درخت حوزه‌های تخصصی

Purpose: The aim of this study was to compare the effectiveness of Fernald’s multisensory training and computer game training on dyslexia in primary school students with learning disabilities in Ahvaz. Methodology: This study was applied in terms of purpose and in an experimental framework (pre-test-post-test design with control group). The statistical population in the present study consisted of all elementary students with learning disabilities in the first and second grade of elementary learning centers in Ahvaz in 2019. The sample consisted of 45 students with learning disabilities in the first and second grade of elementary school. The research instrument included Wexler (1945) dyslexia questionnaire. Data were analyzed using repeated measures analysis of variance and multivariate covariance of Manqua and ANCOA. Findings: The results of data analysis showed that Fernald’s multisensory training reduced dyslexia in elementary students with learning disabilities in the experimental group (1) compared to the control group and training in the use of computer games reduced the dyslexia in elementary students with learning disabilities in the experimental group (2). In comparison with the control group, it was found that there is a difference between the effectiveness of Fernald’ multisensory training and computer game training on dyslexia of elementary students with learning disabilities and Fernald’s multisensory training compared to computer game training in elementary students with dyslexia. Learning disabilities were more effective. Conclusion: As a result, it can be said that Fernald’s multisensory training methods and computer game training reduce the dyslexia of elementary students with learning disabilities and Fernald’s multisensory training is a more effective method to reduce the dyslexia anger of elementary students with learning disabilities

Purpose: Considering the role of leadership in achieving the education missions, present research done with the aim of designing a suitable leadership model to achieve new missions of higher education. Methodology: This study in terms of purpose was applied and in terms of implementation was exploratory combined (qualitative and quantitative). The research population in the qualitative part was the higher education experts and in the quantitative part were the personnel of Islamic Azad University of Tehran province in 2018-19 academic years. The research sample in the qualitative part according to the theoretical saturation principle were estimated 13 people who were selected by purposive sampling method and in the quantitative part according to Cochran’s formula were estimated 385 people who were selected by cluster random sampling method with respect to classes (number of staff in universal branches). To collected data in the qualitative part used from interview and in the quantitative part used from researcher-made questionnaire (51 items) which the its content validity was confirmed by experts and its convergent validity by average variance extracted indicator was confirmed and its reliability was obtained by Cronbach’s alpha method 0.84. To analyze data were used from methods of open, axial and selective coding and exploratory factor analysis in SPSS-22 software. Findings: The findings of the qualitative part showed that suitable leadership had 79 concepts, 63 categories and 7 dimensions and new missions of higher education dad 20 concepts, 15 categories and 3 dimensions. The findings of the quantitative part showed that the suitable leadership model to achieve new missions of higher education had 51 indicators or items and 15 components. Also, a suitable leadership model to achieve new missions of higher education was designed and approved by experts. Conclusion: Based on the findings of the present study, higher education specialists and planners can design and implement programs to realization the new missions of higher education.

Purpose: The aim of this research was designing a model for increasing organizational justice with the approach of cultural ethical values in education staff. Methodology: This study was applied in terms of purpose and combined (qualitative and quantitative) in terms of implementation method. The research population in the qualitative section was the management experts of the Islamic Azad University of Neishabour and the managers and deputies of the weekly districts of Mashhad and in the quantitative section were the education staff of the weekly districts of Mashhad in the 2019-20 academic years. The research sample in the qualitative section was 30 people who were selected according to the principle of theoretical saturation by available sampling method and in the quantitative section were 257 people who were selected by stratified random sampling method. Data were collected by methods of phishing, interviews and researcher-made questionnaire whose face validity and structure were confirmed and its reliability was obtained by Cronbach’s alpha method for all dimensions above 0.80. Data of in the qualitative section were analyzed by Delphi method and in the quantitative section were analyzed by descriptive statistical indicators and structural equations in SPSS-26 and AMOS-23 software. Findings: The findings of the qualitative section showed that organizational justice has four components of distributive (4 subscales), procedural (3 subscales), interactive (2 subscales) and linguistic (2 subscales) and cultural ethical values has four components of cultural values (3 subscales), ethical leadership (4 subscales), professional ethics (3 subscales) and ethical Climate (2 subscales). The findings of the quantitative section showed that the components of both factors were confirmed, subscales and components had a significant effect on the model of increasing organizational justice with the approach of cultural ethical values and the model had appropriate fitness indicators. Conclusion: Based on the results, the final model of increasing organizational justice with the approach of cultural ethical values in education staff that this model can have practical implications for education professionals and use it to improve the education organization

Purpose: The aim of this study was to provide a model for social responsibility in education staff. Methodology: The present study was mixed in terms of implementation method (qualitative-quantitative) and applied in terms of research purpose. In the qualitative part of the research, the participants were 29 experts in the field of social sciences and management who were selected by purposive sampling. The research tool was semi-structured interviews and the data were analyzed at three levels of open, axial and selective coding. Professors' critique was used for data validity and agreement coefficient between coders was used for reliability (CVR = 0.86). In the quantitative part, the statistical population was the administrative staff of different departments of Khuzestan province (1350 people) that based on Krejcie and Morgan table, 384 of them was selected as a sample size by simple random sampling method. The research instrument was a researcher-made questionnaire based on qualitative findings and the reliability of the instrument was obtained by Cronbach's alpha test (0.84). Data analysis was performed using Spss19 and Amos24 software which included descriptive and inferential statistics (structural equations). Findings: From the perspective of experts in ethical, economic, legal, strategic responsibility, transparency of presentation and accountability as the main components of social responsibility and the factors affecting it, including staff training, compliance with ethical charters, providing cheap services, organizational standards, financial and extra-financial support, facilitation Needs were commitment and attention to the growth of staff creativity and innovation. Among the components of social responsibility, accountability with coefficient of path (0.85), ethical component with (0.84) and legal component with (0.81) were more important, respectively. Staff training with path coefficient (0.67), commitment (0.63) and observance of social and moral values ​​(0.59) were the most important factors on social responsibility. Conclusion: Important elements of social responsibility are transparency, accountability, and greater commitment to ethical and legal norms, which improve employees’ social responsibility by empowering and strengthening social values.