درخت حوزه‌های تخصصی

Purpose: this study was conducted aimed to provide a knowledge management model for the branches of the Islamic Azad University of West Azerbaijan Province. Methodology: The present study was applied in terms of aim and quantitatively correlated in terms of implementation method. The study population was 654 faculty members of the Islamic Azad University of West Azerbaijan Province during the academic years 2020-21. The sample size was estimated n = 243 based on Cochran's formula who were selected by cluster sampling method with respect to gender ratio and scientific rank. The data were collected by a researcher-made questionnaire (74 items), content validity of which was confirmed by experts and its reliability was calculated by Cronbach's alpha of 0.90. Exploratory factor analysis and structural equation modeling by SPSS-23 and LISREL-8.8 software were used for data analysis. Findings: The results of factor analysis showed that knowledge management with eight factors of infrastructure and information technology, knowledge management processes, organizational structure and setting, intellectual and innovative capital, human resources and training, knowledge leadership, and organizational management and culture explained 74% of the total variance of knowledge management. The results of structural equation modeling showed that the knowledge management model had a good fit and the eight factors had a direct and significant effect on knowledge management (P <0.05). Conclusion: According to the study results, planning to improve knowledge management through factors o infrastructure and information technology factors, knowledge management processes, organizational structure and setting, intellectual and innovative capital, human resources and training, knowledge leadership, and organizational management and culture is essential. For this purpose, the use of training workshops can be effective.

Purpose: The aim of the present study was to design and validate a model for empowering primary teachers based on the study lesson approach using experts' opinion. Methodology: This was an applied qualitative study based on the aim and the nature of the data, respectively. The study population in the qualitative part of the research included education experts and top teachers in education areas. The sample size in the qualitative part was selected using the theoretical saturation principle and purposive sampling method. Data collection was carried out using interview. The validity and reliability of the instruments were evaluated and confirmed. In the qualitative part, data analysis was performed using theoretical coding in MAXQDA software and grounded theory method. Findings: The results of factor analysis showed that out of 120 available indicators (items), 18 main components were identified. Accordingly, the components of knowledge, skills, attitudes as constituent factors and individual factors, organizational factors and group factors were identified as effective factors. Conclusion: The results also showed a significant difference between the scores of teachers who participated and not participate in the lesson study process in terms of the standards of educational design and planning, creating and maintaining a learning atmosphere, implementing and conducting teaching, measuring and communicating with learning outcomes, evaluation and reflection on learning and teaching, more cooperation from teachers, activities to strengthen content knowledge and educational technology. Therefore, it can be stated that lesson study approach can lead to the development of teachers' abilities.

Purpose: An important facet in learning a language is expanding reading comprehension capability. The purpose of the present study was to investigate the impact of implementation bias tasks through cooperative learning and gender on the reading comprehension process of Iranian intermediate EFL learners. Methodology: Two groups of 30 learners took part as a control group and an experimental group. Primarily the participants took The Preliminary English Test (PET) as a reading comprehension pretest. Then the experimental group instructed through the precepts of bias tasks in cooperative learning. However, the control group instructed through traditional instruction. Finally, the participants took the reading comprehension post-test. Findings: The result of two-way ANCOVA revealed that bias tasks through cooperative learning improved EFL learners' reading comprehension skills. Conclusion: Also, findings demonstrated that the means reading scores did not differ noticeably between male and female groups on both pretest and posttest. This task in cooperative learning can be utilized either in the classroom or in instructors' training.

Purpose: Present research was conducted aimed to investigate the pathology and ranking of organizational syndromes in Iran education and present its model. Methodology: This study in terms of purpose was applied and in terms of implementation method was combined (qualitative and quantitative). The research population in the qualitative section was the documents and texts of education pathology and experts in this field and in the quantitative section were the managers and teachers of Isfahan and Yasuj cities in 2019-20 academic year. The research sample in the qualitative section were 10 people who were selected according to the principle of theoretical saturation by purposive and snowballs sampling methods and in the quantitative section were 375 people who were selected according to Krejcie and Morgan table by multi-stage cluster sampling method according to the proportion of the ratio volume of cities. Data were collected by methods of take noting, semi-structured interview and researcher-made questionnaire whose psychometric indicators were confirmed. The qualitative data were analyzed with methods of open, axial and selective coding and quantitative data were analyzed with methods of exploratory factor analysis, Friedman test and structural equation modeling in MAXQDA-18, SPSS-25 and LISREL-8.8 software. Findings: The findings of the qualitative section showed that in Iran education there were 78 indicators and 17 organizational syndromes including structural alienation, discrimination and politicking, immobility, incompatibility, pressure, structural mastery, explosive, tension and distress, narcissistic, caution, impulsive, non-commitment, neglect, terrorism, group thinking, lack of communication and silence. The findings of the quantitative section showed that in Iran education, respectively the syndromes of narcissistic, lack of communication, discrimination and politicking, group thinking, structural alienation, tension and distress, structural mastery, caution, pressure, terrorism, neglect, immobility, explosive, incompatibility, non-commitment, impulsive and silence had higher rankings. Other findings showed that the organizational syndromes model had a good fit and all of them had a significant effect on organizational syndromes (P<0.05). Conclusion: According to the identified syndromes and their effect, in order to improve the performance and effectiveness of the education organization, can be reduced the negative effect of the syndromes by improving the activities and relationships internal-organization and external-organization.

Purpose: The present research was conducted to discover the possible relationship between self-esteem and the receptive skills of EFL learners in Iran across genders. Methodology: The design of the study was correlational or ex post facto design. The researchers used three instruments for data collection in the current study. A language proficiency test to measure the participants’ proficiency level, Coopersmith Self-Esteem Inventory and finally two tests of listening and reading adopted from Preliminary English Test. To begin the research, in order to clear the language proficiency level of the learners, the researchers gave all learners a language proficiency test in Payame Noor University in Tabriz. After the test, the researchers finally selected 52 candidates whose test scores were between one SD below and above the mean as the homogeneous sample for further data collection. Then they collected some parts of the data from Coopersmith's self-esteem questionnaire to find out the learners’ self-esteem. Finally, they gathered the last part of the data which was the learners’ receptive skills from two tests of listening and reading adopted from PET. With the intention of testing all the research hypotheses, the researchers ran Pearson correlation analysis as the chief statistical analysis. Findings: The Results showed a significant correlation between the self-esteem and reading skill of the learners across genders. Also no relationship could be found between the self-esteem and listening skill of the learners across genders. Conclusion: From the findings, self-esteem had deep-seated and improved positive possessions on reading performances of the learner. But when it comes to listening performance, not self-esteem, but most linguistic knowledge and strategy use, mark the failure or success of a learner. It seems that there are some other factors of which affect the process of listening comprehension