The purpose of this study was to gain the experience of educational practitioners in the field of lesson study and providing basic solutions. This is a qualitative research based on a phenomenological approach. The statistical population of this study consisted of 20 ed More
The purpose of this study was to gain the experience of educational practitioners in the field of lesson study and providing basic solutions. This is a qualitative research based on a phenomenological approach. The statistical population of this study consisted of 20 educational agents (educational policy makers, provincial technology heads, educational leaders and experts). Using purposive sampling approach and benchmarking method, 6 policy makers, 5 provincial technology heads, 5 educational leaders, and 4 experts and researchers were selected. The adequacy of the number of participants was determined by theoretical saturation. Semi-structured interviews were used to collect qualitative research data. The validity of the qualitative section was assessed by members' review, data source alignment, and researcher self-review and reliability of the encodings was also assessed using two stability and repeatability indices. According to the qualitative method of the research, the categorization method was used to analyse the data obtained from the interviews using MAXQDA software (version 2018). The findings of the study showed that the educational, professional, organizational, structural, and cultural barriers were considered as a threat to teachers' participation in the research process. