Seyede Khadije Moradiani Geize Rud; ezatolah ghadampour; masud sadeghi; mohammad abasi; firoze ghazanfari
Abstract
The main purpose of the present research is to develop a peer rejection model based on a quantitative-qualitative design as well as examining the effectiveness of a therapeutic program based on this model on aggression, self-efficacy and social adjustment of students. In the qualitative part, the population ...
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The main purpose of the present research is to develop a peer rejection model based on a quantitative-qualitative design as well as examining the effectiveness of a therapeutic program based on this model on aggression, self-efficacy and social adjustment of students. In the qualitative part, the population was included all elementary school teachers and all professors of the psychology and education faculty of Kermanshah universities. 21 teachers and 10 professors were selected through purposeful sampling. In the quantitative part, the statistical population is taken from 6th-grade-elementary-school students of Kermanshah. The total number of the participants is 311 students selected by the random cluster sampling method. In the experimental part, participants were 32 6th grade students who taken from all 6th-grade-elementary-school students of Kermanshah through convenience sampling. The results showed that family problems, weakness in understanding others’ emotions, and language problems had indirect effects on peer rejection while psychological problems, academic failures and apparent lack of attractiveness had direct effects on peer rejection. In the quantitative section, the fitness of the conceptual model was approved. In the experimental section, the results showed that the therapeutic program in the first step can reduce aggression and increase self-efficacy. In the second step, the therapeutic program could increase social adjustment among students.
maryam shamsolahi; Morteza Samie Zafarghandi
Abstract
The aim of this study was to evaluate the relationship and contribution to the implementation of descriptive evaluation of teachers' professional skills. Professional skills of teachers in three dimensions before, during, and after teaching evaluation are descriptive analysis. To do so, the teachers ...
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The aim of this study was to evaluate the relationship and contribution to the implementation of descriptive evaluation of teachers' professional skills. Professional skills of teachers in three dimensions before, during, and after teaching evaluation are descriptive analysis. To do so, the teachers girls elementary school district in Tehran were selected, sample of 52 subjects and teaching practices they observed were check list of the skills of 38 components in 3 dimensions, the check list of descriptive evaluation has 32 is the component. List of skills on the Strong (2007) and New Year (1387) has been prepared and issued by the Ministry of Education check list assessment prepared on the basis of instructions, descriptive evaluation and reliability confirmation. It has been evaluated according to the purpose of research and for correlation analysis of the data, stepwise regression was used. Based on the results, the first component of the teaching skills of 37.7 percent, 36.6 percent, while teaching skills and teaching skills of 26.7%, which represents the proportion of each component of the variable is descriptive evaluation criteria. Research findings show that there is a positive relationship between teacher skills with descriptive and meaningful evaluation, and the execution performance of descriptive evaluation can be prognosticated.
Zahra Eftekhari; Mohammadali Nadi; fariba Karimi
Abstract
The purpose of this study was to identify, adapt and analyze the components of business school models in selected countries in the preschool sector. In this research, a comparative method has been used with emphasis on the four-step method of Brady method. The statistical population of this study was ...
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The purpose of this study was to identify, adapt and analyze the components of business school models in selected countries in the preschool sector. In this research, a comparative method has been used with emphasis on the four-step method of Brady method. The statistical population of this study was the selection of hundreds of country-owned business schools selected according to the results of the ranking of 2017 schools ranking done by the International Financial International Association. In this study, a total of components of business school models were identified, adapted and analyzed in the preschool sector in the selected countries. The number of identified components between primary schools in these countries includes: educational objectives, learning environment, recruitment and employability of empowered people, cultural space, education and curriculum, educational content, assessment and supervision, simulated learning center, specialized educational groups, parent participation, vision, mission, and research. By comparing and matching, the differences between models of pre-school business schools and in the selected countries were identified.
farzaneh seifi; zohreh saadatmand
Abstract
This research aims at examining the effect of pretend plays education on Isfahan pre-school children’s spatial intelligence. The research statistical population is the 4-6-year-old children in Isfahan pre-schools from which two 12-member groups of students have been selected randomly for the control ...
