Educational R esearch

The transcendence of rational experiences based on Plotinus' aesthetic view

reza ali nowrezi

The purpose of this study was to explain and analyze the methods of aesthetic education from Plotinus' point of view based on the perception of beauty to enhance the intellectual experiences of learners. Inferential analytical research method using Frankenna's model. The results of the research showed that the soul, as a person, recognizes beauty as experiences of self-knowledge, art, love and knowledge, and by gaining aesthetic experiences, provides the ground for its excellence and influence on others. Aesthetic experience has a motivating role in intellectual activities and the elements of aesthetics can turn intellectual activity into an aesthetic experience and make it transcendent. The experience of aesthetics as a basic competency is not limited to a specific field and activity and has implications for the goals, content and teaching and learning methods at the level of educators and educators and the curriculum. The ultimate goal of Plotinus' aesthetic education is to unite with the origin of beauty and to achieve reasonable beauties. Aesthetic training methods include self-discovery, visual observation, imagination and self-deployment, and inner insight. These practices are appropriate and corresponding to the components of transcendental intellectual experiences, including; originality, intuition, inner mobility, dynamism and interaction, enthusiasm and passion.

Analysis of the Wittgenstein teaching model based on tacit knowledge approach

Mohsen Bohlooli Faskhoodi

Knowledge has two explicit and tacit parts. The field of teaching and learning is traditionally based on explicit knowledge teachings and emphasized the important role of propositional knowledge for the explicit and universal expression of knowledge. But tacit knowledge with the three main characteristics of inarticulate, breaking rules and context oriented are the exact opposite of explicit knowledge. On the other hand, Wittgenstein's attitude in the second half of his intellectual life about the functional role of language and its relation to human thought has had a very important impact on the views of the philosophy of education, especially the field of teaching and learning. Combining functional-language approach with tacit knowledge theory in teaching and learning has led to the formation of a model of teaching as tacit teaching which has different dimensions and applications than the previous approach. Wittgenstein's view of education and teaching experience is one of the most important components of this kind of teaching model. The purpose of this paper is to show the relationship between the main components of the teaching of implicit teaching and Wittgenstein's teachings in the philosophical investigation. To achieve this, the method of qualitative analysis with a linguistic analysis approach has been used to study Wittgenstein's works and the theories on tacit knowledge of the subject.

A study of virtual education in Shad network from a post-phenomenological perspective

The aim of the present research is to analyze various aspects of virtual education and learning in Shad Application from a post-phenomenological perspective. For this purpose, the post- phenomenological method has been used to determine the Amplification and Reduction of education in Shad. The results show that educating in Shad, despite some advantages, such as more freedom and easier access at different times and places, can lead to specific experiences and behaviors different from face-to-face education. Virtual education can lead to reduced-complete-perception, presented as the optimal grip in this research. The type of relationship between teacher and students and among students are completely changed and reduced. Some undesirable behaviors such as secrecy, irresponsibility, and undermining social education are some examples. Also, due to the Multistbility of the mobile phone, the probability of distraction and sharing attention increase. Due to its non-educational structure, mobile phone motivates non-educational behaviors in students

Investigation and analysis the status of the trans-disciplinary approach STEM in the school curriculum

mahdieh sadat mirrahimi

This study aim was Investigation and analysis the status of the trans-disciplinary approach STEM in the school curriculum The research method is "conceptual analysis" which aims to provide a clear explanation of the meaning of a concept by carefully explaining its relationship to other concepts. STEM's trans-disciplinary Approach is a strategic learning curriculum that removes traditional barriers between the four disciplines and integrates them with real-time, real-world scrutiny. According to the findings of the present study, it can be argued that the outlook and program of the STEM trans-disciplinary approach show how the STEM framework is set, how it will improve performance and training, and how teachers are expected to work together. To plan their curriculum, how teachers are supported to learn so they can cover their curricula with communication, community, and industry. The results of this study showed that a comprehensive approach to STEM education can, with the support and coverage of the elements involved, govern continuous and effective teaching of STEM in schools, but achieving it requires careful planning and assistance from educators. In this regard, the promotion of collective micro-culture in the preparation of educational programs for teachers and attention to the mentality of teachers and external variables in teaching should be given special attention.

