مطالب

Purpose: The main purpose of this study was to develop a model of factors affecting students' creativity and to evaluate its validity. Methodology: The research design was an exploratory (qualitative-quantitative) mix. In the qualitative part of the target population, all teachers of the sixth grade of elementary school in the 5th district of Tehran and professors of psychology and educational sciences were prestigious universities in the country, which were selected by purposive sampling of 10 teachers and 10 specialists. In a small part of the population considered in this study, all female primary school students in the sixth grade of the 5th district of Tehran in the year 1998-97, 350 of them were selected as a sample and in random clusters. In the qualitative part of the research, a semi-structured interview was used to obtain information and in the quantitative part, a researcher-made questionnaire was used. The validity and reliability of the questionnaire were confirmed. Factors with very minor changes in exploratory and confirmatory factor analyze using LISREL software and SPSS / 26 were accepted. Findings: The research findings showed that seven main factors namely students' interests and abilities, teacher characteristics, textbook content, learning style, educational space and school facilities, family and management style and principals' attitudes are effective in students' creativity. Conclusion: In general, since the first step in upgrading and improving any structures is to identify the factors affecting it, the findings of the present study help to develop theories of creativity, design of educational interventions, and general policies.

Purpose: The aim of this research was designing a model for increasing organizational justice with the approach of cultural ethical values in education staff. Methodology: This study was applied in terms of purpose and combined (qualitative and quantitative) in terms of implementation method. The research population in the qualitative section was the management experts of the Islamic Azad University of Neishabour and the managers and deputies of the weekly districts of Mashhad and in the quantitative section were the education staff of the weekly districts of Mashhad in the 2019-20 academic years. The research sample in the qualitative section was 30 people who were selected according to the principle of theoretical saturation by available sampling method and in the quantitative section were 257 people who were selected by stratified random sampling method. Data were collected by methods of phishing, interviews and researcher-made questionnaire whose face validity and structure were confirmed and its reliability was obtained by Cronbach’s alpha method for all dimensions above 0.80. Data of in the qualitative section were analyzed by Delphi method and in the quantitative section were analyzed by descriptive statistical indicators and structural equations in SPSS-26 and AMOS-23 software. Findings: The findings of the qualitative section showed that organizational justice has four components of distributive (4 subscales), procedural (3 subscales), interactive (2 subscales) and linguistic (2 subscales) and cultural ethical values has four components of cultural values (3 subscales), ethical leadership (4 subscales), professional ethics (3 subscales) and ethical Climate (2 subscales). The findings of the quantitative section showed that the components of both factors were confirmed, subscales and components had a significant effect on the model of increasing organizational justice with the approach of cultural ethical values and the model had appropriate fitness indicators. Conclusion: Based on the results, the final model of increasing organizational justice with the approach of cultural ethical values in education staff that this model can have practical implications for education professionals and use it to improve the education organization

Purpose: The aim of this study was to compare the effectiveness of Fernald’s multisensory training and computer game training on dyslexia in primary school students with learning disabilities in Ahvaz. Methodology: This study was applied in terms of purpose and in an experimental framework (pre-test-post-test design with control group). The statistical population in the present study consisted of all elementary students with learning disabilities in the first and second grade of elementary learning centers in Ahvaz in 2019. The sample consisted of 45 students with learning disabilities in the first and second grade of elementary school. The research instrument included Wexler (1945) dyslexia questionnaire. Data were analyzed using repeated measures analysis of variance and multivariate covariance of Manqua and ANCOA. Findings: The results of data analysis showed that Fernald’s multisensory training reduced dyslexia in elementary students with learning disabilities in the experimental group (1) compared to the control group and training in the use of computer games reduced the dyslexia in elementary students with learning disabilities in the experimental group (2). In comparison with the control group, it was found that there is a difference between the effectiveness of Fernald’ multisensory training and computer game training on dyslexia of elementary students with learning disabilities and Fernald’s multisensory training compared to computer game training in elementary students with dyslexia. Learning disabilities were more effective. Conclusion: As a result, it can be said that Fernald’s multisensory training methods and computer game training reduce the dyslexia of elementary students with learning disabilities and Fernald’s multisensory training is a more effective method to reduce the dyslexia anger of elementary students with learning disabilities