درخت حوزه‌های تخصصی

Purpose: The purpose of this study was to identify the effective components on assessment the quality of educational services in education and provide a model for it. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was articles of related to research and management experts in the field of educational services in Tehran, which according to the principle of theoretical saturation, number of 10 people of them were selected as the sample by purposive sampling method. The research tool was a semi-structured interview that lasted 30 to 45 minutes for each person and its structure and internal validity and its external reliability was confirmed. Data were analyzed with coding method in NVIVO software version 10. Findings: According to the analysis, the main theme of assessment the quality of educational services in education had 44 free themes in the form of 9 sub-themes including research activities, teachers, curriculum, school physical environment, learning resources, learning process, cultural-religious activities, cultural activities and sports activities. Conclusion: According to the results, to improve the quality of educational services in education can be done by improving the sub-themes and free themes of each of them until provide a basis for improving and promoting the education system.

Purpose: this study was conducted aimed to provide a knowledge management model for the branches of the Islamic Azad University of West Azerbaijan Province. Methodology: The present study was applied in terms of aim and quantitatively correlated in terms of implementation method. The study population was 654 faculty members of the Islamic Azad University of West Azerbaijan Province during the academic years 2020-21. The sample size was estimated n = 243 based on Cochran's formula who were selected by cluster sampling method with respect to gender ratio and scientific rank. The data were collected by a researcher-made questionnaire (74 items), content validity of which was confirmed by experts and its reliability was calculated by Cronbach's alpha of 0.90. Exploratory factor analysis and structural equation modeling by SPSS-23 and LISREL-8.8 software were used for data analysis. Findings: The results of factor analysis showed that knowledge management with eight factors of infrastructure and information technology, knowledge management processes, organizational structure and setting, intellectual and innovative capital, human resources and training, knowledge leadership, and organizational management and culture explained 74% of the total variance of knowledge management. The results of structural equation modeling showed that the knowledge management model had a good fit and the eight factors had a direct and significant effect on knowledge management (P <0.05). Conclusion: According to the study results, planning to improve knowledge management through factors o infrastructure and information technology factors, knowledge management processes, organizational structure and setting, intellectual and innovative capital, human resources and training, knowledge leadership, and organizational management and culture is essential. For this purpose, the use of training workshops can be effective.

Purpose: The aim of the present study was to identify the causes of social isolation and design a relevant model for high school students. Methodology: This was an applied study in terms of its aim and mixed-method study in terms of its implementation method (qualitative and quantitative). The study population in the qualitative section included documents and resources and educational management experts and, in the quantitative section, 180 female high-school first-year students in Gorgan during the academic year 2019-2020. According to the data saturation principle, the research population in the qualitative part included documents and resources related to social isolation and 10 educational management experts who were selected by purposive sampling. According to Cochran's formula, the study population in the quantitative section included 180 female high-school first-year students who were selected by cluster sampling method. Data were collected by note taking, interviews and a researcher-made questionnaire (39 items), the construct and convergent validity of which were confirmed and its reliability was obtained α=0.96 by Cronbach's alpha method. Data were analyzed by open and axial coding methods, factor analysis and structural equation modeling in MAXQDA software. Findings: The findings of the qualitative section showed that social isolation consists of six components and 40 indicators, including socio-economic anomalies (7 indicators), individual variables (9 indicators), parental role (5 indicators), strengthening social relations (6 indicators), psychological interactions (10 indicators), and family level (3 indicators). The findings of the quantitative section showed that the social isolation model had a good fit and all six components, i.e. socio-economic anomalies, individual variables, parental role, strengthening social relations, psychological interactions and family level had a significant effect on social isolation (P<0.05). Conclusion: According to the results, sociologists can use the social isolation model designed in the present study to reduce social isolation; therefore, it is necessary to pay attention to the role of effective components.

Purpose: Considering rich theoretical underpinnings of positive psychology (PP), the current study aimed to investigate the effects of an extra educational curriculum on the basis of PP on distress and attainment of Iranian high school students who are living in dormitories in boarding schools. Methodology: This is an empirical study with a post-test only control group design in which a sample of 346 male students were selected through convenience sampling from two boarding schools in Qom city during 2018-2019. A translated and validated version of K10 distress questionnaire (Kessler et al, 2010) was administered to them and 67 students with high distress symptoms were identified and randomly allocated to a control group (N=23), experimental group one (N= 22) and experimental group two (N=22). First, the experimental group underwent 16 sessions (twice a week for 90 minutes) of PP curriculum integrated with religious counseling. Employing a post-test only control-group design, the group’s performance on a distress scale (Goldberg, 1981) and their mean scores were compared after the intervention. Kruskal-Wallis and ANOVA tests were used to compare differences between the groups. Findings: Findings revealed that positive curriculum alleviated distress symptoms of the experimental groups vis-à-vis the control (χ2 (2) = 52.851, p ≤ 0.001). Also, to investigate the effect of the intervention on educational attainment, their semester mean scores were analyzed through ANOVA (F = 8.244(2, 66), p≤0.001) where promising results were obtained. Conclusion: It was concluded that both interventions exerted meaningful effects on the attainment and distress of dorm-living students. Also, follow-up studies added proof on the permanence of the effects.

