students to achieve the language learning skills. In the other word, importance of learning styles’ role recognition in anticipating of students’ language learning skills is confirmed.