درخت حوزه‌های تخصصی

The aim of this research was the effect of providing a technological integrated package with curriculum subjects in improving digital literacy and social-emotional competence of fifth grade elementary students. The research method with a quantitative approach of semi-experimental type (quasi-experimental) with the experimental and control group design, the statistical population includes 457 students from the evaluated schools of the district and approved by Alborz province, who were selected by random sampling of 58 people. The research tool included two questionnaires, the Dundee University Digital Literacy Inventory (2016) based on the Open University Digital Skills Framework and the Boyatzis Social-Emotional Competence Inventory (2007). that the validity of both questionnaires was confirmed by experts and reliability was estimated based on Cronbach's alpha coefficient for digital literacy (0.942) and for social-emotional competence (0.90); Then it was distributed. The obtained data have been used with descriptive statistics (frequency table, graph, mean, standard deviation) and inferential statistics (Kolmogov Smirnov test, boxplot, ANOVA test, Lone test and path analysis method). The data were analyzed using Amos software version 24 and SPSS version 22. The results showed: 1) There is no significant relationship between social-emotional competence and digital literacy. 2) Among the dimensions of social-emotional competence, self-awareness (R=0.566), self-management (R=0.290) has a positive and significant relationship with digital literacy, and relationship management (R=0.348) has an inverse relationship with digital literacy. And it has meaning. 3) Among the dimensions of social-emotional competence, only the dimension of social awareness (R=0.133) has no significant relationship with digital literacy. 4) Among the dimensions of social-emotional competence, the highest impact is related to the dimension of self-awareness and the lowest is related to the dimension of self-management.

Purpose: Women studies have always been of interest to researchers. The issue of women's presence in business and management is one of the most important issues in the field of women's studies. This study sets to investigate the effect of characteristics of female managers who were either member of board or CEO on earning quality. Methodology: To this end, we collected necessary data such as financial statements from 102 Tehran Stock Exchange listed companies. The data belongs to period stretching from 20 Feb 2015 to 20 Feb 2020. To test our hypotheses, multivariate regression with panel data and also EViews software were utilized. The results show that the presence of female managers has a positive as well as meaningful effect on earning quality. Findings: Furthermore, the results of our second and third hypothesis indicate that the training skills of female managers and their experience in the board have a positive and significant relationship with the quality of companies’ earnings. Conclusion: According to the results of the research, it is recommended that women be used more in managerial positions and the existing misconceptions that have prevented skilled and experienced women from appearing should be discarded.

Purpose: Considering the role of teachers' motivation in improving the teaching, educating and learning processes, the present study was conducted with the aim of providing a suitable model to promoting teachers' motivation for the education process. Methodology: The present study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was the academic experts of Tehran city in 2020 year, which number of 15 people of them were selected as a sample according to the principle of theoretical saturation and by purposive sampling method. The research population in the quantitative part was the high school teachers of Tehran city in 2020 year, which number of 316 people of them were selected as a sample according to the Cochran's formula and by simple random sampling method. The research tool in the qualitative part was semi-structured interview and in the quantitative part was researcher-made questionnaire, which the validity and reliability of them were confirmed. The data in the qualitative part were analyzed by coding method based on grounded theory in MAXQDA software and data in the quantitative part were analyzed by exploratory factor analysis and structural equation modeling in SPSS and LISREL software. Findings: The results of the qualitative part showed that the central category included promoting teachers' motivation for the education process, causal factors included work environment, cultural and social context, teaching level, individual characteristics and demographic factors, intervention factors included psychological-attitudinal factors, individual-motivational factors, facility-welfare factors, managerial and structural factors and negation of work, contextual factors included financial rewards, school physical facilities and job enrichment and job development, strategies included planning to improve quality and academic level, behavior, attitude and policy educational of managers, teacher empowerment and encouragement active teacher and outcomes included trustworthy, academic competence, good social relations and understanding of circumstances and duties. Also, the results of the quantitative part showed that the factor load of all components was appropriate and work environment, cultural and social context, teaching level, individual characteristics and demographic factors on causal factors, psychological-attitudinal factors, individual-motivational factors, facility-welfare factors, managerial and structural factors and negation of work on intervention factors, financial rewards, school physical facilities and job enrichment and job development on contextual factors, planning to improve quality and academic level, behavior, attitude and policy educational of managers, teacher empowerment and encouragement active teacher and on strategies and trustworthy, academic competence, good social relations and understanding of circumstances and duties on outcomes had a significant effect on outcomes (P<0.05). Conclusion: According to the results of the present study, to promoting teachers' motivation for the education process can be action through the identified components in the present study.

Purpose: The aim of this study was to determine the relationship between analytical literacy and computer literacy with creativity and with the role of moderating gender in high school students in secondary period in Guilan province. Methodology: The method of descriptive research of correlational type and the statistical society included the high school students in secondary period of Guilan province in the first semester of the academic year 2020-2021. The statistical sample consisted of 384 people (191 females and 193 males) who were randomly selected by paper and electronic methods. The tools for measuring variables included Abedi creativity test, researcher-made questionnaire of computer literacy and analytical literacy. Data were analyzed using hierarchical regression analysis, multivariate regression and Z test. Findings: The results showed that the effect of computer literacy and analytical literacy on students' creativity is positive and significant. The effect of computer literacy by gender on creativity was also significant. Conclusion: The effect of computer literacy on analytical literacy has been positive and significant, too. The results can be used to predict creativity in male and female students.

