درخت حوزه‌های تخصصی

Purpose: The purpose of this study was to investigate the storytelling and storytelling curriculum in preschool and presenting a favorable role model. Methodology: This study was a descriptive survey. The research method was mixed method. Due to the exploratory nature of the research and the way in which the data were collected and arranged, (firstly qualitatively and then quantitatively) this research has been classified into successive exploration plans. The qualitative part uses the documentary method and the quantitative part uses the descriptive survey method. The statistical environment of the study consisted of all books, articles, theses, and printed and electronic texts related to the subject. Structured interviews were used to collect data and purposeful sampling was used. Findings: The results of content analysis in qualitative part including open coding and axial coding showed that ratings of storytelling and storytelling components in preschool curriculum were from the strongest to the weakest, respectively: cognitive goals, attitude goals, skill goals, Evaluation, content, teaching and learning methods. The results of t-test showed that the mean of obtained sample (3.70) was higher than the mean of community (3) Conclusion: The results showed that storytelling and storytelling can have a significant role in the curriculum and motivate students to be more motivated and motivated to study formal and higher education. He should have a positive and positive impression of school and school.

Purpose: The purpose of this study was to investigate the effect of teaching critical thinking on meta-cognitive awareness and epistemological beliefs of high school students. Method: The present study was a semi-experimental study with pre-test, post-test and follow up with a control group. The statistical population of this study was all second-grade high school students in Zahedan. The sample consisted of 30 subjects who were selected by randomized cluster sampling and were randomly assigned to either experimental (15 subjects) or control (15 People). The data collection tool was a meta-cognitive awareness questionnaire by Shrow and Denison (1994) and an epistemological questionnaire (EQ) (Schumer, 1990, 1993). At first, subjects of both groups were pre-test and then the experimental group received 12 critical thinking training sessions. While the control group did not receive any intervention. Finding: for analyzing the data, covariance analysis was used by SPSS software. The results showed that there is a significant difference between the mean scores of meta-cognitive awareness and epistemological beliefs in the experimental and control groups in the post-test (P <0.01). The effect of teaching critical thinking on metacognitive awareness and epistemological beliefs of students in the follow-up phase has continued. Conclusion: teaching critical thinking was effective on metacognitive awareness and the epistemological beliefs of students. Teaching students to improve the effective use of abilities, improve their performance and provide them with reasonable decision making and thinking.

Purpose: The main objective of the present paper is to boost executive functions and meta-cognition via compensatory and rehabilitative cognitive training. Methodology: In a randomized controlled trail with pretest, post-test and follow-up assessment, the effects of compensatory and rehabilitative cognitive training via education and personalized practice was studied on the EF and metacognition of 126 secondary students aged 16-18. Participants were assigned randomly into an experimental training group (n=61) using Practical Cognitive Strategy Training (PCST) or a wait-list control group (n=65). PCST (Roshd) consisted of two parts: cognitive strategy awareness and practice for compensatory cognitive training and cognitive exercises for rehabilitative cognitive training. The data was analyzed using repeated measure ANOVA in SPSS 23. Findings: Results showed a significant difference between experimental and control group in strategy use after twelve sessions of training once a week in a twelve-week period of training and a one-month follow-up assessment (P≤0.001). The participants also reported some kinds of transfer in the use of learned cognitive strategies to other life activities. Limitations: The study only used practical real life executive functions exercises and let the students choose whether to use training apps or not. The amount of extra training out of training situation was not controlled. Conclusion: Practical daily-life-based executive functions training can practically enhance executive functions and meta0cognitipon in real life activities.

Purpose: This study aimed to determine the factors affecting Service Learning (SL) in primary school students in Tehran. Methodology: The present descriptive survey research was conducted in terms of the goal as basic with mixed approach, exploratory categorization. In the qualitative part, in addition to using specialized texts in the field of SL, Teachers and specialists active in the field of service learning were interviewed; participants in quantity part included elementary school teachers in the same city. In the qualitative section, the sample included 30 people who were selected by targeted sampling method, considering 5-15 people for each variable, and in quantitative one, 309 people were randomly selected via single-stage cluster. To collect data in the qualitative part, analysis of texts related to service learning, and semi-structured interview, and in the quantitative part of the study, the researcher-made questionnaire were used. Findings: For data analysis in the qualitative part, two analyses of grounded and content, and in quantitative, exploratory factor analysis were administered. The results showed that five factor categories affect the implementation of service learning in schools, which were respectively (based on factor load value) at the following: 1) professional and general competence factor of teachers, with 25 indicators and factor load of 0.694. 2) the atmosphere factor of School, with 8 indicators and operating load 0.680. 3) Curriculum development, with 34 indicators and factor load of 0.631. 4) Educational leadership, with 12 indicators and factor load of 0.0670. 5) School relationship with community, with 7 indicators and Operating load 0.646. Conclusion: In general, in order to increase students' orientation of service learning, the competency and capability of teachers should be improved through new software methods and technology, furthermore, the school space should be appropriately enriched in terms of content, curriculum and educational programs to meet students’ basic needs and to establish effective relation between the school, and influential factors in the society.

