درخت حوزه‌های تخصصی

Aim: With respect to strategic planning to meet the problems of various organizations aim of this study to develop appropriate strategic perspectives on Swot analysis for the development of rural pre-school education is koohrang county. Materials and Methods: This was applied research in terms of purpose and descriptive-correlational research. Achieving this goal originally formed the 20-member Strategic Council for the development of elementery school tribes and theories help them through interviews, library resources, weaknesses, strengths, threats and opportunities for the development of elementery school tribes were gathered. Then, using a questionnaire to assess each of these four factors affect weight, a questionnaire was among 50 samples. The population of these research managers, deputies and experts Department of Education, professors and educators, and public release constitute county. The validity of the questionnaire was conducted with the assistance of experts, which shows the validity of the questionnaire was acceptable. Also, to test reliability, the Cronbach\'s alpha coefficient was used 0.88 that was approved. The data analysis swot was used to assess the strengths and weaknesses of rural pre-school education koohrang county. Results: According to the final score matrix evaluation of internal factors (2.51) and external factors evaluation matrix (2.51) showed that the strategy of pre-school place education koohrang county is located in the region SO. Conclusion: Finally, according to the findings of research strategies in the development of elementery school education in rural and nomadic education koohrang county was drafted.

Purpose : The aim of this study was to design and validate an extracurricular curriculum model in junior high school with a social harm prevention approach. Methodology : In this study, the methods of qualitative content analysis, documentary method and descriptive-inferential method were used. The samples for data collection were 20 experts in the field of education and 10 sources related to extracurricular activities in education who were selected by non-probability sampling method of snowball or chain. Data collection techniques were semi-structured individual interviews with extracurricular curriculum specialists and qualitative analysis of texts. The data obtained from the interviews were analytically coded and analyzed using SPSS software. Findings : The findings of this study identified the characteristics of extracurricular curriculum elements with social harm prevention approach for purpose, content, teaching learning strategies and evaluation, respectively, and the initial model of extracurricular curriculum with harm prevention approach. The model was approved after validation by experts and experts and the implementation of adjustments. The results of this research can be used in the design of extracurricular curriculum in junior high school. Conclusion : According to the research findings, students who participate in extracurricular activities have more social adjustment.

Purpose : The purpose of this study is to present a model of psychological well-being based on the components of psychological capital and psychological flexibility by mediating role of mindfulness. Methodology : This study is a descriptive research and subjects are composed of 350 masters' students of psychology from Islamic Azad University in Tehran that are selected using ‘stratified random sampling proportional to size’ method. In this method, from each unit of the university, a sample was selected independently and proportional to size of that unit. The participants responded to psychological well-being questionnaire (Ryff, 1989), psychological capital questionnaire (Luthans et al, 2007), Acceptance and action Inventory (Bond et al, 2011) and Mindfulness Questionnaire (Buchheld et al, 2006). Data are analyzed using path analysis through LISERL 8.8. Finding: The results show that cognitive flexibility, hope, optimism, self-efficacy, resiliency and mindfulness directly predict psychological well-being (P<0.01), and on the other hand, cognitive flexibility, hope, optimism, self-efficacy and resiliency indirectly predict psychological well-being by mediating role of mindfulness (P<0.01). Conclusion: So a program can be developed to enhance cognitive flexibility and components of psychological capital and mindfulness, through which students’ level of psychological well-being would be improved. This study was applied in terms of objective and combined. 

The purpose of this study was to explore the effects of 2 modes of instruction (Short-block versus Long-block) on Iranian EFL learners' reading motivation and reading attitude. For this study, 60 pre-intermediate level students who were studying in an English language institute in Ahvaz were selected. They took part in a homogeneity test (OQPT) to determine their homogeneity level. Then they were randomly divided into two groups, 30 learners each included, namely short-block instruction group and long-block instruction group. Then the two groups were given a reading motivation questionnaire and reading attitude survey as the pre-test before treatment to determine the participants’ reading motivation and reading attitude. During the eleven-session treatment, the long-block group was taught the reading comprehension in an intensive 75-minute session, while the short-block group was taught in three short sessions (twenty-five- minute session). After the treatment sessions, the participants were given a reading motivation questionnaire and reading attitude survey as a posttest. Data were analyzed through descriptive statistics and one-samples t-tests and the findings showed a significant difference between the groups. The short-block group outperformed the other groups in both reading motivation and reading attitude post-test. Implications of this study could be a hint for both EFL teachers and learners that teaching through short-block instruction is more effective than long-block instruction in teaching reading comprehension.

The present study, based on the promotion of social trust and social interactions, aims at providing a number of guidelines for the design of children’s open learning spaces. An exploratory research is conducted based on both qualitative-quantitative methods. At the primer part of the research which is the focus of this article a qualitative method is applied, using three rounds of Delphi. Consequently, professionals were interviewed in an unstructured way in the field of landscape architecture and social psychology. Then, with the techniques of open and axial coding the content table is created to manage questionnaires. Network sampling method (snowball) on the sample size of 10 professionals is used. The data were analyzed using Q factor analysis and four factors were recognized. The most affecting elements on the social trust in process of learning in open primary school spaces are consist of; social, design, physical spaces and environmental psychology dimensions.