Purpose: Epistemology as one of the philosophical foundations in the field of education can play an important role in blended learning, ie using more than one method, strategy and technique for learning. Therefore, the present study was conducted with the aim of designing and validation the epistemological model in blended learning Methodology: The present study was applied from type of qualitative-quantitative. The population of the qualitative section was the documents related to epistemology and blended learning in the years 1990 to 2020 which 80 books, 60 dissertations and 60 articles were selected by purposive sampling method and in addition, included experts in the field of philosophy of education and distance learning which based on the principle of theoretical saturation number of 10 people of them were selected by purposive sampling method. The population of the quantitative section were faculty members and doctoral students of the department of philosophy of education and distance learning of Payame Noor University in 2020-2021 years which based on Krejcie and Morgan's table number of 200 people of them were selected by stratified random sampling method with using the teacher and student ratio. The tool of the qualitative section was the recording of books, dissertations and articles and interviews with experts, and the tool of the quantitative section was a researcher-made questionnaire whose psychometric indicators were confirmed. Data were analyzed by coding method in MAXQDA software and exploratory factor analysis and one-sample t-test in SPSS software. Findings: Findings showed that the epistemological model in blended learning had 60 subcategories in 9 categories including purpose, evaluation, educational correction, content, teaching method, teacher, learner, media and cognitive presence that its model was drawn. Also, validation of model indicated that the factor load of all 6 questions related to validation of model was higher than 0.30, their validity was higher than 0.50 and their reliability was higher than 0.70. In addition, the mean of all 6 questions was higher than the hypothetical mean of the population (P<0.001). Conclusion: The findings showed that the designed model for epistemology in blended learning had good validity. Therefore, curriculum specialists and planners can use this model along with other models to improve blended learning

Purpose: Theorizing chairs play an important role in improving theories and the position of the university in compared to other universities. Therefore, the present study was conducted with the aim of providing a model of promoting theorizing chairs in universities and higher education centers. Methodology: This research in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was the university experts of the theorizing chairs in Tehran province and in the quantitative part were the faculty members of Tehran province. The research sample in the qualitative part were 17 people who according to the theoretical saturation principle were selected by purposive sampling method and in the quantitative part were 343 people who according to Cochran's formula were selected by multi-stage cluster sampling method. The research instrument in the qualitative part was a semi-structured interview and in the quantitative part was a researcher-made questionnaire (32 items), whose psychometric indices were confirmed. Data were analyzed with using methods of coding in MAXQDA software and exploratory factor analysis and structural equation modeling in SPSS and AMOS software. Findings: The results showed that for the promoting theorizing chairs 32 indicators, 9 components and 3 categories were identified. The leadership factors category were included six components of open-mindedness, rationality, driving force, religious debates, specialized debates and moderation, administrative category were included one component of administrative and university category were included two components of innovation and productivity. Also, the factor load of all components on the relevant categories and categories on the model of promoting theorizing chairs was significant. In addition, the fit indices of the mentioned model indicate the appropriate fit of the model and the component on the relevant categories and the categories on the model of the present study had a significant effect (P <0.05). Conclusion: Considering the approval of the model of promoting theorizing chairs in both qualitative and quantitative parts, planning seems necessary for the implementation of theorizing chairs in universities and higher education centers.

Purpose: The purpose of the present research is to present a brain-based curriculum model focusing on interaction and motivation in the secondary school. Methodology: In order to achieve this goal, qualitative approach, field method and semi-structured in-depth interview techniques were used. The study population included prominent curriculum planning experts, researchers and faculty members and 15 people were interviewed based on the data saturation. The data collection tools included texts and semi-structured interviews, and the method of data analysis also included inductive thematic analysis (Attride-Stirling thematic networks). Findings: The results of the research showed that the curriculum design components included four dimensions: goals, content, teaching methods, and assessment methods, which affect students' interaction and motivation. Goals included indices of changing mental images, real learning environment, flexibility of brain-based curriculum, information storage during learning. Content included indices of development of brain ability, mechanism of brain function, cognitive learning, content understanding, triggering body and brain activity, teaching methods including practical learning, learning in the environment, cooperation in class activity, different learning style, getting students to take responsibility for learning, effectiveness of education, purposeful and conscious teaching, continuous information processing. Assessment method included self- assessment, understand the content easily, flexible learning, encouraging activities. The interaction included indices of sharing new experiences in learning; improving the brain ability; and discussing different topics. Stimulation of learning and motivation included the indices cognitive function of the brain, challenging and enjoyable learning. Conclusion: The results showed that the brain-based curriculum emphasizes on goals, content, teaching and assessment methods, which is designed with an emphasis on interaction and motivation.