درخت حوزه‌های تخصصی

Purpose: The present research was conducted with the aim of comparative study of university' social responsibility patterns to provide strategies for Iranian universities. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was all articles and books related to social responsibility and university' social responsibility patterns in the 1990 to 2021 years. Out of 23 resources related to university social response patterns number of 14 resources based on the inclusion criteria were selected as a sample by purposive sampling method. Data were collected by documentary method and take noting from them and were analyzed by content analysis method. Findings: Findings showed that the university' social responsibility patterns mainly emphasized on 10 components of environmental conditions (economic, political, cultural and social), law, ethics, humanitarian, stakeholders, philosophy and goals of the pattern, theoretical foundations, perceptual framework, implementation stages and evaluation and engineering system. Also, a comparative study of university' social responsibility patterns indicated that these patterns were more similar from each other in terms of four components of environmental conditions, stakeholders, implementation stages and evaluation and engineering system and were more different from each other in terms of six components of law, ethics, humanitarian, philosophy and goals of the pattern, theoretical foundations and perceptual framework. Conclusion: The results of this research can have practical implications for university specialists and planners. They can with the help of identified components take an effective step towards promoting social responsibility in universities

Purpose: Today, countries around the world have come to realize that a wide range of skills, thinking skills and basic skills are needed to prepare students for an unpredictable future. To achieve this, learners must expand their awareness of themselves as thinkers and learners, practice strategies for effective thinking, and develop the thinking skills they need throughout their lives, because thinking and thinking are at the beginning of any Production and construction in the human world. The new education is trying to provide children with the necessary curriculum preparation through the various curricula. Teaching philosophy to children is one of the ways that has been considered in recent years for thinking and reasoning. Methodology: The purpose of this study was fundamental and in terms of data collection, it was a descriptive survey and it was a qualitative research in terms of content analysis and foundation data method. All elementary school students in the city of Sari were the community of research experts who had at least one elementary school teacher. Semi-structured interviews were conducted with 12 people using snowball sampling. Findings: The results of the content analysis and dimensional data analysis method showed that teaching philosophy included teaching how to think, teaching to ask, how to ask. Emphasis on the rightness of thought, on right thinking, on the transfer of philosophical thoughts to learners. Conclusion: Involving children in teaching philosophy has both cognitive effects and increased self-esteem, self-efficacy, social intelligence, emotional intelligence and perhaps transferable skills. It is effective in reducing anxiety, enhancing positive behaviors in the classroom, promoting positive self-concept, cultivating emotional adjustment, and reducing irrational thinking

Purpose: The purpose of this study was to present a model of professional development of teachers with a qualitative approach. Methodology: In this study, in order to identify the teacher professional development model, a qualitative interview was determined. The statistical population of the study in the qualitative part was all experts and experts in educational management and planning with 10 people and in the quantitative part included all teachers and principals working in primary schools in Shiraz. The data collection tool was a researcher-made questionnaire. To collect the data in the second stage, a closed questionnaire with a Likert scale of five was used. Findings: The results showed that the results of semi-structured interviews during several stages of coding and also inspired by the research background, led to the identification of the initial code. In the second step, the identified concepts were categorized into the following categories. These fourteen categories are; 1. Management of learning and teaching 2. Creating a conducive learning environment 3. Assessment and curriculum 4. Outline vision 5. Continuous school improvement 6. Effective communication and collaboration 7. Relationship with society and stakeholders 8. Operations management 9. Resource management 10. Guidance and leadership of individuals and teams 11. Professional ethics 12. Islamic ethical principles and norms 13. Develop your career 14. Finally, the fourteen professional standards of school principals were divided into several key areas or categories: educational leadership, strategic leadership, ethical leadership, management and organizational leadership, communication management, and professional development. Conclusion: The results showed that the results of semi-structured interviews during several stages of coding and also inspired by the research background, led to the identification of the initial code.