Seyedeh Mahrokh Mosavi; Alireza Kiamanesh; Mahnaz Akhavan Tafti
Volume 5, Issue 4 , June 2018, Pages 9-24
Abstract
The main objective of this study was to find out the role of student-level and teacher-level on academic achievement. Research population included students and teachers of Tehran’s vocational and technical schools. 10 regions from 5 Tehran’s educational districts and 2 schools from each region ...
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The main objective of this study was to find out the role of student-level and teacher-level on academic achievement. Research population included students and teachers of Tehran’s vocational and technical schools. 10 regions from 5 Tehran’s educational districts and 2 schools from each region were selected, with a total of 906 third-grade students (girls and boys) from these schools and from 39 classes using multi-stage sampling. 123 teachers from the same classes and schools were also chosen for this study. Standard AMS and MSLQ questionnaires were used for academic motivation and academic engagement, respectively, as well as researcher-made questionnaires for knowledge and professional skills of teachers and professional- contextual characteristics questionnair, peer-assisted learning and quality of education. Reliability and validity of the questionnaires were assessed using Cronbach's alpha coefficient, content and construct validity (exploratory factor analysis). Academic achievement was calculated using the average of three grades including GPA (grade point average) of the previous year, GPA of three core courses and GPA of practical courses. Data was analyzed using descriptive statistics, correlation matrix, confirmatory factor analysis, and multi-level analysis. Results of multilevel analysis showed the average academic achievement of students in different classes (i.e. different teachers) was significantly different. In addition, the effect of experience, gender and education level of teachers on students’ academic achievement were insignificant. However, there was a positive and significant effect of quality of education on the academic achievement. At the whole classroom model, 7.27%, and 22.28% (nearly30%) of the variance for academic achievement were related to the student-level and teacher-level, respectively. Findings of the research show the importance of teacher level factors -at higher level- influencing other variables in predicting academic. achievement.
ali khodaei
Volume 5, Issue 4 , June 2018, Pages 25-38
Abstract
The main purpose of the present study was to investigate psychometric properties of the Teacher Emotion Inventory (TEI, Chen, 2016) among Iranian teachers. In this correlation study, 329 female teachers completed the TEI and the Teacher Self-Efficacy Scale-Short Form (TSES-SF, Schwarzer, Schmitz & ...
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The main purpose of the present study was to investigate psychometric properties of the Teacher Emotion Inventory (TEI, Chen, 2016) among Iranian teachers. In this correlation study, 329 female teachers completed the TEI and the Teacher Self-Efficacy Scale-Short Form (TSES-SF, Schwarzer, Schmitz & Daytner, 1999). The confirmatory factor analysis method and internal consistency were used to compute the TEI's factorial validity and reliability, respectively. Also, in order to examine the construct validity of the Teacher Emotion Inventory, we computed correlation between different dimensions of TEI with different dimensions of the Teacher Self-Efficacy Scale. The results of confirmatory factor analysis, based AMOS software, indicated that multidimensional structure of the TEI consisted enjoyment, love, sadness, anger and fear had acceptable fit to data in the teacher’s sample. Correlation analyses between different dimensions of TEI with different dimensions of the Teacher Self-Efficacy Scale consisted career achievement, career skills development, social interaction with students, parents and colleagues and coping with career stress provided initial evidence for the TEI construct validity. Internal consistencies for the scales measuring enjoyment, love, sadness, anger and fear were 0/77, 0/72, 0/82, 0/88 and 0/77, respectively. In sum, these findings provide evidence for the validity and reliability of the TEI as an instrument to measure teachers’ emotional experiences in the career achievement environments among Iranian teacher’s sample.
mohammad borna; Mahboobeh Fouladchang; Bahram Jokar; Farideh yousefi
Volume 5, Issue 4 , June 2018, Pages 39-52
Abstract
The purpose of this study was to examine the effect of connectivism instructional method in comparsion with communicative and grammar-translation on English academic engagement among students. The current study was a 3 (instructional methods) *2 (gender) factorial design with pre-post-test. Statistical ...