Purpose: An important facet in learning a language is expanding reading comprehension capability. The purpose of the present study was to investigate the impact of implementation bias tasks through cooperative learning and gender on the reading comprehension process of Iranian intermediate EFL learners. Methodology: Two groups of 30 learners took part as a control group and an experimental group. Primarily the participants took The Preliminary English Test (PET) as a reading comprehension pretest. Then the experimental group instructed through the precepts of bias tasks in cooperative learning. However, the control group instructed through traditional instruction. Finally, the participants took the reading comprehension post-test. Findings: The result of two-way ANCOVA revealed that bias tasks through cooperative learning improved EFL learners' reading comprehension skills. Conclusion: Also, findings demonstrated that the means reading scores did not differ noticeably between male and female groups on both pretest and posttest. This task in cooperative learning can be utilized either in the classroom or in instructors' training.

Purpose: The objective of the present study was to validate the evaluation model of the quality of combined education in higher education based on the CIPP evaluation approach. Methodology: The present study was applied in terms of objective, and cross-sectional in terms of method and data collection. The statistical population included students of the Islamic Azad University of Tehran in 2020 and 140 students participated in this study by power analysis sampling method. A researcher-made questionnaire on a 5-point Likert scale including 9 main categories, 20 sub-categories and 83 items was used for data collection. Convergent validity, divergent validity and Heterotrait-Monotrait Ratio (HTMT) were used to validate the questionnaire and a value greater than 0.7 was obtained from all categories. The reliability of the questionnaire was investigated using Cronbach's alpha, composite reliability and Rho coefficient and calculated greater than 0.7 in all categories. Also, the total Cronbach's alpha of the questionnaire was 0.891. In order to investigate the conceptual model of the research, the partial least squares and Smart PLS software version 2 have been used. Findings: The results showed that the use of appropriate evaluation methods leads to students' increasing knowledge and skills. Finally, this growth will lead to satisfaction with the quality of education, practicality and field of study. Conclusion: According to the study results, it was found that the appropriate selection of managers by increasing the capability and utility of their role will pave the way for appropriate methods of evaluation.

Purpose: This research was conducted with the aim of studying the relationship between school culture and social climate governing school with academic ethics and mediating role of educational buoyancy. Methodology: The present study is descriptive, cross-sectional, purposeful, applied, and essentially a descriptive survey. It has been surveyed by a questionnaire. The statistical population of the study was all boys' high school students in Bojnourd city who were 5172 people. Of these, 382 were selected by relative sampling according to the Morgan table for participation in the research. The research tools consisted of Alessandro and Sadh School Culture (1997), Social Psychosocial Class Questionnaire (Frazer, Giddings and McBurby, 1995), Educational Buoyancy Questionnaire (Hossein Chari and Dehghanizadeh, 2012), and Educational Ethics Questionnaire (Golparvar, 2010). The validity of the instrument was of formal and content type, while its reliability calculated by Cronbach's alpha coefficient for school culture questionnaire turned out to be 0.939, Psycho-social 0.84, academic buoyancy 0.837 and academic ethics 0.869. Data were collected from questionnaires using descriptive statistics (frequency distribution, mean, standard deviation and calculation of central indicators and dispersion); to find the results of the research hypotheses, inferential tests including multiple regression analysis was employed using SPSS software (version 19). Also to test the validity of the theoretical model and calculate the effect coefficients Structural Equation Modeling Method with Lisrel 8.8 software was used. Findings: The results showed that there is a relationship between school culture and social climate governing school with students' academic ethics. There is also a relationship between school culture and students' academic buoyancy. Also, academic buoyancy has a mediator role in relation to school culture and students' academic ethics (p> 0.05). Conclusion: The findings show that there is a relationship between school culture and students’ educational ethics, so by upgrading and strengthening school culture, students' academic ethos will be consolidated. Also, school culture has a positive and significant effect on the basic psychological needs of autonomy, competence and communication.

Purpose: This study aimed to plan and validate the product creativity evaluation model in architectural education. According to three product creativity evaluation models: CPAM, CSDS and PCMI. Methodology: The research was applied in terms of purpose and in terms of data collection among descriptive studies was correlational and in terms of method was mixed exploratory research. The statistical population in the qualitative section included all experts in education and creativity in Mashhad. A sample of 10 people was selected by purposive sampling using the principles of theoretical saturation from the mentioned community. In the quantitative part, the statistical population included all university professors in the field of architecture in Mashhad, and 150 people were selected by random sampling. The required data was collected in the summer of 2020 using semi-structured interviews and upstream documents in the qualitative phase. The measurement tool in the quantitative section was a researcher-made questionnaire whose construct validity was calculated using factor analysis, and the reliability value through Cronbach's alpha coefficient was 0.82. The researcher carried out qualitative data analysis using the thematic analysis coding approach developed by Braun and Clarke and quantitative data analysis using the partial least squares method. Findings: The results revealed that five components with 12 indicators make the status of novelty with two markers of originality and surprise. Relevance to the problem includes two indicators of regulatory compliance and practicality. In addition, the effectiveness of solutions has three indicators, namely meeting the needs of contacts, being environmentally friendly, and having durability. Design elements include two indicators, details (well-defined component) and elegance, and the collection of design elements contains the three indicators of harmonization, completeness, and well-formation (well-crafted) at the 95% confidence interval (p = .001). In addition, confirmed element analysis of the obtained components revealed that all factor loads were significant, and there is an acceptable agreement between the creativity model of architectural design products and the data. The heavy element load related to novelty (0.91) and the light one are related to the collection of design elements. Conclusion: Based on the findings, it can be concluded that according to the experts, the factor of novelty, such as originality and surprise, along with functional factors such as relevance, effectiveness, and artistic factors consisting of the design of elements, and the collection of design elements affects the designing creativity evaluation model of problem-solving results.