درخت حوزه‌های تخصصی

Purpose: This research was conducted with the aim of identifying effective factors on educational reform at the level of national and regional supports for high school mathematics. Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative, which was performed in two stages of synthesis research and content analysis. The research environment in the synthesis research stage were all reference texts about recognizing the needs of the high school mathematics curriculum in the period of 2007 to 2020 years, which number of 47 sources were selected as a sample by purposeful sampling method. The research environment in the content analysis stage were all reference texts of educational reform of the high school mathematics curriculum and national and regional support in the period of 2010 to 2020 years, which number of 7 sources were selected as a sample by purposeful sampling method. The content validity of the data was confirmed by 5 experts in the field of curriculum and education of mathematics and their reliability was obtained by the agreement coefficient method between the two coders 0.88. Data were analyzed by synthesis research and content analysis methods via deductive. Findings: The results of synthesis research showed that for the effective factors on educational reform were identified 5 components and 12 subcomponents, which the components included the need to review the curriculum, preparation of teachers to change the curriculum, the need for teacher training, supervision of the education system on the teachers' performance and providing curriculum implementation arrangements. Also, the results of content analysis showed that for the effective factors on educational reform were identified 2 components and 7 subcomponents, which the components included preparation teachers to change the curriculum and providing curriculum implementation arrangements. Finally, the diagram of the effective factors on educational reform at the level of national and regional supports for high school mathematics was drawn. Conclusion: According to the results of this study, planning to improve the education of high school mathematics is essential through the use of effective factors on educational reform.

Purpose: The purpose of the present study was to determine the effectiveness of life skills training on coping strategies and psychological capital of adolescents. Methodology: The research design was quasi-experimental with pretest-posttest design with the control group. The statistical population of this study consisted of all female high school students in the 4th District of Tehran in the academic year of 1396-97. According to Cohen's table, the sample size was 30 people. The initial random sampling method was used, but the participants in the control and experimental groups were randomly assigned and 15 individuals in the experimental group and 15 in the control group were replaced. The measuring tools included Lazarus's Coping Strategies Scale (1985) and Lutz's Psychological Capital Scale (2007), which subjects completed before and after the life skills training program. Analysis of variance (ANOVA) was performed using Spss21 software at a significant level of 0.05. Findings: The results showed that life skills training (14.3%) played a role in explaining the problem-focused coping strategy, but it was not effective in the emotion-focused coping strategy (P = 0.824). Life was 19.7% in explaining self-efficacy, 23.2% in explaining hope, and 17.1% in explaining the resilience of the experimental group. But the experiment group was not optimistic (P = 0.904). Conclusion: Based on the findings, it can be concluded that life skills training has been effective in coping strategies and psychological capital of adolescents.

purpose: The purpose of this study was to identify the perception and experience of teachers and educational managers about the implementation of the professional ranking plan of teachers in the education system of the Iran. Methodology: The method of this research is a qualitative exploratory research which has been conducted in an interpretive analysis method. The data gathering tool was a semi-structured interview, with interviews with 15 experienced teachers, principals, and executives of the project. Sampling was done using purposeful snowball method. For data analysis, coding was used in both open and axial coding. Findings: The results of the research showed that the teacher ranking plan has legal, scientific, professional and managerial requirements for its implementation. The main strengths of the plan include increasing teachers' motivation, improving teachers' skills, reducing teachers' livelihood issues, improving student achievement and reducing inequality. The weaknesses include lack of comprehensiveness of the plan, lack of transparency, the ability to apply personal opinion, the length of the process, high emphasis on seniority, weakness in information and lack of implementation. Conclusion: The most important solutions identified for improving the design are: having a professionalism approach to teachers, paying attention to improving teachers' livelihoods, teamwork and continuous evaluation, holistic approach, and bureaucracy reduction.