درخت حوزه‌های تخصصی

Purpose: This research was conducted with the aim of studying the relationship between school culture and social climate governing school with academic ethics and mediating role of educational buoyancy. Methodology: The present study is descriptive, cross-sectional, purposeful, applied, and essentially a descriptive survey. It has been surveyed by a questionnaire. The statistical population of the study was all boys' high school students in Bojnourd city who were 5172 people. Of these, 382 were selected by relative sampling according to the Morgan table for participation in the research. The research tools consisted of Alessandro and Sadh School Culture (1997), Social Psychosocial Class Questionnaire (Frazer, Giddings and McBurby, 1995), Educational Buoyancy Questionnaire (Hossein Chari and Dehghanizadeh, 2012), and Educational Ethics Questionnaire (Golparvar, 2010). The validity of the instrument was of formal and content type, while its reliability calculated by Cronbach's alpha coefficient for school culture questionnaire turned out to be 0.939, Psycho-social 0.84, academic buoyancy 0.837 and academic ethics 0.869. Data were collected from questionnaires using descriptive statistics (frequency distribution, mean, standard deviation and calculation of central indicators and dispersion); to find the results of the research hypotheses, inferential tests including multiple regression analysis was employed using SPSS software (version 19). Also to test the validity of the theoretical model and calculate the effect coefficients Structural Equation Modeling Method with Lisrel 8.8 software was used. Findings: The results showed that there is a relationship between school culture and social climate governing school with students' academic ethics. There is also a relationship between school culture and students' academic buoyancy. Also, academic buoyancy has a mediator role in relation to school culture and students' academic ethics (p> 0.05). Conclusion: The findings show that there is a relationship between school culture and students’ educational ethics, so by upgrading and strengthening school culture, students' academic ethos will be consolidated. Also, school culture has a positive and significant effect on the basic psychological needs of autonomy, competence and communication.

Purpose: The aim of present study is investigation the role of family functioning and generation gap in the relationship between parental controls style and addiction to social networks. Methodology: The present study is a descriptive one. Theoretical bases of the study were collected by reputable sites, books and related articles. The information and data for hypothesis testing were gathered by standard and a researcher-made questionnaire. Statistical society was all of male and female student of the second year of high schools in district 5 of Tehran (140 persons). After data collection, data analysis was performed using SPSS and PLS. In this study, Validity and reliability of the questionnaire was approved. Validity of the questionnaire was accepted by expert opinion of university and reliability of that was calculated by Cronbach's alpha and the value of that was 0.82. Findings: Results showed that family functioning and generation gap have significant roles in the relationship between parental controls style and addiction to social networks. Discussion: Therefore, it can be concluded that by improving family functioning and reducing the generation gap, better control of addiction to social networks can be created.

Purpose: The present paper aimed to present a suitable model of cultural diplomacy based on elite capacity. Methodology: The statistical population included the scientific elite, including professors, students, Executive and cultural managers of universities and the selected institutions and departments, including 4500 people, who was studying in the academic year of 2016-2017, of whom 354 people were selected based on the Kerjeci and Morgan tables, in Simple and randomized stratified method. The extracted components and sub-components, after reviewing the documents of theoretical foundations and factor analysis, the matrix of the research components was examined for the panel of experts and the research components, in terms of naming fitness. Findings: The results of the data analysis showed 6 components were extracted, among which, the components of setting up elite activity space, the utilization of the elite idea's capacity, the fitting of the elite presence based on the cultural diplomacy of the country, in the field of elite capacity and multi-dimensional valuation components of cultural diplomacy of the country, the cultural valuation of cultural diplomacy of the country, and the scientific-expert evaluation of the cultural diplomacy of the country, were included in the field of cultural diplomacy and the model was also drawn and the GFI model was calculated equal to 0.937 and verified. In addition, among these six factors, 5 factors are in a favorable situation, according to the calculated mean (3.90), (3.188), (3.14), (0104), (3.185), and (3.778) and being larger than average of population (3) and the elite presence fitting component had a lower utility than other components, based on cultural diplomacy of the country. Discussion: the structure and set of cultural laws of the country were in a favorable situation in line with the use of elite capacity

Purpose: Epistemology as one of the philosophical foundations in the field of education can play an important role in blended learning, ie using more than one method, strategy and technique for learning. Therefore, the present study was conducted with the aim of designing and validation the epistemological model in blended learning Methodology: The present study was applied from type of qualitative-quantitative. The population of the qualitative section was the documents related to epistemology and blended learning in the years 1990 to 2020 which 80 books, 60 dissertations and 60 articles were selected by purposive sampling method and in addition, included experts in the field of philosophy of education and distance learning which based on the principle of theoretical saturation number of 10 people of them were selected by purposive sampling method. The population of the quantitative section were faculty members and doctoral students of the department of philosophy of education and distance learning of Payame Noor University in 2020-2021 years which based on Krejcie and Morgan's table number of 200 people of them were selected by stratified random sampling method with using the teacher and student ratio. The tool of the qualitative section was the recording of books, dissertations and articles and interviews with experts, and the tool of the quantitative section was a researcher-made questionnaire whose psychometric indicators were confirmed. Data were analyzed by coding method in MAXQDA software and exploratory factor analysis and one-sample t-test in SPSS software. Findings: Findings showed that the epistemological model in blended learning had 60 subcategories in 9 categories including purpose, evaluation, educational correction, content, teaching method, teacher, learner, media and cognitive presence that its model was drawn. Also, validation of model indicated that the factor load of all 6 questions related to validation of model was higher than 0.30, their validity was higher than 0.50 and their reliability was higher than 0.70. In addition, the mean of all 6 questions was higher than the hypothetical mean of the population (P<0.001). Conclusion: The findings showed that the designed model for epistemology in blended learning had good validity. Therefore, curriculum specialists and planners can use this model along with other models to improve blended learning

