ORIGINAL_ARTICLE
تحولات نوپدید در فرهنگ دانشگاه و فضای کلاس و تأثیر آن بر تدریس؛ تأملی در نسلهای پنچ گانۀ دانشجو و استاد
هدف: هدف از این مطالعه، فهم دانشگاه به مثابه فضای اجتماعی است که روابط نسلی بهصورت درون نسلها و میان نسلها در آن جریان مییابد و مدیریت، برنامهریزی، یاددهی – یادگیری و تحقیق وخدمات تخصصی در آن را تحت تأثیر شدید خود قرار میدهد.
روش: روش مطالعه فراتحلیل کیفی و روش تحلیل است و تحلیل محتوای کیفی با استفاده از چک لیست بهکار رفته است. قلمرو تحقیق اعضای هیأت علمیو دانشجویان دانشگاهها در سال 95-94 است.
یافتهها: مشخصات پنج نسل ایرانی بهصورت سیستماتیک و متناظر با پنج نسل دنیای معاصر توصیف شده است. 1. نسل اول: نسل کهنه سربازان / در ایران: نسل مشروطه؛ 2.نسل دوم: نسل بومر/ نسل ناسیونالیسم ایرانی؛ 3. نسل سوم: نسل X/ نسل نوسازی ؛ 4. نسل چهارم: نسل y یا هزاره / نسل انقلاب اسلامی؛ 5. نسل پنجم: نسل Z یا نت/ نسل پسا انقلاب. فاصله نسلی میان استاد و دانشجو عمدتاً در دورههای کارشناسی و دکتری حرفهای علوم پزشکی مشاهده میشود. بورکراسی زدایی و تمرکز زدایی، امکان توسعه فضاهای اقتضایی دانشگاه را فراهم میآورد که شبکهای خود تنظیم هستند و نه سلسله مراتبی.
https://trj.uok.ac.ir/article_45809_86c80c21ad5d9bdde59d805212477a09.pdf
2016-11-21
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فضا
فرهنگ دانشگاهی
مناسبات دروننسلی و میاننسلی
فاصله نسلی
فرایند یاددهی و یادگیری
مقصود
فراستخواه
m_farasatkhah@yahoo.com
1
دانشیار مؤسسه پژوهش و برنامه ریزی آموزش عالی، تهران ، ایران
LEAD_AUTHOR
Baudrillard, J. (1994). Simulacra and Simulation. Michigan: University of Michigan Press.
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Bourdieu, P. (1998).The State Nobility: Elite Schools in the Field of Power. Stanford, CA: Stanford University Press.
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Farasatkhah, Maghsoud (2014a).Eighty- year History of The College of Engineering, University of Tehran. Tehran: Ney.
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Lefebvre, H. (1991). The Production of Space. Translated into Persian by M.Abdollahzadeh & A. Mirakhourli, Tehran: Tehrabn Urban research and Planing Center.
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Tulgan, B. (2016). The Great Generational Shift: The Emerging Post-Boomer Workforce. New Haven, CT, United States, RainmakerThinking, Inc.
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ORIGINAL_ARTICLE
واکاوی و شناسایی نقش فرهنگ معلمان در مواجهه با تغییرات برنامه درسی: مطالعه ترکیبی
هدف: پژوهش حاضر با هدف واکاوی و شناسایی نقش فرهنگ معلمان در مواجهه با تغییرات برنامه درسی استان لرستان انجام شد. روش: تحقیق مورد استفاده ترکیبی و از نوع اکتشافی و از لحاظ هدف کاربردی است؛ نمونه مورد بررسی معلمان ابتدایی استان لرستان که در شیوه ی کیفی بهصورت نظری و تا مرحله اشباع و در روش کمیبه صورت تصادفی خوشه ای مرحله ای انتخاب شدند. در بخش کیفی، از مصاحبه و در بخش کمی از پرسشنامه محقق ساخته بهعنوان ابزار جمعآوری داده استفاده گردید. یافتهها: ننایج حاصل از تحقیق نشان داد که نوع تغییرات، ریشه تغییرات، عوامل تغییرات، نگرش تغییرات، خصیصههای فرهنگی، شاخصهای هنجاری و فرهنگ مشارکت و ارتباط معلمان از نظر جنسیت، سابقه کاری، محل خدمت و مدرک تحصیلی با هم متفاوت میباشند. مواجهه با تغییرات برنامه درسی توسط ابعاد فرهنگ معلمان پیشبینی شد و بر اساس ضریب بتا (β)، ابعاد خصیصههای فرهنگی، شاخصههای هنجاری، فرهنگ مشارکت و ارتباط پیشبینیکنندة معنادار مواجهه با تغییرات برنامه درسی معلمان بودند.از دستاوردهای این تحقیق شناسایی ارزشها و اعتقادات بنیادین معلمان با فرهنگ متفاوت در ارتباط با تغییرات میباشد و اینکه فرهنگ در نگرش، نوع، عوامل و ریشه تغییرات در مناطق مختلف عامل موثری میباشد.
