مطالب

Background and Aim: One of the most common problems that coaches and teachers face in schools and educational environments in relation to students is the issue of adaptation and how to adapt students. Middle school period is the transition period to university level and adaptation in this period plays an essential role in the activities and academic progress of students. Therefore, the main goal of the current research was to increase the level of academic adaptation and academic hope and reduce students' academic anxiety by using mindfulness training. Methods : The current research was a semi-experimental design with a pre-test-post-test and a control group. The statistical population of this research included all female students of Bushehr city in the academic year of 2022-2023. In order to select the sample in the first stage, after obtaining the necessary permission from Bushehr Education and choosing a high school, with the available sampling method, 50 students were selected from among the applicants to participate in the training sessions, and from this number, according to the criteria entering and exiting the research as well as other reasons (such as the opinion of administrators, teachers, and counselors regarding the student's academic incompatibility and emphasis on the presence of these students in the meetings, non-cooperation of the participants) out of this number, 40 people remained who were randomly divided into two groups experimental and control groups were placed. The experimental and control groups responded to the research tool questionnaires in three stages: pre-test, post-test and follow-up. The experimental group received 8 45-minute sessions of training. Follow-up answered Sinha and Singh's AISS (1993) academic adjustment questionnaire and Pekrun et al.'s AEQ (2002) academic emotions questionnaire Results: The results of multivariate covariance analysis showed that mindfulness training has a significant effect on increasing academic adaptation and educational hope and reducing students' academic anxiety. Conclusion: It is concluded that having mindfulness in educational situations causes positive changes in education and educational environments at an optimal level. In relation to these results, it can be said that the training program has been effective because in this program, the participants' awareness and attention without judgment were improved and they faced challenges with self-acceptance and reduced reactivity. By considering this model, school counselors can affect the academic adaptation and educational hope and reduce the academic anxiety of students.

INTRODUCTION: The quality of education and accreditation of universities, institutions, and educational centers has always been of great concern to many groups, including managers, officials, students, parents, and employers, in the past hundred years. The purpose of current research is to design the accreditation model of applied science higher education institutions. METHODS: This qualitative research was conducted using qualitative content analysis. Its statistical population includes articles, documents, and all the key informants of applied science higher education institutions in Tehran. A total of 21 key informants were selected using the purposive and snowball sampling method and maximum diversity technique. The data were collected by semi-structured interview, observation, review of documents and scientific texts and analyzed by using MAXQDA-2022 software and weighting of factors, criteria, and indicators with the Shannon entropy method and prioritization with RANK function in Excel. FINDINGS: The results demonstrated that after weighting and prioritizing, the final research model included 33 factors, 101 criteria, and 704 indicators. There are 27 input factors, 4 process factors, 1 output factor and 1 outcome factor. CONCLUSION: The current accreditation model was prepared in accordance with the conditions of applied science higher education institutions using domestic and international experiences with a systemic approach (input, process, output, and outcome) in the form of factors, criteria, and indicators and can be used by the University of Applied Science and Technology.

Purpose: The continuous improvement of the performance of Sama schools through the effective dimensions and components let to create a competitive advantage for Sama schools. Therefore, the aim of this study was identifying the dimensions and components of continuous improvement of the performance of Sama primary schools. Methodology: This research in terms of purpose and implementation method was applied and qualitative from type of exploratory, respectively. The statistical population of the current study was all the faculty members of the educational management field, Sama staff managers, school principals, teachers and trainers, and students of Sama, which according to the principle of theoretical saturation number of 20 people of them were selected as a sample. The samples of the present study were subjected to a semi-structured interview, which its validity was confirmed by the triangulation method, and its reliability was obtained by the method of agreement coefficient between two coders 0.89, and the data obtained from the interview were analyzed by thematic analysis method in MAXQDA software. Findings: The findings showed that the continuous improvement of the performance of Sama primary schools had 65 concepts, 11 components and 4 dimensions. Its dimensions and components were included educational equipment and facilities (with two components of hardware infrastructure and educational and teaching aids), professional capabilities and skills (with two components of professional skills of teachers and trainers and professional skills of managers), program-oriented (with three components of teaching and learning process, research program and training program) and managerial competencies (with four components of financial resources management, strategic thinking, systematic evaluation and internal and external communication). In the end, the theme network pattern of continuous improvement of the performance of Sama primary schools was designed. Conclusion: According to the results of this study, in order to continuous improvement of the performance of Sama primary schools must use the identified dimensions and components for it and provide the ground for their implementation.

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.