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This research aims at examining the effect of pretend plays education on Isfahan pre-school children’s spatial intelligence. The research statistical population is the 4-6-year-old children in Isfahan pre-schools from which two 12-member groups of students have been selected randomly for the control and education groups. The sampling method was cluster random sampling and the research design was quasi-experimental. The Test of Kohs (1920) Block Test has been used to collect information. Instrument validity was measured by face and content. In face validity the questionnaire was given to the participants and in content validity the notions of several experts were gathered. Its reliability was measured 81% for children spatial intelligence by retesting. In this research, descriptive and inferential statistics were employed in order to analyze the data. In descriptive statistics (table, frequency graph, percentage frequency, mean measurement, and standard deviation) and inferential statics, in the case of research theories, univariate analysis of covariance was applied. The results indicate that pretend plays education increases fluidity, flexibility, expansion, and originality of spatial intelligence in children. In today's modern world, the use of visual-spatial intelligence is a unique ability, and usually people who have this kind of intelligence and who have the necessary skills to be well-nourished are more likely to succeed in any discipline, occupation or specialty that they have than others; so this intelligence can be reinforced by training pretend plays in early childhood.
Mahboobeh Banani; Mahmood Borjali; Naser Amini; Fatemeh khodabandeh; Fatemeh khodabandeh
Abstract
Nowadays, many efforts have been made to improve maternal-child interaction in family especially mothers of anxious children. The aim of the present study was to compare the emotional atmosphere of family between children with anxiety disorders and normal children. This research method is casual or causal-comparative. ...
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Nowadays, many efforts have been made to improve maternal-child interaction in family especially mothers of anxious children. The aim of the present study was to compare the emotional atmosphere of family between children with anxiety disorders and normal children. This research method is casual or causal-comparative. The study population included all normal children and all anxiety children in Tehran. The sample of this research had formed 80 children (40 normal children and 40 children with anxiety disorders) that in sampling of children of normal children was used random multistage sampling, and for children with anxiety disorders was used purposive sampling who were selected 4o children year-old boy who by psychiatrists and psychologists had been diagnosed with anxiety disorders in private children clinical center. For collecting data, the emotional atmosphere Hill Burn (1964) questionnaire, and Espence (1998) children's anxiety questionnaire with clinical interview was used. To analyze the data of this study, multivariate analysis of variance (Monova) and T-test were used. The results showed that there are differences between children with anxiety disorder with normal children in the family emotional atmosphere in all component of the emotional atmosphere and normal children had better than anxiety children in all components of the emotional atmosphere. (0.01≥P).
mohsen hajitabar firouzjaee; Reza Mirrabh Razi; Fatemeh Asheedeh
Abstract
The purpose of this study was to investigate the effect of mathematical education in I-maths form on the creativity and basic skills of preschool children. Semi-experimental research design is a pre-test/post-test with control group. The statistical population consisted of all preschool children in Babol. ...
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The purpose of this study was to investigate the effect of mathematical education in I-maths form on the creativity and basic skills of preschool children. Semi-experimental research design is a pre-test/post-test with control group. The statistical population consisted of all preschool children in Babol. Using a suitable sampling method, 40 children (20 in the experimental group and 20 in the control group) were selected. Then, from both groups, a pre-test was performed and after the pre-test, an IT training course was conducted for the experimental group and the control group did not receive the post-test. To collect the data, the Trance Creativity Test (Form B) and the Qasim Batar Basic Knowledge Test (2011) were used. The test reliability was 0.84 and 0.82, respectively. Descriptive statistics (mean, standard deviation) and inferential statistics (multivariate covariance analysis) were used to analyze the data. The results showed that the I-maths program had a significant effect on the creativity and growth of the children's basic mathematical skills and increased the creativity and development of the children's basic mathematical skills; the results of multivariate covariance between the groups showed that the I-maths program on two components of expansion and fluidity had a positive and significant effect on creativity, but it did not affect the two components of originality and flexibility, and also the I-maths program had a positive and significant effect on basic skills (mental retention, geometry, and recognition of similarities and differences). However, the classification and ranking skills did not have a statistically significant effect. Therefore, with the education of the I-maths creativity and skills of the pediatric math base can be enhanced.