https://trj.uok.ac.ir/article_45810_332bc3e386e0587690220c0ed0fc4522.pdf
2016-11-21
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خصیصههای فرهنگی
عوامل تغییرات
تغییرات برنامه درسی
فرهنگ معلمان
قوم نگاری
سعید
رومیانی
1
دانشجوی دکتری برنامه ریزی درسی دانشگاه خوارزمی، تهران، ایران
LEAD_AUTHOR
غلام رضا
حاجی حسین نژاد
hosseinnejad_1@yahoo.com
2
دانشار گروه علوم تربیتی دانشگاه خوارزمی، تهران، ایران
AUTHOR
علی
حسینی خواه
h.ali.tmu@gmail.com
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استادیار گروه علوم تربیتی دانشگاه خوارزمی، تهران، ایران
AUTHOR
نعمت الله
فاضلی
nfazeli@hotmail.com
4
دانشار گروه علوم تربیتی دانشگاه علامه طباطبایی، تهران، ایران
AUTHOR
Aghazadeh, M., Osareh, A. (2010) the theories of Educational globalization from the perspective of Cheng and their implications for curriculum and instruction. Journal of Curriculum Studies, 4(15). [In Persian]
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Danny, K. (1995). The concept of culture in social sciences. Translated by ferydon vahida. Tehran. Sorush. [In Persian].
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Davitt, B. (2014). Exploring the relationship between resistance to change and the organisational culture in Leaseplan Infrastructure Services. Masters thesis, Dublin, National College of Ireland.
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Gligorovic, B., Nikolic, M., Terek, E., Glusac, D. and Ivan Tasic, I. (2016). The impact of school culture on Serbian primary teachers’ job satisfaction. Hacettepe University Journal of Education [Hacettepe universitesi Egitim Fakultesi Dergisi], 31(2): 231-248
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Hinde, E. R. (2002). Switching classes: Teachers’ conceptualizations of change in their professional lives. Unpublished doctoral dissertation. Arizona State University.
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Horn, I. S. (2010). Teaching Replays, Teaching Rehearsals, and ReVisions of Practice: Learning from Colleagues in a Mathematics Teacher Community, Teachers College Record, Volume 112 Number 1: 225-259. http://www.tcrecord.org
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Hoseini khah, A., Salarvandian, S. (2014). Rethinking the place and role of teachers in the curriculum changes from the perspective Seymour Bernard Sarason and Eliot Daly and Eisner. Change in curriculum changes. Birjand. Chahar derakht Publication. [In Persian].
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Jalali, R. (2013). Sampling in qualitative research. Journal of qualitative Research in Health Sciences (4):20-31[In Persian].
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Lam, C. C., Lidstone, and John. G. (2007). Teacher's Culture Differences: Case studies from Brisbane, Changchun and Hong Kong. Asia Pacific Education Review, 8(2):178-193.
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Mehrmohamadi, M. (2010). Curriculum: Views, approaches and perspectives. Tehran: be nashr. [In Persian].
21
Mirarab razi, R. (2014). Explaining the role of Teacher culture in the face of change and innovation in curriculum. PhD thesis, University of Tarbiat Moalem. [In Persian].
