درخت حوزه‌های تخصصی

The main purpose of this study is to identify and rank the criteria for evaluating the performance of Azad University faculty members using the Analysis Network Process method. The research method is mixed. The sample size of the qualitative section was 15 managers of departments who were purposefully selected by theoretical sampling strategy. Data collection was a semi-structured interview. The data obtained from the analyzed interviews were coded using the Grounded theory. Its validity and reliability were checked and confirmed using the results of three-way consensus. Data analysis was performed in three stages of open, axial, and selective coding. In open coding, concepts and cues were extracted from the interviews. In the selective coding stage, three categories (training, research, consulting services) were compressed and considered as the main dimensions of performance evaluation, and then four sub-components were conceptualized for each dimension. A total of twelve categories were conceptualized and then the dimensions and components were ranked using super design software. The sample size was a quantitative section of 30 faculty members who were randomly selected and the tool for collecting quantitative findings was a researcher-made questionnaire. It was an Analysis Network Process. Findings showed: The factors of consulting services, research and education are in order of priority. In education, respectively, components of teaching quality, spiritual competence, psychological competence and managerial competence, in research, respectively, components of communication competence, competence of new technologies, competence of innovation and creativity, entrepreneurship and cognitive competence. Intercultural competence, foreign relations competence, and the most and least important in the group that experts can use the above dimensions and components in evaluating the performance of faculty members.

Purpose: This study endeavored to find out the possible relationship between reflectivity and impulsivity as cognitive learning styles and vocabulary/ grammar development as sub-skills among EFL learners.  Methodology: Two intact classes of the third-grade students were selected by the researchers and Oxford Placement Test was run for homogenizing them. After that, Barrat’s (2005) Impulsive/ Reflective questionnaire was given to the participants and they had to respond the translated items in a limited time. Regarding the score scale provided by the questionnaire, the participants were labeled as reflective and impulsive ones. Next, a standard grammar/vocabulary test, extracted from their book, administered to them and the scores were recorded by the researchers. Then, the scores of the questionnaires and tests sent to SPSS software for analyzing and interpreting the data. In inferential statistics, the researchers used correlation test to examine the possible relationship between the students' learning styles and their sub-skills development.  Findings: Results of the study indicated a positive relationship between the students' sub-skills achievements (vocabulary/ grammar) and their learning styles (reflectivity/ impulsivity). In other words, reflectivity and impulsivity had effect on the students' performance in sub-skills, as the reflective students presented better performance and made fewer errors than the impulsive ones in vocabulary and grammar tests.  Conclusion: According to the results, it can be concluded that the higher the reflectivity of the learners is, the more successful they tend to be in such tests. It is expected that the findings of the research indicate the importance of learning styles in educational environment.

Purpose: The present study aimed to describe the elements of the preschool curriculum with a problem-solving approach from the perspective of curriculum planning specialists and educational psychologists.  Methodology: This study was a qualitative study conducted in Tehran. The population consisted of curriculum specialists (n=200) and educational psychologists (n=238) who were selected using the purposive snowball sampling method, and 24 subjects were studied until reaching theoretical saturation. Semi-structured interviews were used to collect data. To analyze and interpret the data, the method of thematic analysis through coding was used. Findings: The findings indicated that from the perspective of curriculum planning specialists and educational psychologists, a problem-solving curriculum for preschoolers includes goals (cognitive, attitudinal, functional), content (organization, presentation methods), teaching methods (traditional methods, attention to learner's age, instructor's characteristics, and active methods), learning activities (individual, group), instructional materials (features and types of resources), space (physical characteristics of facilities), time (duration, attention to the child's preparedness and age), grouping (attention to responsibility, respect for others, attention to ethics considerations, attention to group homogeneity, nature of the problem, group heterogeneity, number of group members, gender, age, personal differences), and evaluation (of the program based on personal, procedural, quantitative, and descriptive differences).  Conclusion: Given the importance of the Comments, it can be continuously applied to and formulated for the preschool level to raise problem-solving skills in children and foster their abilities to understand and reflect on life in the future society.

Purpose : The present research was conducted with the aim of comparison of psychomotor skills and social adjustment in elementary students with and without preschool history. Methodology : This research in terms of time was cross-sectional, in terms of purpose was applied and in terms of implementation method was causal-comparative. The study population was the first to third grade students of Shiraz Kodak Afarin Educational Complex in the academic years of 2019-2020, which according to the Krejcie and Morgan table number of 144 people (90 people with preschool history and 54 people without preschool history) were selected as a sample by simple random sampling method. Data were collected by psychomotor skills test (Lincoln Oseretsky, 1950) and adaptive behaviors inventory (Lambert et al, 1974) and analyzed by independent t-test in the SPSS software. Finding : The results showed that elementary students with preschool history in compared to elementary students without preschool history significantly had a more favorable situation in terms of psychomotor skills (and all its components including touching, bending on the toe, harmonious tapping of the foots, standing on one foot, walk backwards and finger skills) and social adjustment (and all its components including violent behavior, antisocial behavior, rebellious behavior, unreliable behavior, avoidance, stereotyped behavior, inappropriate social behaviors, bad voice habits, bad or strange habits, hyperactivity tendency and psychological distress) (P<0.01). Conclusion : The results indicated the effect of preschool on psychomotor skills and social adjustment in elementary students. Therefore, to improve the characteristics of students is necessary to use a preschool education course.