درخت حوزه‌های تخصصی

Purpose: Today, the issue of academic failure is one of the most important and scrutinized factors in educational systems and examining the effective factors on it can help in better understanding this phenomenon and providing solutions to its reduce. Therefore, the current research was conducted with the aim of modeling the academic failure of senior students based on the socio-economic position and family social capital with the mediation of family chaos. Methodology: This study in terms of purpose was applied and in terms of implementation method was quantitative from type of correlational. The population of the present research was the senior students of Mazandaran province, which 170 people of them were selected as a sample by cluster sampling method. The research tool was a researcher-made questionnaire of effective social factors on academic failure, which had four components of academic failure, socio-economic position, family social capital and family chaos. The face validity of the questionnaire was confirmed by education specialists and experts and its reliability was obtained with Cronbach's alpha method above 0.70. The data were analyzed with tests of regression and structural equation modeling from type of path analysis in SPSS and LISREL software. Findings: The findings showed that all three variables of socio-economic position, family social capital and family chaos separately had a significant correlation with the academic failure of senior students and were able to predict the 31.0%, 20.2% and 22.9% of the changes of their academic failure, respectively. Also, all the three mentioned variables together could predict 51.6% of the changes of academic failure of senior students. In addition, the academic failure model of senior students based on the socio-economic position and family social capital with the mediation of family chaos had a good fit, and in this model, the variables of socio-economic position and family social capital on family chaos and academic failure and the variable of family chaos on academic failure had a direct and significant effect and the variables of socio-economic position and family social capital with the mediation of family chaos had an indirect and significant effect on academic failure (P<0.001). Conclusion: According to the results of this study, in order to reduce the academic failure of senior students can provide the basis for improving the socio-economic position, increasing the family social capital and reducing the family chaos.

Purpose: Organizational ecology helps to managers so that can look at the organization from a different perspective and take steps towards its growth and improvement. Therefore, the current research was carried out with the aim of designing a paradigmatic model of organizational ecology management in education. Methodology: The current research was qualitative which carried out on specialist and expert professors in the field of population ecology and organization in the field of education and similar organizations in 2022 year. The research sample was 15 people, which whose number was determined according to the principle of theoretical saturation, and they were selected by purposive sampling method. The tool of the current research was a depth semi-structured interview, which its validity and reliability were confirmed, and its data were analyzed with the coding method based on grounded theory of Strauss and Corbin (2000). Findings: The findings of the present research showed that the organizational ecology management in education had 85 concepts, 36 sub components and 12 main components. In this study, the main components in the category of causal conditions were included problems related to macro policy making and abandonment and in the circle of the lack of importance of the organizational ecology discussion, in the category of intervening conditions were included weakness in completing the criteria of positive and progressive organizational indicators and managerial and institutional gaps, in the category of background conditions were included factors related to the macro system, in the category of strategies were included culture and organizational management strategies, attitudinal and discourse strategies, interactive strategies and social influence strategies and in the category of consequences were included social and cultural development, institutional and educational development and political development. Conclusion: According to the identified concepts and sub and main components for the organizational ecology management in education, organizational specialists and planners can accordingly take an effective step towards improving organizational ecology in education.

Purpose: The knowledge transfer in educational systems, especially higher education plays an important role in improving their educational and non-educational functions. Therefore, the purpose of this study was to present the strategic orientation model of knowledge transfer in University of Applied Sciences and Technology. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The research population was all the managers and employees in University of Applied Sciences and Technology in Tehran city with number 450 people. The sample size based on Cochran's formula was estimated to be 207 people, who were selected by multi-stage cluster sampling method. The tool of the present study was a researcher-made questionnaire with 36 items, whose face validity was confirmed by the opinion of experts and its reliability was calculated by Cronbach's alpha method 0.95. The data after collecting with a researcher-made questionnaire were analyzed with the methods of exploratory factor analysis in SPSS and Smart PLS software. Findings: The findings of the present study showed that the strategic orientation model of knowledge transfer in University of Applied Sciences and Technology has 36 items in 6 categories including causal factors (with 6 items), central phenomenon (with 3 items), contextual factors (with 7 items), intervening factors (with 4 items), strategies (with 14 items) and consequences (with 2 items), which their factor load was higher than 0.40, their average variance extracted was higher than 0.50 and combined and Cronbach reliability was higher than 0.70. Also, the strategic orientation model of knowledge transfer in University of Applied Sciences and Technology had a good fit and the causal factors had a direct and significant effect on the central phenomenon. The central phenomenon, contextual factors and intervening factors had a direct and significant effect on the strategies and the strategies had a direct and significant effect on the consequences (P<0.001). Conclusion: The results of this study about the strategic orientation model of knowledge transfer in University of Applied Sciences and Technology can help the officials and planners of the University of Applied Sciences and Technology to improve the educational status of the university through knowledge transfer.

Purpose: Self-efficacy as a part of self refers to belief and confidence to one's abilities to achieve goals and tasks. Therefore, the aim of this study was investigating the impact of curriculum literacy and media literacy on job self-efficacy in secondary school teachers. Methodology: The method of research was descriptive from type of correlation. The statistical population in this study were included all secondary school teachers in West Islamabad city in the academic years 2021-2022 with number of 260 people, which based on the Krejcie and Morgan table number of 165 people were selected by simple random sampling method. The research tools were included job self-efficacy, curriculum literacy and media literacy questionnaires, which were completed by the secondary school teachers and their reliability was estimated to be higher than 0.70. To answer the research hypotheses were used the confirmatory factor analysis tests and structural equation modeling in SPSS and LISREL software. Findings: The findings showed that the job self-efficacy variable has four components of individual self-efficacy beliefs, collective self-efficacy beliefs, expectation of individual consequences and expectation of collective consequences, curriculum literacy variable has three components of curriculum planning system, curriculum basics and curriculum planning elements, and media literacy variable has five components of understanding the content of media messages, awareness of the hidden goals of media messages, critical look at media messages, conscious selection and analysis of media messages, which factor load of all was calculated above 0.50 and Cronbach's reliability of all was calculated above 0.70. Also, both variables of curriculum literacy and media literacy had a direct and significant effect on the job self-efficacy of secondary school teachers (P<0.001). Conclusion: The results of this study indicated the effective role of curriculum literacy and media literacy on the job self-efficacy of secondary school teachers. Therefore, to increase job self-efficacy, it is possible to improve their curriculum literacy and media literacy through educational workshops.