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The purpose of this study was to examine the effect of connectivism instructional method in comparsion with communicative and grammar-translation on English academic engagement among students. The current study was a 3 (instructional methods) *2 (gender) factorial design with pre-post-test. Statistical population included all the high school students in grade 3 from Ramhormoz city. Participants included students in six classes that were selected by available sampling method and then completed the academic engagement questionnaire (Reeve, 2013), too. The results showed the connectivism instructional method was significantly more effective than other methods. Based on the results of this research, it is concluded that connectivism instructional method provide unique opportunities for engaging of students by managing of available khowledge. Accordingly, this research suggests the application of connectivism instructional method in order to increase English academic engagement as a foreign language for the students.
Mitra Nouraldsadiq; abdolrahim navehebrahim; HamidReza Arasteh; Hasanreza Zeinabadi
Volume 5, Issue 4 , June 2018, Pages 53-70
Abstract
The purpose of the present study was to identify the components of the development of managers with a fundamentally based data approach and pattern design. The research method is descriptive survey with mixed approach. In the qualitative section, the targeted sampling approach and the use of snowball ...
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The purpose of the present study was to identify the components of the development of managers with a fundamentally based data approach and pattern design. The research method is descriptive survey with mixed approach. In the qualitative section, the targeted sampling approach and the use of snowball techniques and the application of theoretical saturation criterion were used in semi-structured interviews with 14 founders, famous nongovernmental schools. The reliability of the interview resulted in an agreement between the two coders, 86.9%. The interview texts were analyzed using maxqda software and open coding. A small portion of society was selected by all non-governmental high school principals in the academic year 2016-17 (510, members). With the help of Cochran formula, 218 managers were selected by random sampling method. The implementation of the quantitative part was done using a researcher made questionnaire based on the results of the qualitative section. Validity and reliability of research tools were optimum. Qualitative findings are based on data analysis in the basis of data and quantitative findings using descriptive indexes, exploratory factor analysis, and verifying structural equations. The overall results of the research indicate three sub-components that account for 49.34% of the variance of managers development. The following components of the development of managers: the creation of learning and development opportunities with coefficient of 0.53 and the separation of financial issues from education with a coefficient of 0. 56 and encouraging managers in their improvement with a coefficient of 0.48 in explaining the variance of developmental structures.
mina mohebbi; Mirmahmoud Mirnasab; eskandar fathiazar; Toraj Hashemi
Volume 5, Issue 4 , June 2018, Pages 71-82
Abstract
The present study aimed to compare bullying behavior, school bonding and social competence in the bully and pro-bully students. The subjects were 80 elementary school boys selected by purposeful sampling, cluster random sampling and screening methods. Measurement instruments include the Illinois Bullying ...
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The present study aimed to compare bullying behavior, school bonding and social competence in the bully and pro-bully students. The subjects were 80 elementary school boys selected by purposeful sampling, cluster random sampling and screening methods. Measurement instruments include the Illinois Bullying Scale, Peer Nomination Form, Teacher Nomination Form, Participant Role Scale, School Bonding Scale and Self-report Scale for Social Competence. The results of a Multivariate Analysis of Variance (MANOVA) revealed that mean scores of bully and pro-bully students for the sub-scales of bullying behavior (bullying and fighting) were not significant. Also, no significant difference was found between the bully and pro-bully students for the sub-scales of school and teacher attachment, and school involvement of school bonding. Mean score of pro-bully students for the sub-scale of prosocial behavior of social competence was significantly higher than bully students. In addition, mean scores of the pro-bully students was significantly lower than bullies for the sub-scale of disruptive behavior of social competence. The findings indicate the importance and the role of negative perceptions of social competence have on the incidence of bullying at school. Limitations and implications are discussed.
