sima alizadeh; MohammadReza Sarmadi; Mohammad Hassan Seif; Saeid Mazloumian
Abstract
This study was conducted with the aim of standardizing the Pedagogical content knowledge scale of high school teachers in using digital games.The present study is a correlational study with the statistical population including all high school teachers in Urmia. In this study, two areas were selected ...
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This study was conducted with the aim of standardizing the Pedagogical content knowledge scale of high school teachers in using digital games.The present study is a correlational study with the statistical population including all high school teachers in Urmia. In this study, two areas were selected randomly from education districts and then Questionnaires were distributed among high school teachers in district 2 using the relative stratified sampling method.To assess the Pedagogical content knowledge of digital games the questionnaire of Sue et al (2013) was used. Finally, the data were analyzed through confirmatory factor analysis statistical test. In confirmatory factor analysis, the goodness of fit indices showed good fit of the model. The results also showed that all items of Urmia High School Teachers' Pedagogical Content Knowledge Scale were acceptable in using factor loaded digital games.And none of the items were removed from the Sue et al.Questionnaire (2013). It should be noted that in the subscale of game knowledge, item 1 with factor loadings (0/779) , in the subscale of Pedagogical game knowledge, item 9 with factor loadings (0/745) , in the subscale of game content knowledge, factor 12 with operating load (0/761) is considered to be the most relevant items for each component of game knowledge, Pedagogical game knowledge, and game content knowledge. The Pedagogical content knowledge of high school teachers in the city of Urmia in using digital games has a good content and structural validity and can be used to evaluate the Pedagogical content knowledge of other high schools in using digital games.
Elahe Saeidei; Alireza Pirkhaefi
Abstract
The purpose of this study was to compare the creativity and memory of students with dyscalculia. The causal-comparative study design was selected. The statistical population included the students with dyscalculia who were studying in region 3 of Tehran. The sample included 30 students with dyscalculia ...
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The purpose of this study was to compare the creativity and memory of students with dyscalculia. The causal-comparative study design was selected. The statistical population included the students with dyscalculia who were studying in region 3 of Tehran. The sample included 30 students with dyscalculia and 30 normal students. The Kim Karrad visual memory test and creative thinking of Torrance was used for measurement. Data were analyzed by using Anova variance. The research findings showed that the scores of creativity, immediate memory, complete memory and memory accuracy in students with dyscalculia were significantly lower (p <0.05) than normal students. In the field of creativity, the most difference was seen in the scores of originality and elaboration, and in the field of memory, the difference was seen in the scores of immediate and complete memory. However, there was no significant difference between male and female students with dyscalculia in the fluency and flexibility, immediate memory, complete memory, and memory accuracy. In general, the results of the study showed that students with dyscalculia regardless of their gender have a malfunctioning in creativity and visual memory which necessitates cognitive rehabilitation.
parvin farajzadeh; Ahmad Ghazanfari; maryam choramy; Tayebeh Sharifi
Abstract
The present study was conducted with the purpose of investigating the effectiveness of training psychological capitals on academic engagement of teacher-students with low academic engagement. The present study was quasi-experimental with pretest, posttest, control group and a two-month follow-up period. ...
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The present study was conducted with the purpose of investigating the effectiveness of training psychological capitals on academic engagement of teacher-students with low academic engagement. The present study was quasi-experimental with pretest, posttest, control group and a two-month follow-up period. The statistical population of the study included female teacher-students at the teachers’ university in the city of Shahr-e-kord in academic year 2018-19. 30 female teacher-students with low academic engagement were selected through purposeful sampling method and randomly placed into experimental and control group (15 students in the experimental group and 15 students in the control group). The experimental group received psychological capitals training (Akhoondi, 2017) during two-and-a-half months in ten ninety-minute sessions. The applied questionnaires in this study included academic engagement questionnaire (Fredricks, Bloomenfield, and Paris, 2004) and academic procrastination (Talkman, 1991). The data of the study were analyzed by repeated measurement ANOVA. The results showed that psychological capital training has a significant effect on the academic procrastination of teacher-students with low academic engagement (p˂0.001). The findings of the present study showed that psychological capitals training by applying the concepts such as hope, self-efficacy conception, resilience, and optimism can be used as an efficient training to decrease academic procrastination of teacher-students with low academic engagement. Key words: Training psychological capitals, academic procrastination, academic engagement, teacher student
ali karimiargini; Noureddine Mirzaei; Gholamhossein Entesarfoumeni
Abstract
This study aimed to dentify the factors affecting the quality improvement model of school management in primary schools in Zanjan province. This research with a socialist interpretive approach seeks to examine the factors, criteria and indicators of improving school management quality from the viewpoints ...