Purpose: The concept of social health along with other aspects of health, including physical, mental and spiritual has a special place. Therefore, this research was conducted with the aim of studying the social health of students with an emphasis on curriculum planning. Methodology: The research method in terms of purpose was applied and in terms of implementation method was survey. The statistical population in this study were included all 5,200 students of the second high school in Lordegan city. The sample size was determined based on Cochran's formula 357 people, which this number were selected by available sampling method. Data was collected with Keyes social health questionnaire (1998) with five components of social flourishing, social correlation, social cohesion, social acceptance and social participation, which its validity was confirmed by experts (mentors and advisors, specialists and research experts) and its reliability was confirmed by the method Cronbach's alpha was calculated 0.78. The data were analyzed with using mean, Friedman test and independent t-test methods in SPSS software. Findings: The findings showed that 7 questionnaires were removed from the analysis due to incompleteness and analyzes were performed for 350 people. Also, the amount of social health was below average, the amount of social correlation, social acceptance and social participation was below average and the amount of social flourishing and social cohesion was above average. Among the components of social health, respectively the amount of social cohesion, social participation, social acceptance, social flourishing and social correlation was higher among students. In addition, the average social health of male students was higher than female students (P<0.05). Conclusion: In general, the results indicated an unfavorable state of social health in students, especially in female students. Therefore, it is necessary to adopt curriculum planning in the educational environment to improve their social health.

Purpose: The purpose of this article is to depict inequality cases and examine the complexity of black teachers' experiences in the British white system. For this reason, the researchers of this article applied concepts of whiteness, intersectionality, and battle fatigue to Boakye's I Heard What You Said (2022). Methodology: This is qualitative research and its nature is deductive. The theoretical framework primarily was based on Crenshaw and Bradbury's definitions of intersectionality, Kincheloe’s of whiteness, and Smith’s of battle fatigue. Loden and Rosener's diversity wheel was also used to clarify various cases of intersectionality. I Heard What You Said (2022) contains 56 experiences of a black teacher in the British white education system. The sample size includes all 56 experiences of the black teacher. Findings: Finding shows that Whiteness and the internalization of white characteristics play a significant role in defining black identities. They are inferior not only because of their different skin color but also because of numerous criteria and the differences from whites. In this educational system, all learning is also consistent with white beliefs and the norms that define them within the system. Boakye mentions that “‘white is light’ imagery and ‘white is right’ ideology” is imposed on students from the early days of attending schools which demonstrates white supremacy in the British education system. In the British educational system, not only are teachers marginalized, but also they have to make an effort in order to institutionalize white beliefs and ideas in students’ minds. The British education system ignores diversity in its curriculum, wanting to follow the concept of “sameness” in education. The narrator criticized the aim of the National Curriculum of England in the late 1860s, based on the view of Mattew Arnowl, citing some ambiguous concepts such as “essential knowledge”, “educated citizens”, “the best that has been thought and said”, and “…engender an appreciation of human creativity and achievements …” He explained the condition in Arnold's time in 1860. It highlighted that the white education system shows no changes in its aim through time. It seeks to stabilize its characteristics in the educational system in relation to ignorance of differences and white supremacy in all parts of the educational system in British. Furthermore, applying the concept of intersectionality, it becomes clear that each proof emphasizes the connection of the particular sections, which to some extent differs from others. Considering the concept of intersectionality in the context of whites being superior, makes the causes more complex. Applying the concept of battle fatigue shows that the black teachers fight against racism even if they believe they could bring insignificant changes to the British educational system. Conclusion: The research shows that black teachers' experiences of discrimination in the British education system are based not only on their skin color as black but on the connection between different dimensions of diversity and criteria in different areas of the personal, sociocultural, and organizational sphere. There is a need to revise the National Curriculum of Britain to start work on eliminating inequalities in the education document and to extend it to the whole education system.

Purpose: The aim of this article was to identify and evaluate the most effective factors for enhancing the cultural awareness of male high school students in Tehran. Methodology: This study is a qualitative research. The statistical population includes 20 experts in management, who are experts in educational management, curriculum and education, primary education, and cultural management (with books or articles). The sampling method in this study was purposeful. Data were collected using semi-structured interviews using MAXQDA12 software. Findings: The results of 111 main concepts (open codes) were obtained from 23 main concepts (basic codes), in the form of an inverse model including 6 selected codes including causal factors (4 components; 23 indicators), contextual factors (5 components; 23 indicators), strategic factors (6 components; 28 indicators), intervention factors (5 components;16 indicators), key phenomena (1 component; 8 indicators), and consequences (3 components and 13 indicators) were presented. Conclusion: Attention to cultural patterns at three levels, local, national, and international, requires special measures from educational decision-makers. In addition, with the existence of different cultural spectrums in our country and the need for national convergence and unity, the importance of this type of culture in the curriculum is more evident than ever.