Maryam Safaei; Siyavash Talepasand
Volume 5, Issue 4 , June 2018, Pages 83-92
Abstract
The aim of this study was to investigate the psychometric properties of the student engagement scale in school. Population of this study were all of the students of Mahdishar city in Semnan province in 2015-2016. Participants were 502 students of 7th to 9th grades (252 male and 250 female) that were ...
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The aim of this study was to investigate the psychometric properties of the student engagement scale in school. Population of this study were all of the students of Mahdishar city in Semnan province in 2015-2016. Participants were 502 students of 7th to 9th grades (252 male and 250 female) that were selected via stratified random sampling method. All of them completed student engagement instrument (SEI) and student engagement multidimensional scale (SES-4DS). Exploratory factor analysis, item-total correlation and reliability analysis to evaluate psychometric characteristics of this questionnaire were conducted. Confirmatory factor analysis to study the measurement model and internal structure of items was carried out. Convergent validity with student engagement instrument and criterion validity with math and discipline score was studied. Results showed that the student engagement multidimensional scale in the school is saturated with four factors. The student engagement multidimensional scale in School showed positive and significant correlation with the Student Engagement Instrument (0/67), mathematics (0/14) and discipline (0/099). Reliability of the student engagement multidimensional scale in school via Cronbach's alpha, 0/82 and reliability of cognitive, emotional, behavioral and agency subscales computed 0/65, 0/75, 0/77 and /076, respectively. The findings suggest that Persian version of the student engagement multidimensional scale in School has acceptable psychometric properties and can be used as a valid instrument in academic and educational studies.
Seid Mohammad Shobeiri
Volume 5, Issue 4 , June 2018, Pages 93-100
Abstract
The purpose of this study was to investigate the effect of WhatsApp social network on the process of improving the environmental culture of teachers. The present study was carried out from the perspective of the applied purpose and the method of collecting and analyzing the data by a descriptive survey ...
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The purpose of this study was to investigate the effect of WhatsApp social network on the process of improving the environmental culture of teachers. The present study was carried out from the perspective of the applied purpose and the method of collecting and analyzing the data by a descriptive survey type. The statistical population of the study is all teachers in 19 areas of education in Tehran. The sample size was calculated using Cochran's formula and 340 people were selected by stratified cluster sampling. The data gathering tool was a questionnaire. Which were provided to people through the Internet using the content provided by environmental education. To obtain the research findings, Tavolandal, Chi-Square and multivariate regression models were used. The findings of the study showed that there is a positive and significant relationship between the amount of use and the actual perception of the content of WhatsApp and the environmental culture of the teachers. But there is an inverse relationship between the amount of participation and the activity of teachers in the use of WhatsApp. Therefore, the findings point to the fact that teachers use WhatsApp according to their cultural needs.
mohammadreza sarmadi; Marjan Masoomifard
Volume 5, Issue 4 , June 2018, Pages 101-115
Abstract
Among many of philosophical issues, Epistemology is always one of the most important pillars of thinking about the system of education, because education always deals with the recognition and discovery of reality. The purpose of this research is to study the epistemology of existentialism school and ...
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Among many of philosophical issues, Epistemology is always one of the most important pillars of thinking about the system of education, because education always deals with the recognition and discovery of reality. The purpose of this research is to study the epistemology of existentialism school and its educational implications in the distance education system (virtual). This research uses a descriptive-analytical method to collect library information, including identifying, studying, classifying information, analyzing them and aggregating information about knowledge in the existentialism, and then introducing its educational implications in virtual education. The results of this study showed that though knowledge of existentialism does not contain one-handed thoughts, this school has implications to gain knowledge in distance education system (virtual). such a way, with the emphasis on serving human beings, it seeks to grow and expand one's consciousness and independence. Also, in educational methods, it emphasizes flexible methods in curriculum design, and also this school considers teachers as a guide and learner as an active person in virtual education and, accordingly, in evaluation of acquisition Knowledge has a qualitative approach. Therefore, it is suggested that distance education practitioners, using the considerations mentioned in this school, plan in order to create more flexibility in acquiring knowledge in virtual education.