Purpose: The purpose of this study was to identify the concept of ethical sensitivity as an essential component of ethical decision making and provide solutions for teacher students education in order to develop ethical sensitivity. Methodology: This was a fundamental descriptive correlational method. In this study, concept analysis method was used. In this regard, first, the preconditions and characteristics of ethical sensitivity, with emphasis on Weaver's studies (2005) was explained, and then, based on these preconditions and attributes, some approaches were presented to develop the teacher students’ education on ethical sensitivity. Findings: Regarding the analysis of ethical sensitivity through the research backgrounds, it can be stated that the purpose of the education and development of this concept is to assist students in accepting and analyzing the views of students, answering them, identifying and interpreting ethical issues, and finally, justify, reflex and anticipate the consequences of its ethical actions, and using methods that are effective in maintaining the student's personality coherence. Conclusion: ethical sensitivity and explaining the methods to develop it on student-teacher education can lead to the behavioral contradiction of the educators and lead to less emphasis of ethical sensitivity among the educators.

Purpose: The aim of this study was to develop a standard model of teachers' professional competence on the basis of high-level documents. Methodology: This was an applied research in terms of purpose and was a sequential exploratory mixed study in terms of data collection. Data collection tools in the qualitative phase were the analysis of the content of high-level documents (Fundamental Reform Document of Education (FRDE), National Curriculum, Comprehensive Scientific Map of the Country, and 20-Year Perspective Document for Iran) to extract the components. In order to ensure the validity of the content analysis checklist, content and face validity method and expert opinion were used. The data in qualitative phase were analyzed through three open, axial and selective coding methods. The findings included 69 symbols in the open coding, where they were classified in the form of 4 concepts including recruitment, teacher education, teacher retention & promotion and evaluation in the axial coding. In the selective coding stage, a standard model of teachers' professional competence on the basis of high-level documents was developed. The research instrument in the quantitative phase was a researcher-made questionnaire derived from the qualitative results of the research. The face and content validity of the questionnaire was confirmed by experts in the field of education. Confirmatory factor analysis, convergent validity, and divergent validity were used to evaluate the construct validity, and hybrid reliability was used to evaluate the construct reliability. As well as, in the quantitative phase of research, structural equations under Smart PLS software were used to evaluate the standard model of teachers' professional competence. Findings: According to the results of t-statistic, all factor loadings were significant at 99% confidence level and played a significant role in developing the standard model of teachers' professional competence on the basis of high-level documents of Education. Conclusion: The proposed model enjoyed an appropriate quality and was approved. Managers, teachers, and administrators in the education of teachers can employ the symbols, concepts, and categories identified in this study in their future planning to shape the teachers' professional competence.

Purpose: The purpose of this study was to identify early growth indices of general managers in order to present the growth pattern of general managers of Iranian provinces in the academic year of 2017-2018. Methodology: To this end, the qualitative research approach and data arising theory (systematic design) have been the criterion for action in this study. The statistical population consisted of all heads of education provinces of Iran. Purposive sampling continued until the researcher saturated theoretically using a semi-structured interview with 14 sample members. Findings: The results showed 16 main categories that were modeled as a paradigm model including: causal conditions (organizational factors; extra-organizational factors; individual traits), focal categories (leadership and management traits; individual traits), growth strategies (extras organizational factors, organizational factors; Individual factors), contextual factors (social factors, economic issues, cultural issues), intervening factors (organizational factors; individual factors) and outcomes (community; organizational factors; individual factors), using the results of theoretical and background studies Research and analysis of the content of interviews conducted, early indicators of modality development The whole thigh has been identified and included in three stages of open coding, axial coding, and selective coding of general manager maturity model in five main categories of causal conditions, pivotal phenomenon (general manager maturity model), general manager maturity strategies, intermediary conditions, and managerial maturity outcomes. Conclusion: The professional development of principals leads to the implications that at the community level in the form of education and training of students, the formation of interaction with education and personal growth, growth, performance, communication, thinking and management and decision making, decision making. Finds and manages.