درخت حوزه‌های تخصصی

Purpose : As regards the effect of creativity and models for the growth of it, this study endeavors to develop a pattern model for the purpose of growing creativity in the structure of the elementary school curriculum based on the fundamental reform document of education (FRDE) Methodology : As for the purpose of this study, it was conducive. Furthermore, in view of the procedure of methods, it could be considered as qualitative. 10 individuals of statistical society were chosen by targeted and snowball sampling methods in 2019. We utilized methods of reviewing the fundamental reform document of education and Semi-structured interviews. Validity and Validity of these methods were desperately examined by triangulation methods of data collection which were suitable for assessment and the coefficient of the agreement was estimated to be 0.76. Ultimately coding method was used in order to analyze the gained data of reviewed documents and interviews. Findings : Results demonstrated that 25 codes belonged to the growth model of creativity in the structure of the primary school curriculum based on the fundamental reform document of education while 15 codes are known to be relevant to this model based on interviews that have gotten done with some experts of the elementary school curriculum. Consequently, the model for the growth of creativity in the structure of the elementary school curriculum was designed based on these codes. Conclusions : Results of the present study contain some practical functions. Moreover, identified codes and designed models were used in order to improve the model of growth in creativity.

Purpose : The aim of the present study was to identify the factors affecting the high school technological competency-based curriculum. Methodology : This was an applied study in terms of purpose and qualitative in terms of methodology. The research population included the documents and experts of the technological competency-based curriculum in Tehran during 2018. Of these, twelve were selected as a sample according to the principle of theoretical saturation and purposive sampling. The research instrument included a semi-structured interview whose validity was confirmed by the triangulation method and its reliability was estimated at 0.85 by calculating the interrater agreement coefficient. Data analysis was carried out using open, axial, and selective coding methods in MAXQDA software. Findings : The results showed that the factors affecting the high school technological competency-based curriculum consisted of 66 concepts, 15 components, and 6 dimensions. The dimensions included network infrastructure status (with two components of access and quality), communication and interaction tools (two components of simultaneous and simultaneous tools), non-technical competencies and technical skills (with three components of knowledge, skills, and attitude), training facilitation strategies (three components of participation modeling, management, and supervision), training strategies to increase trust (with three components of trust, honesty, and appreciation) and management (with two components of time management and support). Conclusion : According to the research results, the components, and dimensions identified for the factors affecting the high school technological competency-based curriculum, it is essential to have plans to improve it by promoting concepts, components, and dimensions.

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: Thesis writing always has been associated with many challenges in different fields and areas and based on this, the present research was conducted with the aim of presenting a pattern of managing the challenges of thesis writing in the educational-research field. Methodology: The current research in terms of implementation method was qualitative and in terms of purpose was applied. The research population was students and graduates of the PhD period of humanities fields at the Islamic Azad University in 2020-21 academic years, which from them number of 12 people were selected as a sample according to the principle of theoretical saturation and with the purposeful sampling method. Data were collected by semi-structured interviews whose validity by 15 professors was obtained by the relative content validity coefficient method 0.84 and its reliability by the Holsti coefficient method was obtained 0.83. Finally, the data were analyzed by methods of open, axial and selective coding and thematic analysis in MAXQDA-18 software. Findings: The findings showed that managing the challenges of thesis writing in the educational-research field had 74 indicators, 13 components and 4 dimensions. The educational gap dimension has includes three components of computer and software training gap, the lack of familiarity with new research methods and the gap in the practical thesis writing course, choosing the subject dimension has includes three components of lack of paying attention to interdisciplinary subjects, lack of suitable guide for choosing subject and not lack of paying attention to students' interests, cooperation of professors dimension has includes five components of back-promising, restrictions on the selection of supervisors, scientific disability of supervisors, lack of access to professors and lack of commitment and responsibility and educational content dimension has includes two components of lack of access to first-hand sources and lack of easy access to content. Finally, pattern of managing the challenges of thesis writing in the educational-research field was drawn using the theme network method. Conclusion: According to the results of this research, planning it seems necessary to managing the challenges of thesis based on the identified dimensions, components and indicators.