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Mirkamali, M. (2013). Relationship between culture and change resistance or change acceptance. Resistance to change Proceedings. State Center of Management Training. [In Persian].
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Musa Pour, N. (2014). Changes approaches in education and Curriculum system at Iran: From engineering approach to cultural approach. Culture strategy. 5(17). [In Persian].
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Kardos, S., Moore Johnson, S., Peske, H., Kauffman, D. and Liu E. (2001). Counting on Colleagues: New Teachers Encounter the Professional Cultures of their Schools. Educational Administration Quarterly, 37(2): 250-290.
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Oloruntegbe, K.O (2011), Teachers’ Involvement, Commitment and Innovativeness in Curriculum Development and Implementation, Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 2 (6): 443-449. jeteraps.scholarlinkresearch.org
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Ornstein. A. and Hunkins, F. (2013). Curriculum Foundation, Principles s,and Issues.
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Parsa, A. (2008). The survey on attitudes and behavioral tendencies of teachers in the advancement of new curriculum. Journal of curriculum Studies, 1(4). [In Persian]
28
Pazargadi, M., Khatibian, M., Ashktorab, T. (2008). Using qualitative content analysis to explain the scope of performance assessment of nursing academic staff. Journal of nursing and Midwifery College. 16 (59):57-68. [In Persian]
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Porshafei, H. (2007). Take on the professional role of teachers in the educational system. Journal of thoughtful broker. 6 & 7[In Persian]
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Sarason, S. (1996). Revisiting “the culture of the school and the problem of change. New York: Teachers College Press.
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Yusefzade, M. (2014). Curriculum Theories. Hamedan: Boali Publication. [In Persian].
32
Zimmerman, J. (2006). Why some teachers resist change and what principals can do about it.
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ORIGINAL_ARTICLE
تجارب اعضای هیأت علمی از نخستین روزهای تدریس در دانشگاه: یک مطالعه کیفی
هدف: پژوهش حاضر با هدف بررسی تجارب اعضای هیأت علمی از نخستین روزهای تدریس در دانشگاه از دیدگاه اساتید دانشگاههای دولتی غرب کشور انجام شده است. روش: رویکرد این تحقیق و راهبرد آن از نوع کیفی براساس نظریه داده بنیاد است. تعداد افراد مشارکتکننده در پژوهش شامل 54 نفر از اساتید دانشگاههای غرب کشور (بوعلیسینای همدان، لرستان، ایلام، رازی کرمانشاه و کردستان) بودند که بهصورت هدفمند و نظری به مشارکت دعوت شدند. ابزار گردآوری دادهها، مصاحبه نیمهساختمند بود که بهصورت دیداری و شنیداری ضبط و محتوای آنها بهصورت متنی پیادهسازی شد. دادههای مصاحبه در سه مرحله کدگذاری باز، محوری و گزینشی مورد تحلیل قرار گرفتند تا مفاهیم و مقولهها طبقهبندی گردند. یافته ها: تحلیل ها نشان داد که مقولههای اصلی برخاسته از مصاحبهها عبارتند از 1) بهسازی عوامل درونزاد (شامل مفاهیم ویژگیهای روانی ـ فردی اساتید جدیدالورود؛ و تبادل تجارب حرفهای بین همکاران)؛ و 2) توسعه عوامل برونزاد (شامل مفاهیم بازنگری در اجرای دورههای آموزشی؛ و اصلاح موانع و پشتیبانی دورههای آموزشی). با در نظر گرفتن این عوامل برخاسته از تجارب اعضای هیأت علمی از روزهای آغازین تدریس، یک الگوی مفهومی داده بنیاد ارائه شده است
https://trj.uok.ac.ir/article_45811_6c3bad70373bc0b4a335cb5da19d5c3c.pdf
2016-11-21
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تجارب نخستین تدریس
اعضای هیأت علمی
دانشگاههای غرب کشور
نظریه داده بنیاد
مهدی
صالحی
mehdi452001@yahoo.ca
1
دانشجوی دکتری مدیریت آموزشی شهید بهشتی، تهران، ایران
LEAD_AUTHOR
کوروش
فتحی واجارگاه
2
استاد گروه علوم تربیتی دانشگاه شهید بهشتی، تهران، ایران
AUTHOR
محمد
قهرمانی
m-ghahramani@sbu.ac.ir
3
دانشیار گروه علوم تربیتی دانشگاه شهید بهشتی، تهران، ایران
AUTHOR
محمد
ابوالقاسمی
4
دانشیار گروه علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران
AUTHOR
Adams R. (1982). Teacher development: A look at changes in teacher perceptions and behavior across time. Journal of Teacher Education, 33, 40-43.
