Aspects of ethics, values and social related to school learning
Mina Rahdar; Masumeh Bagherpur
Abstract
The present research was accomplished to aim the effectiveness of teaching the spiritual concepts with a focus of religion on the amount of academic alienation and development of academic identity among female 7th grade students in Bandar Torkman city. The research was semi-exprimental and of pre-test ...
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The present research was accomplished to aim the effectiveness of teaching the spiritual concepts with a focus of religion on the amount of academic alienation and development of academic identity among female 7th grade students in Bandar Torkman city. The research was semi-exprimental and of pre-test and post-test with witness group. The statistical society included the whole female 7th grade students in Bandar Torkman city in the school year of 2021-2022 with the number of 1250 people whom they were divided 25people in experiment group and 25 people in witness group. Data collection tool contained standard questionaire of academic alienation by Mio & Rosalind (1992) and academic identity by Vaz & Issacson (2008) and the intervention tool was teaching spiritual concepts with a focus of religion within 13 sessions of 90-minute for twice a week based on a model by Amini et al. (2017). The obtained data were analyzed using Covariance analysis in the software SPSS-24. The The results showed that there's a significant difference among the components of academic alienation (abnormality, meaningless, powerless and social solidarity) and improving the components of academic identity (successful academic identity, late academic identity, confused academic identity and follower academic identity).
elham seif; sajjad basharpoor; Mohammsd narimani; Fazeleh Heidari
Abstract
The aim of this study was to determine the effectiveness of executive functions-based rehabilitation program on cognitive deficits of children with dyslexia. This study was experimental with pre-test and post-test with control group. The statistical population of this study consisted of all students ...
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The aim of this study was to determine the effectiveness of executive functions-based rehabilitation program on cognitive deficits of children with dyslexia. This study was experimental with pre-test and post-test with control group. The statistical population of this study consisted of all students with dyslexia in the fourth and fifth grades of elementary school in Tehran in 1397-1398 academic year. The sample consisted of 40 dyslexic students who were selected by clustering sampling method and randomly assigned into two experimental (n=20) and control (n=20) groups. After conducting the revised effortful Control Scale as pretest on both groups, the executive functions-based rehabilitation program was applied to the experimental group in 12 sessions and each session for 60 minutes twice a week, but the control group received no intervention. Then, both groups responded to mentioned questionnaire as post-test. Data were analyzed using repeated measure ANCOVA. The results showed that there was a significant difference between the experimental and control group in cognitive deficits of distraction, poor concentration, poor attention shifting and impulsivity. These results indicate that executive functions-based rehabilitation program has improved the cognitive deficits in children with dyslexia, thus, this intervention can be a useful program for dyslexic children.
Safdar Nabizadeh; Rasool Kord Noghabi; Abolghasem Yaghoobi; Khosro Rashid
Abstract
The aim of this study was to compare the effectiveness of mindfulness-based stress reduction and mindfulness-based social-emotional learning on the components of social-emotional competence and children's academic performance. The method of this study was quasi-experimental with post-test pre-test design ...
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The aim of this study was to compare the effectiveness of mindfulness-based stress reduction and mindfulness-based social-emotional learning on the components of social-emotional competence and children's academic performance. The method of this study was quasi-experimental with post-test pre-test design with unequal control group. The study population consisted of male students of the second elementary school of Hamedan in 1397-98, that 54 students of whom were selected by cluster sampling method and were divided into two experimental groups (18 people) and a control group (18 people). First, students in the experimental and control groups filled the Zhou and Ee (2012) Socio-Emotional Competence Scale and the researcher-made academic performance test in the pre-test stage. Then, one experimental group was trained in mindfulness-based stress reduction method in 10 sessions and the other experimental group was trained in mindfulness-based social-emotional learning method in 18 weeks (90 audio files) and the control group no received interventions. After completing the training, all groups completed the tool again in the post-test phase. The results of analysis of covariance showed that the effectiveness of two methods of mindfulness on increasing the components of social-emotional competence and academic performance was significant (p< 0.01). But no significant difference was observed in the effectiveness of the two methods (p> 0.05). Based on these findings, it can be concluded that mindfulness can be used as an effective method to promote social-emotional competencies and academic performance in primary schools.
Mahdi Ghorbankhani; Keyvan Salehi; Ebrahim Khodaie; Ali Moghadazadeh; Marzieh Dehghani
Abstract
Educational systems do not develop beyond the ability and motivation of their teachers. The teacher is the main factor in implementing educational programs in the school. The purpose of this study is to identify the factors, criteria and indicators for measuring teacher readiness in primary school. We ...
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Educational systems do not develop beyond the ability and motivation of their teachers. The teacher is the main factor in implementing educational programs in the school. The purpose of this study is to identify the factors, criteria and indicators for measuring teacher readiness in primary school. We conducted a systematic review in the period 2000-2021 and searched scientific databases including ProQuest, Eric, Google Scholar, SID, Ensani, and Magiran. We analyzed 67 documents based on PRISMA criteria. The results of the analyses led to the identification of 191 indicators, 21 criteria and 8 main factors. In the next step, the effect of each criterion on each other was estimated using the Dematel technique. Findings indicated that the first 5 criteria with most impact, respectively, include teaching aptitude, moral sensitivity, commitment and responsibility, rational and ethical training and being research-oriented. Also, by calculating the net impact, the top criteria include basic teacher prerequisites, general and superior mental abilities, teaching aptitude, attitudinal and emotional characteristics, and communication skills, respectively. The results of the rankings show that the criteria related to the teacher prerequisites factor have the greatest effect