Thematic analysis of students' lived experiences of online tests in the context of a SHAD network

Rafigh Hasani

The aim of this study was to identify students' lived experiences of online tests in a SHAD network. The nature of this research was qualitatively phenomenological. Accordingly, the researchers in the present study tried to analyze the students' experience of online tests in the context of a SHAD network. The research field consisted of all first grade high school students in Sanandaj. Participants included girl and boy students in districts one and two of Sanandaj city, amounting to 112 junior high school students. The data of the present study were collected through semi-structured interviews individually and online. The available data were analyzed using the crystallization method. From the analysis of the obtained data including 15 organizing themes including positive attitude; Negative attitude; To be neutral; Software and hardware problems and support; Causing stress and anxiety; Low level learning; Creating opportunities for widespread fraud; Testing skills, variety of questions and easy review; Low score credit validity; Face-to-face preference online; Lack of student observation; Whenever and wherever the online test is; New and sometimes not so good experiences; Safeguarding against endangering health and preventing the formation of equal and healthy competition. In general, the results of the present study emphasize the need to identify the disadvantages and advantages of online exams, the need for culture building, empowering teachers and students in cyberspace and reviewing the method of conducting online exams and learning and improving students' academic performance through online exams.

Design and validation of Mooc-based learning readiness questionnaire

The aim of this study was to design and validate a questionnaire to assess learners' readiness who participate in Mooc courses. The method of this research is in terms of how to collect descriptive information of correlation type (factor analysis) and in terms of applied purposes. The statistical population of this research includes two categories: 1) Specialists and practitioners of E-learning and Mooc in the country.2) 200 people who have awared about Mooc-based course. Data was collected through the means of a Researcher-made questionnaire with reliability (α = 0.95) .In order to verify the validity of this tool two variables content validity coefficients (CVR) and validity index Content (CVI) was used and validated. Quantitative analysis methods such as exploratory and confirmatory factor analysis with the help of SPSS and LISREL software were used to analyze the data. The results of ten factors including: access to technology, technical skills, motivation and attitude to learning, ability to learn through media, self-awareness, self-efficacy, self-direction, social skills, communication and teamwork, critical thinking, self-criticism and constructive criticism, and analysis skills were analyzed in the questionnaire. The results showed that T-values were significant for each indicator with relevant factors with more than 99% confidence. This finding emphasizes that the markers support their agents well. Due to these cases, the necessary evidence was provided to confirm the validity of the items and factors. The fit indices all have a favorable and relatively favorable condition, which indicates the proper fit of the data with the model.

Evaluating the performance of new elementary teachers in the context of combined learning (Face to Face and Virtual)

The aim of this study was to evaluate the performance of new elementary school teachers in North Khorasan province in the context of combined learning. For this purpose, first, the criteria and indicators of a competent teacher according to the type of education in the study area, in two parts: teaching criteria in face-to-face and virtual space by reviewing documents and interviews with 12 experts based on sampling criteria Were selected, extracted. Markers after validation by CVR method in the form of 6 factors and 58 were considered as standards for evaluating the performance of new teachers. In the next stage, in order to evaluate the performance of new teachers, a researcher-made questionnaire with a reliability coefficient of ,0/816, was provided to 89 new teachers, of which 57 answered the questionnaire. The results showed that new teachers are at a relatively desirable level in the factors of professional skills and career development, but are at a desirable level in social interactions. These results indicate the need to acquire more ability and skills of new teachers in teaching methods and approaches, and evaluation of students and its principles and applications through professional development methods. Finally, operational solutions were provided to improve the quality of performance of new teachers.