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Asadi, M., Gholami, K. (2016). Synthesis research on effective teaching model in higher education. Journal of Educational Planning, 5(9). 113-134
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CharleSton-Cormier, P. A. (2006). Novice Teachers’ Perceptions of Their First Year Induction Program in Urban Schools. Texas A&M University.
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Conrad, D. (2004). University instructors’ reflections on their first online teaching experiences. Journal of Asynchronous Learning Networks, 8(2): 31-44.
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Gholami, K. & Asadi, M. (2013). Professional experience of teachers regarding effective teaching in higher education
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Kay wischkaemper, B. M. (2005). A Comparative Case Study of the Principal’s Role in New Teacher Induction. Texas Tech University: Unpublished thesis of Educational Leadership.
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Merchant, V. (2005). A Longitudinal Trend Study of a University-Based Teacher Induction Program: Observable able Behaviors of Urban Teachers and Their Perceptions of Program Components Five Years after Participation. Unpublished thesis of Texas A&M University.
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Mirsepasi, N. (1998). Human resource management and work relation: a strategic view, Tehran. Mir Publishing
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Moir, E. (2003). Launching the next generation of teachers through quality induction. Paper presented at the State Partners Symposium of the National Commission on teaching & America’s Future, Denver, CO.
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Moir, E., & Gless, J. (2001). Quality induction: An investment in teachers. TeacherEducation Quarterly, 28 (1):109-114.
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Monsour, F. (2003). Mentoring to develop and retain new teachers. Kappa Delta Pi Record, 39 (3): 134-135.
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Serpell, Z. (1999). Beginning teacher induction: A review of the literature. Washington, DC: American Association of Colleges for Teacher Education.
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Sharratt, C., & Sharratt, G. (1991). The role of the principal in new teacher induction. Rural Educator, 13(1): 16-19.
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Shirbagi, N., Ghaderzadeh, O. & Tamasoki, M. (2014). Conception and experiences of faculty members from the induction and the first day of work, Journal of Human Resources Research, 7(2). 179-207
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Stansbury, K., & Zimmerman, J. (2002). Smart induction programs become lifelines for the beginning teacher. Journal of Staff Development, 23 (4): 10-17.
