Sima Aghaei; Hamidreza Hassanabadi; valiollah farzad; Hadi Keramati
Abstract
The purpose of this study was to examine the efficacy of an integrated approach to automatization of multiplication facts in students with math learning disability. A single case multiple base line design was used for this study. Five students with math learning disability were selected using WISC-VIR, ...
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The purpose of this study was to examine the efficacy of an integrated approach to automatization of multiplication facts in students with math learning disability. A single case multiple base line design was used for this study. Five students with math learning disability were selected using WISC-VIR, Iran Key-Math and according to some exclusion - inclusion Criteria among students introduced to learning disabilities clinics in Karaj. The intervention including conceptual learning of multiplications facts and strategies using explicit instruction, and concrete-representational-abstract method, and automatization of learned facts using detect-practice-repair method was presented in 17 thirty-minute sessions. Data was gathered using a one-minute mad math fluency test. Gathered data was analyzed visually and quantitatively, using R software. Compared to baseline, non-overlap indices, visual analysis and effect size indices confirmed a significant increase in automatic retrieve of multiplication facts in all 5 participants. The findings of this study can help teachers and SLD therapists to build a good foundation for math proficiency in everybody who has math difficulty.
Saeideh Pirhosienloo; Valiollah Farzad; Mansooreh Shahriary Ahmadi
Abstract
This study examined the mediating effect of teacher’s emotions and cognitive coping strategies on the relationship between cognitive appraisal processes and goal orientations with male and female teachers’ job-related affective well-being. In this correlational study, 360 teachers (200 female ...
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This study examined the mediating effect of teacher’s emotions and cognitive coping strategies on the relationship between cognitive appraisal processes and goal orientations with male and female teachers’ job-related affective well-being. In this correlational study, 360 teachers (200 female and 160 male) who were selected through available sampling, responded the Teachers’ Achievement Goals in Work Questionnaire, the Stress Appraisal Measure-Revised, the Cognitive Emotion Regulation Questionnaire, Teacher Emotion Inventory and the Job-Related Affective Well-Being Scale. The results showed that for total sample and for male and female teachers, the partially mediated model of teacher’s emotions and cognitive coping strategies on the relationship between cognitive appraisal processes and goal orientations with teachers’ emotional well-being had good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 55% of the variance in teachers emotional well-being. In general, the results of the present study cosistent with the prevailing concern of educational researchers interested in analyzing the profile of teachers' emotional and motivational experiences, showed that predicting the teachers' occupational well-being through qualities such as goal orientation and cognitive appraisals is achieved in the informational context of other concepts such as emotions and cognitive coping strategies.
Hojjat Mahdavi rad; valiollah farzad; Shirin Kooshki
Abstract
The purpose of the present study was to explanation the model of academic performance based on academic motivation, achievement goals and academic self-efficacy with the mediation of academic engagement of secondary school students in Tehran city. The research was practical and the method was correlational ...
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The purpose of the present study was to explanation the model of academic performance based on academic motivation, achievement goals and academic self-efficacy with the mediation of academic engagement of secondary school students in Tehran city. The research was practical and the method was correlational with structural equation modeling. The statistical population was all second-grade students, who were selected by multi-stage cluster sampling(470). The research instruments were the Miguel et al. Achievement goals Questionnaire, Wallarand et al. academic Motivation Questionnaire, Morris academic Self-Efficacy Questionnaire, and Pintrich et al. the Motivation Strategy Questionnaire for learning. The data were analyzed using correlational methods and structural equation modeling. The results showed that model of research variables had a favorable fit. In the assumed model, academic motivation with academic performance is mediated by academic engagement, has a complete effect and direct effect and indirect effect is non-significant. The goals of progress with academic performance with the mediation of academic engagement had a complete and direct effect and a non-significant indirect effect. The effect of academic self-efficacy with academic performance with the mediation of academic engagement had a complete effect and a significant direct effect, but the indirect effect is not significant. The effect of academic self-efficacy was significant with academic performance at the 5% level. The results showed that the variable of self-efficacy has a significant effect on academic performance and can explain 35% of the variance of academic performance.
sara pirhayati; Keyvan Salehi; valiollah farzad; Ali Moghadamzadeh; Rezvan Hakinzadeh
Abstract
Schools are considered as the most important foundations of education; therefore, all educational policies need to be focused on factors affecting school performance. Accordingly, the purpose of this study was to identify and determine factors, criteria, and indicators of effective primary schools. To ...
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Schools are considered as the most important foundations of education; therefore, all educational policies need to be focused on factors affecting school performance. Accordingly, the purpose of this study was to identify and determine factors, criteria, and indicators of effective primary schools. To meet the study objectives, a systematic and comprehensive review was conducted on the research literature. In this way; the databases of Sage, Emerald, ERIC, Taylor & Francis Online, Science Direct, Civilica, Magiran, Scientific Information Database (SID), and Noor were searched. After excluding articles irrelevant to the purpose of the research, a complete overview was performed on 32 remaining ones. The results of the systematic review led to the extraction of 5 general factors, 15 criteria, and 163 indicators of effective schools. It was concluded that factors related to individual’s behavior in school (mainly administrators and teachers), school-related individual’s behavior (mostly parents), status of educational materials (e.g. quality of school curriculums), and school culture (e.g. school climate or atmosphere) had been significantly taken into account in these articles.
