Publication Date: 2009
Journal of Applied Sciences (discontinued) (18125654)9(18)pp. 3385-3390
This study aims to investigate the cultural context of the society in Iran and also learner's ability concerning learning English in primary school, in order to propose practical strategies for starting teaching English as a foreign language in its proper time in Iran. This descriptive study was performed on 314 high school teachers working in cities of Tehran, Esfahan, Shiraz and Kerman, who were selected by random sampling method. The data gathering tool was a researcher made questionnaire including 60 items based on 5 point likert scale ranging from completely disagree to completely agree. The validity of the questionnaire was confirmed by experts and its reliability was 0.89 by Cronbachs Alpha. The data was analyzed by SPSS software using t-test, ANOVA, Tukey and paired t-test. The response rate was almost 98%. The total mean score indicating the appropriate cultural context among teachers for establishing English language teaching in primary school was 3.58±56 out of 5. There was a significant difference between this mean and the assumed average score of 3 (p = 0.01). The mean score for children's ability as well as their tendency to start learning English language in primary school was 4.6±0.53 which had a significant difference with the average score of 3 (p = 0.001). According to the results, there is appropriate cultural context in Iran's society for starting teaching English language in primary school. Also, children encompass proper ability and tendency to start learning English language in primary school age. For establishing teaching English language in primary school, taking advantage of the experiences of other countries could be very useful. © 2009 Asian Network for Scientific Information.
Publication Date: 2010
Procedia - Social and Behavioral Sciences (18770428)9pp. 2069-2073
In the world of curriculum development, quality of education, actual move toward decentralization, and maximum participation of instructors in curriculum planning are the major concerns of specialists. After 1980s, curriculum mapping was introduced as one of the most important strategies for improving quality of education, culture of participation and collaboration in educational institutions. This strategy can help students' performance, improve the quality of education. In addition, researches showed that institutionalization of curriculum mapping in educational institutes has a positive effect on organizational culture and space. In this article, curriculum mapping is explained as a strategy for gaining these desired outcomes. © 2010 Published by Elsevier Ltd.
Publication Date: 2012
International Education Studies (discontinued) (19139020)5(1)pp. 50-56
This study has examined the characteristics of physics teachers, their professional competences, supplies of equipments and technologies, appropriate textbooks and motivational factors in students' learning of physics from female physics teacher's points of view. The population included all female physics teachers in Isfahan city and a total of 88 teachers were selected as sample of study. The study was a descriptive survey that used researcher made questionnaire consists of 46 items. Cronbach's alpha coefficient for this scale was set to be .95. For data analysis, descriptive statistics, t-tests and ANOVA test were used. The results showed that in the present state, physics teachers have a low level of scientific knowledge. In terms of professional skills, their abilities were average and educational equipments and technologies were available at low level. Moreover the satisfaction of female physics teachers of books and educational texts was moderate. Meanwhile, the motivation for learning the lessons of physics was moderate. Also the results in desired state showed that all components of study could be effective in learning physics. Accordingly, it is recommended to enhance learning and teaching physics education, school should be equipped to supplies and technologies for teaching physics, including virtual laboratory.
Publication Date: 2012
International Conference on Human System Interaction, HSI (21582254)pp. 1-7
The main purpose of this paper is to propose a content analysis approach in order to develop an ontology of university social responsibility (USR). The proposed approach comprises four main phases in which two content analyses software have been utilized to extract the main USR components and to identify the domain of this concept. To achieve the goal, the existing body of knowledge of USR definitions and specifications - using a variety of terms - has been considered to identify the main notions of USR and their relationships. The developed ontology can be applied to define a formal, explicit description of the USR concept and to construct a more reliable basis for measurement purposes. © 2012 IEEE.
Publication Date: 2012
International Education Studies (discontinued) (19139020)5(2)pp. 175-184
The purpose of this study was to provide an exploratory investigation of faculty member's efficacy inventory in higher education. Review of the literature showed a few studies about this subject and current instruments did not consider the theoritical foundations of faculty member efficacy. Moreover, most researches were limited to schools area and K-12. After an extensive review of the literature, first, a set of items to operationalize faculty perceptions and beliefs of efficacy in their tasks was developed. At second stage, higher education colleagues who were working in our university and other nearby universities examined the items for critique, and consulted with their colleagues about content and face validity. Third, a pilot study was initiated to map the domain of the construct and refined the measure and the meaning of faculty efficacy through the statistical methods. The instrument was field-tested and refined using a representative sample of universities faculty. Fourth, a factor analysis was utilized to identify factors related to efficacy scale of faculty members. Fifth, we reduced items and agreed about 18. Four factors were appeared in the factor analysis consisting of teaching competencies, research competencies, social competencies, and personal competencies. We insured all four sources of efficacy (mastery experiences, vicarious experiences, social persuasion, and emotional arousal) were represented in each efficacy components (teaching competencies, research competencies, social competencies and personal competencies). Cronbach's alpha coefficient was calculated for each factor and in overall the instrument was a reliable scale 0.83. Finally, differences between faculty members were studied based on some demographic variables such as gender and academic ranking. Results showed that there were not significant differences between all female and male faculty members efficacy and so based on academic ranking.
Publication Date: 2012
World Applied Sciences Journal (discontinued) (18184952)18(1)pp. 107-112
One of the most important factors influencing academic performances of individuals is academic anxiety. It is essential to identify these factors in order to clarify and control academic anxiety. The present study compares early maladaptive schemes in individuals with high and low academic anxiety. The method adopted in this study was causative-comparative. The samples consisted of 360 individuals randomly selected from college students. The instruments included the early maladaptive scheme questionnaire and the academic anxiety questionnaire. The results derived on the basis of variance analysis revealed that there is a significant difference between individuals with high academic anxiety and low academic anxiety in the early maladaptive schemes and those who experience high levels of anxiety report higher levels of early maladaptive schemes. Although the connection between these variables has not been explored, the results of the study are in line with the present theories. The results give more insight for academic planners and researchers and consultants into what goes on in the examinees minds other than the learned material during the exam session. On this basis, it seems essential to take into account the maladaptive schemes and to develop intervention and psychologicaleducational plans in academic and college contexts. © IDOSI Publications, 2012.