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Wong, H. (2005). New teacher induction: The foundation for coherent, comprehensive andsustained professional development. In H. Portner (Ed.), Teacher mentoring andinduction: The state of the art and beyond. (pp. 41-58). London: Corwin
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ORIGINAL_ARTICLE
اثربخشی روش تدریس جیگ ساو و سنتی بر اضطراب- نگرش و عملکرد درس ریاضی
هدف: این تحقیق با هدف مقایسه اثربخشی روش تدریس جیگ ساو و سنتی بر اضطراب ریاضی، نگرش به ریاضی و عملکرد درس ریاضی دانشآموزان نهم متوسطه اول شهرستان سردشت با استفاده از روش تحقیق شبهآزمایشی انجام گرفت. جامعه آماری شامل کلیه دانشآموزان نهم متوسطه اول شهرستان سردشت به تعداد 682 نفر بود که 40 نفر در دو گروه 20 نفری به روش نمونهگیری تصادفی خوشهای چندمرحلهای انتخاب شدند. روش: برای گردآوری دادهها از ﻣﻘﻴﺎس اﺿﻄﺮاب رﻳﺎﺿﻲ ﺑﺎﻟﻮﮔﻠﻮ و زل ﻫﺎرت (2007)، مقیاس نگرش ریاضی فنما – شرمن (2000) و آزمون معلم ساخته عملکرد تحصیلی درس ریاضی استفاده شد و جهت آگاهی از میزان اثربخش بودن یا نبودن یادگیری مشارکتی از الگوی یادگیری مشارکتی جیگ ساو استفاده گردید. مداخلة تدریس ریاضی با روش جیگ ساو بهمدت 12 جلسة گروهی (هر هفته دو جلسه) بهصورت جلسات 40 دقیقهای بر روی گروه آزمایش اجرا شد. دادهها بهوسیله نرمافزار SPSS و با استفاده از آزمون آنالیزکواریانس یکراهه با رعایت پیشفرضها تحلیل شدند. یافتهها: نتایج نشان داد بین الگوی یادگیری مشارکتی جیگ ساو و سنتی بر اضطراب ریاضی، نگرش به ریاضی و عملکرددرس ریاضی تفاوت معناداری وجود دارد و نتیجهگیری میشود الگوی یادگیری مشارکتی جیگ ساو بهعنوان یکی از روشهای مؤثر در مدارس جهت کاهش اضطراب ریاضی، نگرش مثبت به ریاضی و افزایش عملکرددرس ریاضی دانشآموزان مورد استفاده قرار گیرد
https://trj.uok.ac.ir/article_45812_1e907e622cfd55fd52097f3807d975b9.pdf
2016-12-20
79
94
اضطراب ریاضی
عملکرد ریاضی
نگرش به ریاضی
جیگ ساو
اسماعیل
سلیمانی
e.soleimani@urmia.ac.ir
1
استادیار گروه علوم تربیتی دانشگاه ارومیه، ارومیه، ایران
LEAD_AUTHOR
فیروزه
سپهریان اذر
2
دانشیار گروه علوم تربیتی دانشگاه ارومیه، ارومیه ، ایران
AUTHOR
علی
قادری
alighadri5822@gmail.com
3
دکتری تخصصی دانشگاه ارومیه، ارومیه، ایران
AUTHOR
Abdollahi, H. (2008). Methods, techniques and teaching methods. Tehran: Allameh Tabatabai University Press. [In Persian.]
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23
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Ministry of Education, Ontario. (2005). A guide to effective instruction in mathematics kindergarten to grade 6. Ministry of Education, Ontario.
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Mohamed, S. H., Tarmizi, R. A. (2010). Anxiety in mathematics learning Among Secondary School learners: A Comparetive study between Tanzania and Malaysia. International Conference on Mathematics Educational Reserch 2010 (ICMER 2010), procedia social and behavioral sciences; 8: 498-504.
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Schmidt, L. (2007). Dealing with anxiety and attitudes toward math. Retrieved from http://www.rapid in tellect. Com/AEQ web/cho 3859z 7.htm.
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46
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ORIGINAL_ARTICLE
رابطه هوشهای چندگانه با پیشرفت تحصیلی دانشآموزان دختر و پسر رشتههای علوم انسانی،ریاضی و تجربی
هدف: در پژوهش حاضر رابطه بین مؤلفههای هوش چندگانه با پیشرفت تحصیلی دانشآموزان دختر وپسر رشتههای تحصیلی علوم انسانی، تجربی و ریاضی مقطع پیشدانشگاهی شهرستان مهاباد بررسی شده است. تعداد 320 نفر (176 نفر دختر و 144 نفر پسر) به شیوه نمونهگیری خوشهای انتخاب شدند. روش: روش پژوهش در این مطالعه، توصیفی- همبستگی است. اطلاعات مربوط به متغیرهای تحقیق از آزمون هوش چندگانه گاردنر بهدست آمد. و جهت سنجش پیشرفت تحصیلی از میانگین نمرات دروسی که دانشآموزان در پایان سال تحصیلی کسب میکنند استفاده شد. یافتهها: نتایج نشان داد مؤلفههای هوش ریاضی و کلامی رابطه مثبت معناداری معناداری با پیشرفت تحصیلی دارند و هوش موسیقایی رابطه منفی معناداری با پیشرفت تحصیلی دارد. نتایج رگرسیون نشان داد که بهترتیب مؤلفههای هوش ریاضی و هوش کلامی بیشترین سهم را در پیش بینی پیشرفت تحصیلی دارند. نتایج تحلیل واریانس چندمتغیره نیز نشان داد که بین مؤلفههای هوش چندگانه گاردنر برحسب رشتههای تحصیلی تفاوت وجود دارد و آزمون تعقیبی Tuky در مورد مقایسه میانگین سه گروه نشاندهنده تفاوت معنادار بین میانگین نمرات رشته انسانی با رشته ریاضی و علوم تجربی در هوش کلامی و بین میانگین نمرات رشته ریاضی با رشته انسانی و علوم تجربی در هوش ریاضی بود. همچنین نتایج تحلیل واریانس چند متغیره نشان داد که بین مؤلفههای هوش چندگانه گاردنر در دو جنس دختر و پسر تفاوت وجود دارد و این تفاوت در هوشهای ریاضی و کلامی معنادار میباشد.
