درخت حوزه‌های تخصصی

To explore the characteristics of the items of the Teaching English as a Foreign Language (TEFL) MA Admission Test (henceforth TMAAT) as a high-stakes test in Iran, the current research utilized a three-parameter logistic Item Response Theory (IRT) calibration of the test items. The three-parameter logistic IRT model is the most comprehensive among the three models of IRT for it takes into account all the three effective parameters of item difficulty, item discrimination, and guessing simultaneously. The data were a random selection of 1000 TMAAT candidates taking the test in 2020 collected from Iran’s National Organization of Educational Testing (NOET). The software used to analyze the data was jMetrik (Version 4.1.1), which is the newest version so far. As the results indicated, the TMAAT worked well in discriminating the higher and lower ability candidates and preventing the candidates from guessing the responses by chance, but it was not much acceptable regarding the difficulty level of the items as the items were far too difficult for the test-takers. The most important beneficiaries of the present investigation are test developers, testing experts, and policy-makers in Iran since they are responsible to improve the quality of the items in such a high-stakes test.

Background : This study was descriptive, analytic applications that aim to determine of Study of Physical education teachers’ capabilities in Mazandaran University of educators in providing active teaching methods were performed. Method: Two types of questionnaire to collect data from students and educators, teacher training centers in Mazandaran University were analyzed. Semi-structured interviews were carried out by highly qualified teachers. Moreover, the study also documents, the unit responsible for libraries, educational technology and teacher training institutions in the field of laboratory facilities and the services units were interviewed. In this study, 56 teachers and 207 students were examined . Results: The results of testing hypotheses show that the amount of teaching experience and qualification of teachers and facilities, Educational Technology Center and the amount of library facilities and teacher training institutions selected by the instructors teaching methods and valid relationship is not statistically significant (α>0.05) and the way teachers teach and students to conduct research activities and research interest rate relationship is valid and meaningful. Teaching between teacher and student learning outcomes are valid and statistically significant relationship exists (α≤0.05) . Conclusions: Based on instructional objectives and course content and learning conditions to select an appropriate method for teaching and to deepen students' educational media makes maximum use of the facilities.

L’œuvre d’Antonin Artaud est imprégnée d’une défiance à l’égard de la culture occidentale. Il a besoin de se distancier de la société de son temps et de puiser sa propre vérité dans un mythe fondateur qui pourrait récupérer le défaut de son mythe individuel et lui permettrait d’accéder à une nouvelle forme d’expression artistique. Ainsi est-il amené à s’intéresser au Mythe du Graal et à rechercher dans un passé lointain, les traces d’une spiritualité éclipsée. Il a été visiblement intéressé par les thèses de René Guénon, une des figures incontestables de l’histoire intellectuelle du XX e  siècle dont les livres ont trait à la métaphysique, au symbolisme, à l'ésotérisme et à la critique du monde moderne, chez qui il a trouvé une explicitation métaphysique de la doctrine du Graal et une explication cosmologique des symboles de primordialité qui l’intéressaient. Des éléments qui ont jalonné le cheminement de sa quête et qui vont nous servir de fil conducteur pour étudier la question de la quête du Graal chez Artaud, en la mettant en écho avec les idées de Guénon, mais surtout pour comprendre comment il a contribué à son tour à l’ordre de l’évolution de ce mythe fondateur de l’histoire de l’Occident.