The role of job commitment, creative self-efficacy and psychological empowerment in predicting teachers' creative teaching

soheila jalilian

The aim of this study was to investigate The role of job commitment, creative self-efficacy and psychological empowerment in predicting teachers' creative teaching. To achieve this important, The research method of this study was descriptive causal – correlational.The statistical population of this research includes all teachers working in the education and training of Fardis city in the academic year of 2018- 2019 According to sampling morgan table and using available random cluster, 306 sample among teachers were selected. Participants responded to job commitment of Blau (2009) questionnaire, psychological Empowerment of Spreitzer (1995) questionnaire, creative teaching By a group of Thailand university professors (2003) and Creative self-efficacy Beghtto (2006) questionnaire. The tools had a good validity and reliability. Data were analyzed by Descriptive Statistics )mean, standard deviations(, and Inferential statistics (pearson correlation and multiple regression) analysis software SPSS were used. The results showed that is a positive and significant relationship between creative teaching of teachers with job commitment, creative self-efficacy and psychological empowerment. Also, the results showed that the three variables considered had a significant contribution in predicting teachers' creative teaching. That's why it can be said, The results of this research indicate the importance of the role of job commitment, creative self-efficacy and psychological empowerment in promoting the teaching of creative teachers, and recommended that workshops pedagogyin this context should be hold. In such a way that teachers are able to decide on their own, find new solutions to problems, and feel competent, self-reliant, committed and responsible for work.

Analyzing the factors affecting the prolongation in the years of graduate students’ study and its consequences

Saeed Ghiasi Nodooshan

Objective: The purpose of this study is to identify the factors affecting the prolongation in the years of graduate students’ study and the consequences of this educational phenomenon.
Materials and Methods: The present study was conducted with the aim of identifying the factors affecting the increase in the academic years of postgraduate students and the consequences of this educational phenomenon. In this research, the qualitative method of theme analysis has been used. The statistical population of the study included postgraduate students with additional years of study, their supervisors, department heads and educational assistants of the faculties, from which 33 people were selected using purposive sampling method. In order to collect research data, three tools of interviewing, reviewing documents and reviewing the text of students' applications have been used. In the document review section, the files of the applicants for obtaining years in the Special Cases Commission from 12/15/94 to 3/27/96 were examined in a total number of 3224 cases. In order to analyze the data, after familiarizing with the data, primary codes were created and by searching and recognizing the themes, the network of themes was drawn and analyzed and then its report was compiled and presented in the form of a comprehensive classification. The validity and reliability of the data were checked by the members through the control method. The findings of the interviews identified two categories of extra-systemic and intra-systemic factors, which include a total of 28 causes.
Discussion and Conclusion: Extra-systemic factors in three categories of socio-economic, individual-family factors and extracurricular concerns and intra-systemic factors in four categories of unprofessional behavior of professors, dissertation writing problems, lack of training courses and scientific weakness Students and the weakness of the educational process and system were divided. Also, in reviewing the documents, 18 reasons were identified as the factor of prolonging the years, the most important of which were the executive problems of dissertations and dissertations, their illness and relatives, and the length of the approval process. 19 solutions were identified to improve this phenomenon, which are also presented in three categories: improving the quality of courses and aligning with the dissertation / dissertation, improving the educational and scientific process, and facilitating the dissertation / dissertation process. What is concluded is that the extension of the years of students with disabilities is due to several factors, some of which are at the disposal of the university and some of which are outside the university system and are affected by economic and social issues. From a systemic point of view, by solving these challenges, it is possible to reduce the number of academic years and improve the quality.

Studying the effectiveness of anger control training toys for children

Niloofar Shadmehri

Aggression is an inner tendency and part of human behavior that the child needs to learn to control it. Toys are the most important product to learn children. The number of the toys with this purpose which exist in the Iranian market is not very large, but many of them are used as training aids. However, no evaluation has been done so far on the effectiveness and efficiency of these products. The purpose of this applied research is to evaluate the efficiency of these toys. In this study, a sample size of 414 children was randomly surveyed. The instrument for measuring anger in children was the Nelson Questionnaire and then the conditions for anger and the method of its expression was done through another questionnaire. According to the obtained characteristics, available toys in the market were studied. The results showed that while the relevant toys need to cover the relaxation phase through attractive characterization, they are either learning-oriented that do not appeal to the child, or are used in the pre-anger phase, or are designed for children with attention deficit disorder that do not have the expected effectiveness.

