معصومه اولادیان

Purpose: This paper mainly aimed to provide a model for policy-making in the private school system. Methodology: Based on the literature review, 17 influential factors were identified with the mixed method of survey and theme analysis. In the qualitative part, the semantic pattern was discovered and analyzed with the RQDA qualitative analysis software, and in the quantitative part, the Interpretive Structural Modeling (ISM) method was used to determine relationships. Statistical population in the qualitative part were 20 people (policy-making experts, professors and senior managers) were selected and participated in a semi-structured and quantitative interview. A number of 1140 schools were selected from Northern, Central and Southern Khorasan using a simple random sampling method with proof of validity and reliability. Findings: The results of factors affecting policy-making based on fuzzy numerical average are: Investment 0.72, government aid 0.87, managers 0.74, teachers 0.73, executive agents 0.75, educational equipment 0.81, government-approved laws 0.89, banking system 0.88, tax and insurance 0.73, municipal, housing and urban organizations 0.33, community members 0.65, experts 0.8, Farhangian University training 0.8, coordination council 0.81, specialized founders 0.78, special schools 0.78, supervisory council 0.88, which because municipal organizations, housing and urban development 0.33, and community members 0.65 were lower than the average, they were rejected and the rest were accepted. Strategies in the first level (managers, executives and teachers) are the most effective and the sixth level (government laws) is the most effective. Conclusion: Based on the results, the other 15 factors that have a great impact on policy-making should be considered.

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: The aim of this study was to design an effective school model based on the model of learning organization in primary school in Tehran. Methodology: The research method was a combined research method (qualitative and quantitative) by grounded theory method and structural equation model by quantitative method. The research population was in the qualitative section of university professors specializing in primary education and in the quantitative section were experts in the field of education in Tehran in 2009-2010. Twelve people were selected as a sample in the qualitative section by purposeful method from university professors and 196 experts and specialists in education in Tehran were selected by multi-stage cluster sampling. The research tool was a semi-structured interview in the qualitative part of the interview and a researcher-made questionnaire in the quantitative part of the effectiveness of the learning schools. The data were analyzed in the qualitative part by the grounded method of exploratory theory and in the quantitative part by the structural equation model test and factor analysis. Findings: The results showed that the model of confirmatory factor analysis of the first stage and the relevant factor were: empowerment of human resources (with a factor of 0.926), establishment of teaching and learning system (with a factor of 0.910), extracurricular activities (with a factor of 0.914), Competencies of managers (with a factor of 0.910), competencies of teachers (with a factor of 0.978), educational policies (with a factor of 0.934), technological facilities (with a factor of 0.905). Conclusion: Based on the research findings, it can be said that the priority factors of effective schools are: First priority: Empowerment of human resources, Second priority: Establishment of teaching and learning system, Third priority: Extracurricular activities, Fourth priority: Competencies of principals, Fifth priority: Teachers' competencies, Sixth priority: Educational policies, Seventh priority: Technological facilities.