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This study aimed to dentify the factors affecting the quality improvement model of school management in primary schools in Zanjan province. This research with a socialist interpretive approach seeks to examine the factors, criteria and indicators of improving school management quality from the viewpoints of experts, the school management experts, and operating educational leaders? Sample size and sampling method was Purposeful and semi-structured interviews were conducted with 25 elementary school principals. The measuring tools were designed in the form of a 107-question questionnaire based on the identified components. Its face and content validity were confirmed by experts and finally the reliability coefficient was (0. 95). The data from these sources have been converted into textual data and have been categorized by the underlying method. After open coding, axial and selective coding were performed. Accordingly, 8 factors, 26 criteria, and 107 indicators were obtained. The findings of the study showed that all of 8 factors (planning, training and learning, educational and extracurricular activities, physical education and health, participation, human relations, supervision and assessment, administrative and financial affairs management), criteria, and indicators should be considered in order to provide an appropriate model of school management quality.
Mehdi Izadi; Ebrahim Reyhani
Abstract
This research was conducted with the aim of investigating Mathematical-Task Knowledge and Common Content Knowledge of elementary School teachers of fraction concept in Tehran province. The method of this study was descriptive-survey method, its statistical population ...
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This research was conducted with the aim of investigating Mathematical-Task Knowledge and Common Content Knowledge of elementary School teachers of fraction concept in Tehran province. The method of this study was descriptive-survey method, its statistical population included the elementary School teachers in Tehran province in the academic year 1397-1398 and its sample were 137 people selected by multi-stage cluster sampling method. In this study, a researcher-made test consisting of an unusual two-part task was used to examine the Mathematical-Task Knowledge and Common Content Knowledge of elementary teachers regarding the fraction concept. The results of the study revealed that teachers do not have suitable Mathematical-Task Knowledge and Common Content Knowledge of the fraction concept (part-whole sub-construct). The overemphasis on part-whole sub-construct, lack of attention to all aspects of part-whole sub-construct of fraction, and lack of balanced attention to other sub-constructs of fraction concept in the educational content of teachers and students can be part of the possible causes of this weakness. Therefore, balancing the various sub-constructs of fraction concept and disengagement from the part-whole approach in the educational content of teachers and students and improving elementary teachers' Common Content Knowledge and Mathematical-Task Knowledge through courses and workshops are the suggestions of this study.
Maryam Mahdian; Zahra Karami Baghteyfouni
Abstract
The purpose of this study was to investigate the effectiveness of extracurricular educations of the pishtazan organization on increasing the students’ creativity and happiness. The research method was semi-experimental by pretest-post test with unequal control group design. The statistical ...
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The purpose of this study was to investigate the effectiveness of extracurricular educations of the pishtazan organization on increasing the students’ creativity and happiness. The research method was semi-experimental by pretest-post test with unequal control group design. The statistical population lincluded all Joveinian female students in secondary high school in 97-98 educational year. A sample of 30 students were randomly assigned to experimental and control groups. The treatment phase was planned in ten 90-minute sessions that wes given to experimental group. To gather data, the researcher used Torrance’s creativity and Oxford’s happiness questionaire. The results showed that there is a significant difference between two groups in creativity and happiness based on co-variance analysis. Finally, results indicated the role and importance of extracurricular educations of the pishtazan organization in increasing the students’ creativity and happiness.
Samanerh Haddadi; hossein zare; Sosan Alizadehfard
Abstract
This study was done to compare problem-solving skills and decision-making methods between the intermediate and advanced second language learners (English, French, German) and non-learners. The present study was carried out on the basis of the casual-comparative method. The statistical population of this ...
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This study was done to compare problem-solving skills and decision-making methods between the intermediate and advanced second language learners (English, French, German) and non-learners. The present study was carried out on the basis of the casual-comparative method. The statistical population of this research contained two groups in which the first group included all learners who participated in the English Language Institutes in Tehran in the first half of the year (2019) to learn English, French and German, whereas the second group included ordinary people who live in Tehran. All the participants were in the range of 18-40 years old. After eliminating scratched questionnaires, 120 subjects were assigned in each group on the basis of multi-stage clustering. Data collection was done by Cassidy and Long problem-solving questionnaire (1996) and Scott and Bruce Decision-making Methods (1995), but due to the lack of normality of data distribution for analyzing data, U Man-Whitney test was used. The results showed that there is no difference in problem-solving skills between Second Language Learners (English, French, German) and non-learners. However, in decision-making methods, dependent decision-making method was significantly lower in second language learners than non-learners (P<0. 01). Difference among other methods was rejected due to higher significance level than assumed 0. 05. Research has shown that people who have learned a second language have the ability to process higher information and learn more quickly, making it more accurate and faster than those who know only one language. Collect and summarize.