Investigation of Path Analysis Model of the Physical Activity Social Support of Parents among Adolescent Girls

Mahin Gharibzadeh

The aim of this study was to determine path analysis the relationship between parental social support and tendency, enjoyment and level of physical activity in adolescent girls. The mediating role of perceived motor competence was also evaluated. The research method is correlational research. The statistical population was adolescent girls aged 14 to 17 years in Tabriz that 380 people were selected as a sample through multi-stage cluster random sampling. Social Support for Exercise Survey, Adolescent Motor Competence Questionnaire, Physical Activity Questionnaire, Intation to Exercise Questionnaire, Physical Activity Enjoyment Scale were used. Data were analyzed by Pearson correlation test and path analysis at a significant level (P<0.05). The results showed that the variable of parents' social support of physical activity affects all four endogenous variables (physical activity, tendency to exercise, enjoyment of physical activity and the level of physical activity) and perceived motor competence, physical activity enjoyment and tendency to exercise variables, can also predict the level of physical activity as mediating variable. Also, the variable of enjoyment of physical activity indirectly through the mediating variable of tendency to exercise, was able to predict the level of physical activity. The results of this study highlight the importance of the role of parental social support in increasing adolescent physical activity.

Effective disciplinary methods on children's behavior In boarding schools under the auspices of the Welfare Organization

Amene Aali

The present study was conducted to determine the effective disciplinary methods of educators on reducing child abuse in one of the boarding centers covered by welfare. The research method is qualitative case study and sampling method is available. To conduct this study, a sample of educators working in one of the girls' private boarding centers under the auspices of the Welfare of Tehran agreed to participate in the study. Data were collected through observation, interview, questionnaire and daily report book. Educators were divided into two groups based on the extent of child abuse during their hours of attendance: effective educators (with relatively low levels of child abuse) and less effective educators (with relatively high levels of child abuse). The disciplinary methods they use to manage children's behavior were compared. Three-step coding technique (open, axial and selective) was used to analyze the data. According to the results, the dominant approach in the disciplinary activities of effective educators was the comprehensive versus traditional approach. In other words, effective educators used comprehensive, supportive and participatory activities in the components of relationships, respect, interaction, engagement, and environment to establish discipline, and less effective educators used traditional activities based on reward, punishment, and control.

Investigating the effectiveness of help-seeking Academic strategies on academic well-being, academic engagement and academic performance

The aim of this study was to investigate the effectiveness of academic aid strategies on academic well-being, academic engagement and academic achievement of students. In this quasi-experimental study, a population of 721 people from Payame Noor Khalkhal University in the second semester of 2020-2021, using single-stage cluster sampling method and in order to determine the sample size in accordance with the research plan of the number 60 people were randomly replaced in two groups of 30 people, one experimental group and one control group. To collect information, the educational package of Alon et al.'s (2006) help-seeking strategies, Tominen-Svini et al. (2012) academic welfare questionnaire, Zarang (2012) and Pham and Taylor (1999) academic performance scale were used. Finally, multivariate analysis of covariance based on SPSS software version 22 was used to analyze the data. The results showed that the mean scores of post-test of academic well-being in the experimental group were significantly higher than the control group (p <0.01 and F = 18.582 (1, 57)). There was no difference in the academic engagement test in the experimental and control groups, and the mean scores of the academic performance post-test in the experimental group were higher than the control group (p <0.01 and F = 18.809 (57 and 1). The final result shows that academic help strategies as an intervention approach along with the psychological structures of academic well-being and academic engagement, if well designed, planned and implemented, can affect academic performance.

The nature and process related to perceived social status among faculty members

The aim of this study was to explore the nature and process related to perceived social status among faculty members in Iran. By using a qualitative research design, 20 faculty members interviewed. Data were analyzed by exploratory thematic analysis. Analyzing the data showed that faculty member’s perceived social status something like a gap or distance between existing and ideal status in their professional and social life in university and society. Judgement of faculty members about social status suggest that social status for academic jobs degraded in social hierarchies. Furthermore, finding revealed four categories including organizational, institutional, managerial, political and personal process as the main categories. It seemed the need for reconstructing social status would be the linking process between categories and it is convincing to consider that as the main theme in data. According to findings, it seems perceived social status is constructed in university and it is influenced by a number of structural and personality process. Social status has degraded for academic jobs but universities could reconstruct social status by modifying organizational, institutional, managerial and political process. In addition, applying indices related to social status could be effective for selecting volunteers for academic jobs.