درخت حوزه‌های تخصصی

Purpose: The aim of the present study was to design a quantum leadership model in Iranian public universities Methodology: The research method was applied in terms of purpose and qualitative in terms of data collection method. The statistical population of the research in the qualitative section included university experts who were selected as the sample size using the snowball sampling method and the principle of saturation of 10 people. In the quantitative section, the statistical population was the available scientific research articles on the subject, from which 32 articles were selected. In this study, library method, observation, in-depth interview and semi-in-depth interview were used to collect data. In a small part, content analysis was used. The interview with the experts indicated that the interview was valid, and in order to calculate the reliability, the reliability method was used between the two coders, and the results indicated that the interview was stable and valid. For the analysis of research data in the qualitative section, point analysis of content and Delphi method, and in the quantitative section, interpretive-structural modeling was used. Findings: The results of the study showed that the components of quantum leadership included quantum view, quantum thinking, quantum sense, quantum cognition, quantum operation, quantum trust and biocenology. On the other hand, the results showed that there is a significant difference between the existing leadership and the desired leadership. Conclusion: Attention to quantum thinking and Its point of view is necessary to achieve quantum leadership, therefore the four main factors can be explained in explaining why quantum leadership includes: uncertainty phenomena, environmental complexities, extensive and reciprocal interactions and continuous and rapid changes that Taken from the characteristics of the quantum paradigm, it is a phenomenon and necessitates the use of a certain style of leadership as quantum leadership in the organization.

Purpose: The aim of this study was to investigate the position of ethnicity in formal and hidden curricula of the new secondary education system. Methodology: The present research method was qualitative analysis of content analysis which consisted of two parts. The first part of the research included documentary analysis and content analysis. The statistical population included 51 books in the field of humanities in the second secondary school. The research sampling method was purposeful sampling and the research sample included 6 volumes of history and sociology books of the second secondary school. The content analysis unit consisted of text, images, and textbook activities. To evaluate the content validity was used experts' opinion about the degree of coordination of the content of the measurement tool and the purpose of the research. On the other hand, in order to ensure its reliability, Scott method was used. Based on the obtained reliability coefficient (79) it was quite stable. In the second part of the research, the research method was qualitative and ethnographic, and various tools such as student journals, photographs, semi-structured and informal interviews and observation were used to collect research data. To analyze the data in this section, qualitative content analysis was used by Smith method. Finally, to ensure the accuracy of the findings in this section, Triangulation method and re-referral of data to participants were used. Findings: The findings of the research in the first part showed that only 4% of the three sections of the content from the reviewed books paid attention to the 22 desirable components of ethnicity. Also in data analysis based on Smith method in the second part of the research, various themes including ethnicity neglect, teachers 'ignorance, different teachers' expectations, ethnicity as a cause of discrimination and the consequences of ethnic discrimination appeared. Each of them contained several sub-themes. Conclusion: Based on the findings, it can be acknowledged that the place of ethnicity in the formal and hidden curricula of the new secondary school system has been largely neglected. Therefore, due to the multiplicity of Iranian society, it is suggested that the curriculums of the secondary schools be completely revised to cover the necessary components for multicultural education and ethnic diversity in Iran.

Purpose: The aim of this study was to investigate teachers' experiences of social status. Methodology: The present study was conducted using descriptive phenomenological method. The statistical population of the study included all the official teachers of education in the country in the academic year of 2018-19. The research sampling method was purposive and the data collection method was semi-structured interview. Accordingly, 14 teachers with at least 10 years of experience were interviewed. The selected teachers were from all over Iran and were not limited to a specific province. To analyze the data, the descriptive phenomenological method of Kliz, which has seven stages, was used. Findings: The findings of the study indicated that teachers' lived experiences of social status fall into three general dimensions: definition of social status, deterrence of social status and promotion of social status. The definition of social status from the teachers' point of view includes three central dimensions: social status as psychological need, social status as social status, and social status as class status. Deterrence of social status includes the following categories: teacher's imagery, inappropriate social imagery of the teacher, systematic discrimination, lack of professional identity, job gaps, lack of accountability and institutional support, sense of institutional inefficiency, media inefficiency, Weak trade union organization, professional inefficiency, and unequal power relations. Also promoting social status such as macro policy reform, institutional cohesion and cooperation, job identity development, professional empowerment, strengthening social authority, strengthening social authority, reforming managerial and organizational practices, strengthening teacher-centered participation, improving welfare facilities and Includes strengthening trade union organization. Conclusion: The social status of teachers is a cultural and social matter that finds meaning based on the context of teachers' activities.

