درخت حوزه‌های تخصصی

The main question of the present research was theorizing controversies and their reason in educational administration studies. The search for the answer to this question was done by genealogical method. In the present thesis, an attempt was made to investigate the end and method of theorizing and its supposed reasons as the two main topics of discussion in this controversy, by Foucaultian genealogy. Following the search for the roots, this study led to the discovery of the sources of theorizing, including scientific power and governmentality, three conflicting discourses of theorizing, and two major ruptures in the theorizing process of educational administration studies. The discourses were identified and divided into three categories: “conventionalism”, “sanctification of science” and “evolution”, and the ruptures were categorized as “methodological rupture” and “teleological rupture”. According to the findings of this study, it can be concluded that educational administration studies are on the one hand considered by experts in the fields of education and social sciences, and on the other hand, are favored by politicians and rulers as a political tool for governments. Contrary to the claims of many competing theories, the emergence of theory in educational administration studies in its global origin has been a tool of political governance rather than seeking to achieve ideal goals such as awareness, welfare, educational justice, democracy, freedom and education. Following the expansion of colonial territories in the European and American governments, facing the huge population of colonized countries such as India and China and the ineffectiveness of previous models of governance, technological tools of discipline from authoritarian and force-based governance are changed to governance based on the education and training of individuals in accordance with the demands of the ruler systems. In other words, according to the conflicting discourses and double ruptures, theorizing in educational administration studies from Foucault’s point of view as a technology of discipline in the modern era, where it has followed political purposes, has had no advantage for this field of study, and every theory with a new claim has increased the ambiguity and confusion in its theoretical nature.

AbstractThis research is conducted aiming to study the relationship of self-directed learning, information technology and communication and academic motivation with entrepreneur curriculum in distance education. This research in terms of aim is practical, in terms of data collection is quantitative, and in terms of nature and method is descriptive (non-experimental) and correlative. Statistical population of this research includes students of smart secondary schools of Esfahan city in Academic year of 1395-96 (2016-2017) up to 550 persons. Sampling method is clustered method and 225 persons were selected randomly among of regions of 2, 3, and 5 of Education Administration of Esfahan city using Morgan formula. Library and survey methods were used for data collection. The instruments include researcher made questioners about entrepreneur curriculum of distant education, academic motivation, self directed learning, and ICT. The validity of questionnaires was confirmed by ten professors and experts in this field and its reliability was calculated through alpha Cronbach that was α=0.73. For analyzing data, SPSS software, version 21) was used to present descriptive statistic (including Frequency distribution table, mean, Percentage, and Standard deviation) and inferential statistic (including Pierson Correlation and Regression). The results show that self directed learning, ICT, and academic motivation have positive significant relationship with entrepreneur curriculum of distance education. It also shows that all of three variables of self- directed learning, ICT, and academic motivation are important in preparing entrepreneur curriculum. Academic motivation have maximum importance with β= 0.43 and information technology has minimum importance with β= 0.23.

The present study focused on the effect of an in-service meta-pragmatics training course on Iranian English as a Foreign Language (EFL) teachers’ pragmatic awareness and classroom pragmatic practices. A mixed methods design was used to achieve the objectives of the study. In the quantitative phase of the study, 300 EFL teachers were selected through convenience sampling and filled out the Pragmatic Awareness Questionnaire. In the qualitative phase, 60 of those teachers participated in a pragmatic training course. They were divided into experimental and control groups and underwent the processes of pretesting, intervention, and post-testing. Furthermore, 30 of these teachers were observed in terms of their teaching inter-language pragmatics both before and after the training course of meta-pragmatics. The results of the multivariate ANOVA (MANOVA) revealed that EFL teacher’s pragmatic awareness was relatively low. In addition, the findings unveiled a statistically significant difference between the EFL teachers’ meta-pragmatic awareness and their practices in terms of the 'language teacher' component. Moreover, the findings showed a statistically significant improvement in the EFL teachers’ pragmatic practices regarding teaching pragmatic features after receiving the instructions. The results of this study have some implications for stakeholders, namely EFL teacher trainers, EFL teachers, and EFL students.

This study investigates the effectiveness of inductive and deductive instruction methods on grammar accuracy and appropriateness among Iranian intermediate English as a Foreign Language (EFL) learners. sixty participants, selected from an initial population of 120 students at Zabanzara English Language Institute in Gilan based on their scores on the OPT English proficiency test, were divided into three groups: one receiving inductive grammar instruction, another receiving deductive instruction, and a control group adhering to traditional grammar teaching methods. Over ten weeks, participants underwent a pretest to establish baseline grammar awareness, followed by respective interventions for each group. Posttests assessed changes in grammatical performance, with statistical analyses—including paired samples t-tests and one-way ANOVA—employed to evaluate pre- and post-intervention results. The findings indicate significant improvements in grammatical skills for both experimental groups compared to the control group, suggesting that inductive and deductive teaching methods are more effective than traditional approaches. However, the results did not show statistically significant differences between the inductive and deductive groups. This research underscores the potential benefits of innovative pedagogical strategies in enhancing EFL learners' grammatical understanding. It is recommended that 1. EFL instructors teaching grammar classes should consider the integration of both inductive and deductive teaching methods in their English language instruction.