Demographic features

The ‘Subsidy Targeting Project’ was introduced by the government of Iran in 2010 to ease the impact of removing price subsidies (carried out as part of recent economic liberalization reforms). Under this scheme, regardless of their socio-economic characteristics, Iranian citizens residing in Iran receive the same amount of cash rebate (currently 455,000 Iranian Rials per month). This paper uses the equivalence scales approach to query the fairness of this policy exercise. We use Iran’s Household Expenditure and Income Surveys datasets for 1984-2007 (compiled annually by the Statistical Centre of Iran) to estimate the Engel-curve-based equivalence scales which take account of the main household features: size, geographic location, and a number of characteristics of head of household. Our estimates suggest a clear profile of redistribution which questions the fairness of disregarding households’ characteristics in such a large scale redistribution exercise which was primarily designed to offset the welfare impacts of removing price subsidies. JEL Classification: I30, I31, I32, I38

Research has shown that classroom management plays a critical role in facilitating effective learning, making it a permanent concern for teachers as well as researchers. In the related literature, one area which needs further consideration is to explore the effect of different personal and contextual factors on the way teachers choose to manage their classrooms. Therefore, the present study aimed at exploring the effects of age, gender, teaching experience, teaching context, and academic degree on Iranian English teachers’ classroom management behaviors. To achieve this, a researcher-made questionnaire based on four classroom management questionnaires was developed. The questionnaire was distributed among 152 EFL teachers teaching in different settings in Iran. To analyze the obtained data, Point-Biserial correlation followed by an independent samples t-test, and one-way ANOVA were used. The results revealed that men and women were quite different with regard to the classroom management behaviors they showed. However, age, teaching context, teaching experience, and academic degree did not significantly affect teachers’ classroom management behaviors. Possible explanations of the results in light of the previous literature are further discussed.