اختر جمالی

Purpose: This study aimed to determine the factors affecting Service Learning (SL) in primary school students in Tehran. Methodology: The present descriptive survey research was conducted in terms of the goal as basic with mixed approach, exploratory categorization. In the qualitative part, in addition to using specialized texts in the field of SL, Teachers and specialists active in the field of service learning were interviewed; participants in quantity part included elementary school teachers in the same city. In the qualitative section, the sample included 30 people who were selected by targeted sampling method, considering 5-15 people for each variable, and in quantitative one, 309 people were randomly selected via single-stage cluster. To collect data in the qualitative part, analysis of texts related to service learning, and semi-structured interview, and in the quantitative part of the study, the researcher-made questionnaire were used. Findings: For data analysis in the qualitative part, two analyses of grounded and content, and in quantitative, exploratory factor analysis were administered. The results showed that five factor categories affect the implementation of service learning in schools, which were respectively (based on factor load value) at the following: 1) professional and general competence factor of teachers, with 25 indicators and factor load of 0.694. 2) the atmosphere factor of School, with 8 indicators and operating load 0.680. 3) Curriculum development, with 34 indicators and factor load of 0.631. 4) Educational leadership, with 12 indicators and factor load of 0.0670. 5) School relationship with community, with 7 indicators and Operating load 0.646. Conclusion: In general, in order to increase students' orientation of service learning, the competency and capability of teachers should be improved through new software methods and technology, furthermore, the school space should be appropriately enriched in terms of content, curriculum and educational programs to meet students’ basic needs and to establish effective relation between the school, and influential factors in the society.

Purpose: Considering the importance of aesthetic education in students, the purpose of this study was the aesthetic education of elementary school students: analysis of dimensions and components with a qualitative approach. Methodology: This research in terms of purpose was applied and in terms of implementation method was qualitative from type of exploratory inductive. The research population was specialists and professors of educational sciences of Tehran city in 2020 year, which according to the principle of theoretical saturation the sample size was determined 10 people who were selected by non-random purposive sampling method. The instrument of this research was a semi-structured interview whose validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between the two coders 0.90. Data were analyzed by open, axial and selective coding methods in MAXQDA-2018 software. Findings: The results showed that for the aesthetic education of elementary school students were identified 21 indicators in 10 components and 3 dimensions. The dimensions were included constructing learning experiences (with 3 components of reviewing the previous lesson and learning prerequisites, briefly stating the objectives of each lesson and presenting new material along with practice by students), progress in short steps, but at a fast pace (with 3 components of applying an appropriate behaviors with aesthetics features, applying a teaching model and planning for students' learning experiences) and presenting feedback and error correction (with 4 components of applying established learning principles, regular feedback and corrections, performing exercises with clear instructions and guiding students in doing the first exercises). Conclusion: According to the results of this study, it is necessary to plan for the aesthetic education of elementary school students through the identified dimensions and components.

Purpose: Theorizing chairs play an important role in improving theories and the position of the university in compared to other universities. Therefore, the present study was conducted with the aim of providing a model of promoting theorizing chairs in universities and higher education centers. Methodology: This research in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was the university experts of the theorizing chairs in Tehran province and in the quantitative part were the faculty members of Tehran province. The research sample in the qualitative part were 17 people who according to the theoretical saturation principle were selected by purposive sampling method and in the quantitative part were 343 people who according to Cochran's formula were selected by multi-stage cluster sampling method. The research instrument in the qualitative part was a semi-structured interview and in the quantitative part was a researcher-made questionnaire (32 items), whose psychometric indices were confirmed. Data were analyzed with using methods of coding in MAXQDA software and exploratory factor analysis and structural equation modeling in SPSS and AMOS software. Findings: The results showed that for the promoting theorizing chairs 32 indicators, 9 components and 3 categories were identified. The leadership factors category were included six components of open-mindedness, rationality, driving force, religious debates, specialized debates and moderation, administrative category were included one component of administrative and university category were included two components of innovation and productivity. Also, the factor load of all components on the relevant categories and categories on the model of promoting theorizing chairs was significant. In addition, the fit indices of the mentioned model indicate the appropriate fit of the model and the component on the relevant categories and the categories on the model of the present study had a significant effect (P <0.05). Conclusion: Considering the approval of the model of promoting theorizing chairs in both qualitative and quantitative parts, planning seems necessary for the implementation of theorizing chairs in universities and higher education centers.