اصغر شریفی

Purpose: Educational activities play an important role in the growth and flourishing of talents and abilities. As a result, the current research was conducted with the aim of evaluating the model of implementing educational activities in the preschool period. Methodology: This study in terms of purpose was practical and terms of implementation method was qualitative from type of exploratory. The statistical population of the present study was all the preschool period teachers in the east of Tehran province, numbering 1830 people who based on Cochran's formula the sample size was estimated to be 318 people who were selected by multi-stage cluster sampling method. The data was collected with a researcher-made questionnaire of educational activities in the preschool period with 110 items and its face validity was confirmed by the opinion of 30 experts and its reliability was evaluated suitable by Cronbach's alpha method. Data were analysed by exploratory factor analysis and structural equation modelling methods in SPSS and AMOS software. Findings: The results of exploratory factor analysis showed that the model of implementing educational activities in the preschool period had 110 indicators in 20 components and 8 dimensions. Its dimensions and components were included goals (with 2 components of general goal and partial goal), content (with 5 components of children's educational ability, analysis ability, content comparison ability, content recombination and content production training), teaching and learning strategies (with 2 component of teaching characteristics and teaching techniques), learning activities (with 2 components of personalized learning and active learning), grouping (with 3 components of individual characteristics of the child, various forms of group activities and emotional and social characteristics), resources (with 3 components of required resources and facilities , characteristics of resources and materials and use of visual resources and materials), evaluation (with 1 component of child evaluation characteristics), time and place (with 2 components of time management and space management) which their content validity ratio was calculated higher than 0.70 and their reliability with Cronbach's alpha method was calculated higher than 0.70. Conclusion: The confirmed model of implementing educational activities in the preschool period of the current research can help the specialists and planners of the education system in designing and implementing programs to improve the educational activities in the preschool period.

Purpose: Given the educational mission of universities in Iran, paying attention to the ethical component in the education and training of human resources is essential. Therefore, the preparation and validation of a native instrument for assessing the professional ethics of the educational staff appears to be necessary. The aim of this study was to construct and normalize a scale for assessing the professional ethics of faculty members at Farhangian University. Methodology: The present study was a sequential exploratory mixed method research. For this purpose, a sample of 267 faculty members and staff of Farhangian University in the northwest of the country was selected using a cluster sampling method. The research instrument was a researcher-made questionnaire. For data analysis, in addition to descriptive indices, Cronbach's alpha and retest methods were used to assess reliability, and factor analysis, content validity, and convergent validity methods were used through SPSS-V22 and Lisrel-V8.8 software. Findings: Based on the results of the exploratory factor analysis, using varimax rotation, honesty, justice, respect, responsibility, adherence to laws, loyalty, and preservation of human dignity were identified as components of professional ethics among faculty members of Farhangian University. Conclusion: Overall, the results showed that this scale has satisfactory reliability and validity in assessing the professional ethics of faculty members.