Purpose: The aim of this study was to identify the components of distance education in rural areas in order to provide a model in secondary schools in the country. Methodology: The combined research method was exploratory. In the qualitative part of the study, content analysis with inductive approach was used. Research environment in this section, 84 documents including 67 articles and books, 17 texts of interviews in the field of distance education that were selected as a sample, the components obtained in this research include 7 main components including management and leadership infrastructure, Economic infrastructure, technical infrastructure, educational infrastructure, socio-cultural and value infrastructure, organizational infrastructure and human infrastructure and 25 sub-components. The relative content validity coefficient was used to assess the validity and the Holsti coefficient was used to determine the reliability of the themes. The extracted reliability coefficient was 0.98 which indicated the high reliability of the themes. In the quantitative part, 290 members of the sample were selected by Cochran method and stratified random sampling method. The research tool was a 70-item researcher-made questionnaire. To evaluate the validity of the questionnaire, face, content and structural validity were used, and to assess its reliability, Cronbach's alpha with a value of 0.90 was used. Descriptive statistical methods were used in the analysis of quantitative data including frequency distribution tables and graphs and in the inferential section of confirmatory factor analysis. According to the relative Chi-square fit indices, adaptive fit, adaptive fitting and barbell, the model had a good fit. Findings: The results showed that among the identified components, educational infrastructure was ranked highest and human infrastructure was ranked lowest, respectively. Discussion: E-learning is useful for rural areas in terms of knowledge, better job opportunities, advancement and learning of developing technologies in marketing, and focusing on rural areas helps people's social development and mental ability.

Purpose: Increasing improvement in the field of computer sciences, appearance and development of information networks, especially internet, facilities and new ways are provided for the programmers and executives of training plans. The purpose of present research is planning and validation of curriculum model of medium period technological competence. Methodology: This research has mixed strategy. To answer these questions, the research was done in four phases. The first phase was done with qualitative approach and other phases with quantitative approach. Handling this research in the first phase, interview, search and investigation was used for data collection. After doing interviews with 12 persons of elites and using the articles of related researches, obtaining data were collected and the questionnaire including 76 questions in 6 main effective indices on curriculum model of medium period technological competence was planned. In the next step of this questionnaire, it was distributed among some elites of managers and assistants of electronic training schools to determine efficiency amount of each noted factors in the questionnaire on curriculum of medium period technological competence and based on their idea using confirmed element analysis method was designed for medium period technological competence. Finding: Obtained findings indicated that 6 indices with 15 components make the status of network substructure with two access components to network and network quality, relation tool and collaboration with two components of concurrent and in-concurrent relationships, non-technical competences and technical skills with three components of knowledge, skill and attitude, strategies of simplicity training with three components of patterning and cooperation, management and supervision, training strategies for increasing trust with three components of trust, honesty and appreciation and management with two components of time management and support for curriculum model of medium period technological competence. In addition, confirmed element analysis of obtaining components indicated that there is acceptable curriculum model of medium period technological competence with data. The most element load was related to management (0.964) and the least one related to network substructure (0.579). Conclusion: Due to obtaining findings, we can conclude that based on the idea of experts, hardware factors such as substructure of communication networks and internet and technical skills along with software and human factors such as management play the role in designing curriculum of medium period technological competence.

Purpose: The aim of the present study was to compare mindfulness-based cognitive therapy and grammatical mental imagery with cognitive processing on the emotional processing of mothers with children with autism spectrum disorder. Methodology: The research was applied in terms of purpose and in terms of cross-sectional data collection method and quasi-experimental research method was pre-test-post-test with a control group. The statistical population of the present study is all mothers with children with autism spectrum disorder in two schools under education in the city. Ahvaz had 105 students in 2019. A total of 45 mothers with children with autism spectrum disorder were randomly selected and 15 people in the group of cognitive therapy based on mindfulness, 15 people in the group of grammatical mental imagery with cognitive processing and Fifteen people were in the control group. Assessment tools included Baker et al. (2010), mindfulness-based cognitive therapy protocol and grammatically processed grammatical mental imagery protocol. Data analysis using analysis of covariance And was done by SPSS software version 24. Findings: Based on the research findings, the effect of statistical group type (control and experiments) on the recorded scores of emotion processing (p = 0.00, F = 157/407) and the separate effect of the test time variable (p = 0.00, F / 107/15 And the significance of the simultaneous effect of group type and test status (pre-test and post-test) on emotion processing scores (p = 0.00, F = 26.757). Comparing the two methods of cognitive therapy and imaging, a significant level equal to 0.00 and less than the error level of 0.05 has been obtained. Conclusion: Based on the research findings, cognitive therapy based on mindfulness and grammatical mental imagery with cognitive processing is effective on emotional processing of mothers with children with autism spectrum disorder. Also, between the effectiveness of cognitive therapy based on mindfulness and grammatical mental imagery. There is a significant difference with cognitive processing in emotional processing of mothers with children with autism spectrum disorder.