https://trj.uok.ac.ir/article_45813_32638b558da25721a399346ac6ef0cf0.pdf
2016-12-20
95
112
هوشهای چندگانه
رشته تحصیلی
پیشرفت تحصیلی
جنسیت
صلاح الدین
ابراهیمی
s.ebrahimi@ut.ac.ir
1
دانشجوی دکتری مدیریت اموزشی دانشگاه تهران، تهران، ایران
LEAD_AUTHOR
رضوان
حکیم زاده
hakimzadeh@ut.ac.ir
2
دانشیار گروه روش ها و برنامه درسی و آموزشی دانشگاه تهران، تهران، ایران
AUTHOR
الهه
حجازی
e.hejazi@ut.ac.ir
3
دانشیار گروه روان شناسی تربیتی و مشاوره دانشگاه تهران، تهران، ایران
AUTHOR
Barnard, L., Olivarez, A. (2007). Self-estimates of multiple, g factor and school-valued intelligences. North American Journal of Psychology, 9 (3): 501-510.
1
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Frunham, A., Hosoe, T. & Tang, T. (2002). Male Hubris and female humility? A cross-cultural study ofratings of self, parental and sibling multiple intelligence in America, Britain and Japan. Intelligence, 30: 101-115.
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Furnham, A. &Akande, A. (2004). African parents’ estimates of their own and their children’s multipleintelligences. Current Psychology: Developmental, Learning, Personality And Social, 22(4): 281-294.
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Furnham, A. &Mottabu, R. (2004). Sex and culture differences in the estimates of general and
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Gardner, H. (2011). Intelligence reframed. New York: k basic book.
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Gardner،H (1983). Frames of mind ؛the theory of multiple intelligence .2- New York: basic book.
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Gouzouasis, P., Guhn, M. &Kishor, N. (2007). The predictive relationship between achievement andparcipation in music and achievement in core Grade 12 academic subjects, Music EducationResearch, 9(1): 81-92.
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Gurbuz, Gurbuz. (2010). Determination of preschool children’s dominant and non-dominant types of intelligences with regard to “The Theory of Multiple Intelligences”: A Qualitative Evaluation. E - Journal of New World Sciences Academy, 5(2):456-470.
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Habibollah, N., Abdullah, R., Tengku Aizan, H. (2008). Male versus female intelligence among undergraduate students. Does gender matter? Asian Journal Scientific Res. 1(5):539-543
17
Haghparast, M. (1983). Major factors in the choice of economy. Thesis graduate educational planning, Allameh Tabatabaei University. Journal of New Thoughts on Education, 3 (1): 23-34. [In Persian].
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Hashemi, v., Bahrami, H., Karimi, Y. (2004). Gardner's multiple intelligences search by choosing a field of study and student achievement. Journal of Psychology, 10 (3): 275-87. [In Persian].
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Ian J. Deary, S. S. (2007). Intelligence and educational achievement. Intelligence,35 , 18-21.