Purpose: The present research aimed to designing a teaching pattern from students’ lived experiences of the teaching process in universities of Iran in technical and engineering disciplines. Methodology: This study in terms of purpose was applied and in terms of implementation was qualitative from type of phenomenological. The study population consisted of postgraduate and PhD students in technical and engineering disciplines of Australian universities (Melbourne, Monash and Swinburne) in 2018 year who had the experience of studying at the undergraduate and graduate levels in Iran country. The research sample according to the theoretical saturation principle was determined 10 people who were selected by purposive sampling method. Data were collected through semi-structured depth interview method which its validity was confirmed by the method of reconstruction of reality and its reliability was confirmed by conducting interviews in a quiet and unbiased atmosphere and to analyze data used from thematic coding method. Findings: Findings showed that students’ lived experiences of the teaching process in Iranian universities in technical and engineering fields had 197 initial concepts and 38 final concepts in 3 main components: professor (23 concepts), student (7 concepts) and content (8 concepts). Also, based on the concepts and components derived from the students’ lived experiences of the teaching process, the teaching model in technical and professional fields was designed and approved based on the opinion of experts. Conclusion: According to the results, planners and officials to design curriculum and professors to improve their teaching can use the teaching model designed in this research to improve the quality of education in universities.

Purpose: The present study aims at analyzing the content of work and technology curriculum in the junior high school. Methodology: A qualitative and applied research method was used, which was performed based on the content analysis. The statistical population consisted of work and technology curricula of the junior high school in the academic year 2019-2020, which were examined without sampling. The data collection tool was a triple list designed based on the goals of economic-professional education set out in the fundamental reform document of education. The collected data were analyzed using Shannon entropy software. Findings: In this software, the frequency of each data unit was identified, its indices of descriptive statistics were extracted and the importance coefficients of each of them were reported. The data in this study was in the form of themes, photos and learning activities. Therefore, data analysis was performed by using descriptive statistics indicators and their quantitative analysis. The results showed that the rate of emphasis on economic-professional education in work and technology curricula in each of its eight goals was as follows: understanding professional skills 0.99, professional ethics 0.066, entrepreneurship 0.053, avoiding unemployment 0.052, observance of productivity 0.040, commitment to ethics and values 0.039, wealth development 0.038, business laws 0.032, economic justice 0. Conclusion: The content analysis of the work and technology curricula of the first year of high school showed that the understanding of professional skills in the seventh grade was 46.6%, in the eighth grade was 75.4% and in the ninth grade was 61.5%

Purpose: This paper follows a two-fold objective: First it examines the relationship between the external factors of compensation, support, empowerment, boundaries and expectations, pre-service and in- service training and Iranian EFL teachers’ performance. Second, it searches for the moderating effect of self-regulation on the relationship between teachers’ external assets and their performance. Methodology: To achieve the above aims, a quantitative approach to research was employed. The samples included two hundred Iranian EFL teachers of universities and English institutes of Kerman, Iran. The data were collected by means of self-administered questionnaires and analyzed by AMOS software. The direct structural model was employed to determine the path relationships between the external factors and teachers’ performance. Findings: The result showed that external assets had a positive and significant effect on the Iranian EFL teachers' performance as dependent variable (β = .372, C. R= 6.211, P <.05). Moreover, self-regulation moderates the path relation between two of the variables: boundaries and expectation and the EFL teachers' performance. The path relation between the other four variables of the external assets including pre-service and in- service training, support, compensation and empowerment for low and high self-regulation was not found to be significant, i.e. self-regulation moderation effect for these relations was not supported. Discussion: Working conditions for teachers should be best promote effective learning and enable teachers to concentrate on their professional tasks.

Purpose: The aim of this study was to provide a model for school establishment in accordance with the indicators and requirements of the Education Transformation Document. Methodology: The research method was basic-applied in terms of purpose, descriptive-survey in terms of data collection method and combined in terms of data type. The statistical population of the study in the qualitative section included managers and staff of the Ministry of Education, provincial administrations and education districts, and in a small part, all staff staff of the Ministry of Education and staff of provincial departments. The sample size in the qualitative part was determined using the principle of theoretical saturation of 23 people who were selected using purposive sampling method. Also, in the quantitative part, according to the statistical population, 384 subjects were obtained using Morgan table, the subjects were selected using multi-stage cluster sampling method. In the present study, a semi-structured interview tool was used to collect data in the qualitative section and a researcher-made questionnaire was used in the quantitative section, which confirmed the validity and reliability of both tools. Data analysis in the qualitative part was performed by coding method and in the quantitative part, descriptive and inferential statistical methods (factor analysis (confirmatory and exploratory) and one-sample t-test) were used. Findings: The results showed that the factors that make up the top school at the level of the transformation document included moral, social, economic, political, biological / physical, scientific and technological education; Causal conditions in the implementation of the superior school at the level of the transformation document included teacher, curriculum, management, educational space and equipment, information technology, as internal requirements and Islamic society, media, family, educational justice, as external requirements; The consequences of implementing a top school at the level of the fundamental transformation document included agility, maturity, and continuous learning. Finally, the model presented in this study had a good fit. Conclusion: Top schools smoothly put moral education at the top of the agenda and moral education of students in such a school should be a key factor in development and progress, because this factor is a prerequisite for achieving maturity in various areas of life.