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
Reza Kamalimohajer; Keyvan Salehi; Ali Moghadamzadeh; Fateme Jafari
Abstract
The purpose of this study was to construct a scale for assessing the Students` Subjective Well-being in elementary School (ESSSWBSS). For this purpose, based on an exploratory sequential mixed methods design, two studies were conducted. In the first study, using purposive sampling of the criterion type, ...
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The purpose of this study was to construct a scale for assessing the Students` Subjective Well-being in elementary School (ESSSWBSS). For this purpose, based on an exploratory sequential mixed methods design, two studies were conducted. In the first study, using purposive sampling of the criterion type, 29 key informants including teachers and elementary school students in Tehran were selected and interviewed. Research tools were researcher-made single-item questionnaire and semi-structured interviews. Data were analyzed by Colaizzi's method. This has led to identifying six main themes including 'executive-administrative ', 'cultural', 'environment', 'friends', 'teaching and teacher ethics' and 'individual'. In the second study, among elementary school students in Tehran 387 students were selected through three-way cluster sampling. Psychometric properties of tools were evaluated using content validity, examination of items, structural validity and reliability determination. The content validity ratio (CVR) of each of the items was above the criterion of 0.54 and the overall validity of the tool (CVI) was 0.735. Validity of the scale was confirmed by content validity based on experts' opinion; the reliability of the scale was calculated by Cronbach's alpha and its value was 0.86. The exploratory factor analysis resulted in extraction of six factors. The item characteristic curve indicates that the majority of the items have a satisfactory and sometimes very good qualifications. In general, it can be said that the quality of the tool is of good quality because it provides a high level of information in a significant range of the ability continuum (-2 to +1). Investigating the psychometric properties of the tool showed that it can be used as a valid and reliable tool for assessing the Elementary School Students’ Subjective Well-Being in School.
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.
Shahnaz Alizadeh; Keyvan Salehi; Ali Moghadamzadeh
Volume 5, Issue 1 , September 2017, , Pages 63-84
Abstract
The quality of measurement learning system is one of the most important transformational processes in educational system and it effects method, the extent of learning and develop life skills. Development in the field of classroom assessments have passed three approaches of measuring (AAL, AFL, AOL). ...
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The quality of measurement learning system is one of the most important transformational processes in educational system and it effects method, the extent of learning and develop life skills. Development in the field of classroom assessments have passed three approaches of measuring (AAL, AFL, AOL). The approach to measuring is the newest approach, by targeting and providing suitable conditions, provide the context of formation and enhancement of student’s competencies as independent, flexible and critical citizens. In this study in order to examine the level of awareness and using three dimensional approaches by teachers in a sequential three steps process has been passed. reviewing the history of the research and interviewing experts to identify the markers by distinguishing three-dimensional approaches; b) implementing a questionnaire to measure the level of familiarity of teachers with approaches Triple, and (c) Compilation of the log of behavior and observation performance of 11 teachers in the class process. Sample selection has been targeted and available. The data of the second stage were collected by using a questionnaire developed and reviewed by 34 teachers. To increase the validity of the questionnaire and based on the multisession strategy, the behavioral checklist was prepared and the performance of 11 teachers was also observed. The comparison of the average rankings with the Friedman test showed that there is a significant difference between observing the examples of the three approaches the difference is that the AOL approach with 96% has the highest level of observance of the examples in the classes and the observance of the examples The AAL approach, with 40%, had the lowest rates in the classroom. Failure to observe 59 percent of the AAL approach in the observed classes emphasized the need for attention and training on this important issue. In general, the results show a low level of awareness and minimal attention to the examples of the AAL approach as an underlying approach to citizenship education. While the AOL approach, which has little to do with constructivist perspectives, the fostering of creative and entrepreneurial citizens, continues to dominate, focusing on awareness and teacher-centered actions.