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Ikiz, F.E., Cakar, F.S. (2010). The relationship between multiple intelligences and academic achievements of second grade students. Mehmet Akrif Ersoy Universitesi Sosyal Bilimler Enstitusu Dergisi, 2(3): 83-92.
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Kamkari, k., Aroozf, G.H. (2007). Intelligence and creativity (history, theory and approaches. Tehran University Press: Iran. [In Persian].
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Martin, H. (1996) .multiple Intelligence in the mathematics classroom. PalatineIII: IRI/skylight.
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Multiple intelligences. A study comparing British and Egyptian Students. IndividualDifferencesResearch, 2 (2): 82-96.
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Selçuk, Z., Kayılı, H., & Okut, L. (2002). Çokluzekauygulamalari. Ankara: NobelPublisher.
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Vaughn, K. (2000). Music and mathematics: modest support for the oft-claimed relationship, The Journal of Aesthetic Education, 34 (3-4): 149-166.
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Yazdanpanah, J. (2007). Evaluate the effectiveness of training programs specialized DanshAfzayy mothers in the realm of creativity on children's creativity gifted them. Astslnyy child psychology master's thesis, Tehran University. [In Persian].
30
Sulaiman, T., Hassan, A., Yi, H. (2011). An analysis of teaching styles in primary and secondary school teachers based on the theory of multiple intelligences. Journal Social Sci. 7(3):428-435
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ORIGINAL_ARTICLE
بررسی پدیدارشناسانة علل گرایش به تقلب تحصیلی و روشهای تقلب تحصیلی از دیدگاه و تجربیات دانشآموزان متقلب
هدف: پژوهش حاضر، تبیین دیدگاه و تجربیات دانشآموزان متقلب در خصوص علل گرایش به تقلب تحصیلی و روشهای تقلب تحصیلی است. روش: مطالعه حاضر به روش کیفی و با رویکرد پدیدارشناسی تأویلی صورت گرفت. بدین منظور مصاحبههای نیمه ساختار یافته از 32 دانشآموز پسر و دختر متقلب با مقاطع تحصیلی مختلف انجام شد که طی آن دانشآموزان متقلب تجربههای خود را در خصوص این پدیده بیان کردند. دو مضمون اصلی و بیستویک زیر مضمون از یافتهها استخراج شدند که توانستند علتهای تقلب تحصیلی را از دیدگاه دانشآموزان متقلب به تصویر بکشند. یافتهها: مضامین حاصل از تحلیل عبارتاند از: 1- عاملهای فردی و درونی: داشتن ضعف درسی، عدم اعتماد به دانستهها، تحقیر نشدن پیش دوستان و نمره کم نگرفتن، لذت بردن از تقلب، احساس غرور و افتخار کردن بعد از تقلب، راهی آسان برای نمره گرفتن، بالا بردن نمرهها و سطح امتحان و .... .2- عاملهای بیرونی و موقعیتی: سخت بودن تکالیف و دروس، تأثیر جو کلاس و همکلاسیها، فشار والدین و ..... هم دانشآموزان دختر و هم دانشآموزان پسر بیشتر، علتهای داشتن ضعف درسی، تقلب کردن دوستان و همکلاسیها، تحقیر نشدن پیش دوستان و نمره کم نگرفتن، بالا بردن نمرهها و سطح امتحان، تأثیر جو کلاس و همکلاسیها، سخت بودن تکالیف و دروس را عاملهای تقلب مطرح کردند. بیشترین روشهای مورداستفاده برای تقلب تحصیلی عوض کردن ورقهها و روی دستمالکاغذی و کاغذ نوشتن، نگاه به ورقه بغلدستی، روی دست نوشتن و ذخیره کردن اطلاعات در ماشینحساب، گذاشتن کتاب زیر ورقه امتحانی بود.
