درخت حوزه‌های تخصصی

Purpose: The present study aimed to discuss the effectiveness of mindfulness training method on male students’ self-efficacy and intelligence beliefs. Methodology: The present study method of data collection was descriptive and correlational method. The statestical population consists of all male students in secondary schools of Qouchan city in academic year of 96-97. The studied sample includes 30 members , who were selected from the intended population employing multicluster sampling method and were randomly substituted in a experimental group (15 members) and control group (15 members). Findings: The results indicated that mindfulness training influenced male students’ self-efficacy and intelligence beliefs. Descriptive results indicated that the average scores of pretest and posttest for variables of self-efficacy and intelligence beliefs was not different. Also the results of effect tests among subjects which were conducted by covariance method, indicated that scores of intelligence beliefs and self-efficacy in test group was higher than control group. Discussion: It deserves that teachers and educators provide more and better opportunities for learning, by preparing appropriate conditions for self-efficacy growth and extrinsic intelligence beliefs increase, by mindfulness training method.

Purpose: The aim of the present study is Identify and develops effective components on competency model of elementary school principals in Tehran. Method: This study is combinations type that discovery in the form of mixed research. The study population included all managers and assistants Tehran elementary schools in the qualitative section using theoretical sampling 35 subjects and in quantity section, using simple random sampling method, 250 managers and deputies managed primary schools were selected as samples. The data collected from semi-structured interviews and standardized questionnaires. The data were analyzed using content analysis and structural equation modeling. Findings: The obtained results indicate four components eligibility of the individuals, competence, interpersonal, managerial competencies and academic merit and expertise with the index 137. That in order of priority managerial competencies 32 index, Eligibility of the individuals with 54 indexes, Interpersonal competencies 24 Index and academic and professional qualifications of with 17 indicators, Scientific competence and expertise with 10 indexes, career and professional qualifications of the 27 indicators competency model are as the most important components of the country's education system elementary school principals. Conclusion: And these components have a significant positive effect on the competence of elementary school principals and managerial competencies.

Purpose: The purpose of this research is to design a model and accreditation of the organizational health. Methodology: The research method was applied in terms of purpose and qualitative in terms of data type. The statistical population of the study consisted of the university experts and senior managers of Tehran municipality. Ten people were selected using purposeful sampling method and saturation principle as the sample. The interview with the experts indicated that the interview was valid, Reliability method between two encoders was used to calculate the reliability. Findings: The results indicated that the interview was valid and reliable. Content analysis was used to analyze the research data. The results of the research showed that the organizational health pattern in the municipality included the bonus components, flexibility, job commitment, successor planning, trust, effective relationships, comprehensive leadership, work-life balance, environment perspective, teamwork, specific system, developing the skills and competencies, clear vision and job success. Conclusion: With the regard to the mechanisms, facilitators and barriers ahead, a general model was presented for the organizational health.

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