درخت حوزه‌های تخصصی

After a brief description of what fake news is and how it has been developed historically, we have claimed that fake news as we know it is generally a social media phenomenon. Despite the fact that Iran is considered a developing country, and not still a developed one, one might think Iran is less likely to fall prey of complicated fake news industry that negatively affect prosperous and affluent countries. But the vice versa is correct. Doing an extensive survey on previous research on fake news in Iran, we have shown how fake news will hinder unprecedented facilities for freedom of expression and even will make people contemplate giving up their freedom of expression in order to avoid or get rid of fake news. A naïve view could see a bright future for unbiased and disinterested news gathering and publishing, but research has shown in a totally unregulated media sphere, it is fake news that is more radially available and more quickly becoming viral.

Purpose: The covid-19 pandemic caused many and extensive changes and transformations in educational teaching. Considering the importance of students' academic achievement, the aim of this study was to comparison the effectiveness of Bybee's teaching method as face-to-face and non-face-to-face on the academic achievement of mail students of the first secondary school in the conditions of the Covid-19 pandemic. Methodology: This study was a semi-experimental with a pretest and posttest design with a control group. The research population was male students of the first secondary school in Zahedan city in the academic years 2019-2020. The sample size was 45 people (15 people for each group) who were selected by cluster sampling method and each of the clusters randomly by lottery replaced in three groups (two experimental groups and one control group). Each of the experimental groups was trained with Bybee's teaching method as face-to-face and non-face-to-face and during this time the control group was trained with the traditional method. The data were collected with Pham and Taylor's academic achievement questionnaire (1999), which whose validity was confirmed by the opinion of experts and its reliability was calculated by Cronbach's alpha method 0.92 and analyzed by methods of univariate analysis of covariance and Bonferroni post hoc test in SPSS software. Findings: The findings indicated that there was a significant difference between the experimental and control groups in terms of academic achievement. In the other words, Bybee's teaching method as a both face-to-face and non-face-to-face in compared to the control group caused a significant increase in the academic achievement of mail students of the first secondary school (P<0.001), but between the experimental groups means Bybee's teaching method as face-to-face and non-face-to-face there was no significant difference in increasing academic achievement (P>0.05). Conclusion: According to the results of this study mean effectiveness of both Bybee's teaching method as face-to-face and non-face-to-face on students' academic achievement and the lack of significant differences between them, to improve academic achievement can be used both Bybee's teaching method as face-to-face and non-face-to-face along with other effective teaching methods.

Purpose: The efficiency of various organizations, especially educational organizations, depends to a large extent on the accountability of their principals. Therefore, the aim of the present research was to analyze the dimensions and components of promoting the accountability of secondary school principals. Methodology: This was an applied qualitative study. The study population included academic experts in educational management and educational sciences of Hormozgan province in 2020-2021. According to the principle of theoretical saturation, the sample size was estimated to be 10 individuals who were selected by purposive sampling method. The data collection instrument included a semi-structured interview. The validity of the above instrument was confirmed by the triangulation method and its reliability was calculated 0.85 using intercoder agreement coefficient. Finally, data analysis was carried out by open, axial and selective coding method in MAXQDA ver. 2018. Findings: The results of the present research showed that promoting the accountability of secondary school principals consisted of 32 indices, 9 components and 3 dimensions as follows: social accountability with two components of commitment to others and justification of an action to others, organizational accountability with four components of monitoring mechanisms, reporting, downward accountability and internal accountability, and functional accountability with three components of individual accountability, transparency and participation. Finally, the model of promoting the accountability of secondary school principals was drawn. Conclusion: According to the results of the current research, in order to promote the accountability of secondary school principals, it is necessary to promote social, organizational, and functional accountability dimension and their indices and components.