https://trj.uok.ac.ir/article_45814_a8ecc33dcdbd82b2f6eb6d0de2452037.pdf
2016-12-20
113
128
تقلب تحصیلی
پدیدارشناسی
دیدگاه
تجربیات
دانشآموزان
ارش
شهبازیان خونیق
1
کارشناس ارشد روان شناسی تربیتی دانشگاه شهید مدنی آذربایجان، تبریز، ایران
LEAD_AUTHOR
ابوالفضل
فرید
farid.b2013@yahoo.com
2
استادیار گروه روان شناسی تربیتی دانشگاه شهید مدنی اذربایجان، تبریز، ایران
AUTHOR
رامین
حبیبی کلیبر
habib.2@yahoo.com
3
استادیار دانشگاه شهید مدنی اذربایجان، تبریز، ایران
AUTHOR
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ORIGINAL_ARTICLE
تحول ناشی از رویکرد تدریس مشارکتی از نوع تکنیک جیکساو بر رشد مهارتهای اجتماعی دانشآموزان در دروس زبان انگلیسی و عربی
هدف: مطالعه حاضر با هدف ارزیابی تحول ناشی از رویکرد تدریس مشارکتی از نوع تکنیک جیک ساو بر رشد مهارتهای اجتماعی دانشآموزان در دروس زبان انگلیسی و عربی صورت پذیرفت. مطالعه به روش شبهتجربی انجام شد. جامعه آماری، شامل کلیه دانشآموزان پسر سال سوم دوره متوسطه اول شهرستان سرپل ذهاب در سال تحصیلی 1395 بود. به روش نمونهگیری تصادفی خوشهای چند مرحلهای، تعداد120 نفر بهعنوان نمونه آماری انتخاب شدند. ابزار پژوهش شامل فهرست بررسی ارزیابی مهارتهای اجتماعی کودکان ماتسون و همکاران (1983) بود.
روش: بهمنظور تجزیهوتحلیل دادهها از روشها و تکنیکهای آمار توصیفی و استنباطی مختلف ازجمله روشهای آماری میانگین، انحراف استاندارد و تحلیل کواریانس استفاده شد.
یافتهها: تجزیه و تحلیل دادههای حاصل در قالب آزمون تحلیل کوواریانس نشان داد که کاربرد تدریس مشارکتی از نوع تکنیک جیک ساو بر رشد مهارتهای اجتماعی و خردهمقیاسهای آن در دانشآموزان مورد مطالعه مورد تأیید قرار گرفت. یافتههای پژوهش نشان داد بین گروه آزمایش و کنترل در پسآزمون، تفاوت معنادار یافت شد (p=0.001). همچنین بین گروهها در تمام خردهمقیاسهای مهارتهای اجتماعی تفاوت معنی دار یافت شد(p<0/05). براساس یافتههای این پژوهش میتوان نتیجه گرفت ارائه مداخله مبتنی بر آموزش براساس تکنیک جیکساو بر افزایش میزان رشد مهارتهای اجتماعی دانشآموزان مؤثر بوده است؛ لذا این پژوهش استفاده از آموزش، براساس تکنیک جیکساو را بهمنظور افزایش میزان مهارتهای اجتماعی دانشآموزان پیشنهاد میکند.
https://trj.uok.ac.ir/article_45815_e1c573dc5c400f7d8ea1df9a23ed984c.pdf
2016-12-20
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یادگیری مشارکتی
تدریس جیک ساو
مهارت اجتماعی
دانشآموزان
یحیی
صفری
y.safary@kums.ac.ir
1
دانشیار گروه رادیولوژی و پزشکی هستهای، دانشگاه علوم پزشکی کرمانشاه، کرمانشاه ، ایران
AUTHOR
کیوان
عزیزی
azizi_k1394@yahoo.com
2
دانشجوی دکترای زبان انگلیسی، مدرس دانشگاه، کرمانشاه، ایران
AUTHOR
نسرین
یوسف پور
n_yousefpoor@yahoo.com
3
3. دستیار پژوهشی گروه رادیولوژی و پزشکی هستهای، دانشگاه علوم پزشکی کرمانشاه؛ کرمانشاه، ایران
LEAD_AUTHOR
اسلام
محمدی گلینی
eslam.mohamadi@yahoo.com
4
کارشناسارشد ادبیات عرب، دبیر آموزش و پرورش، کرمانشاه، ایران
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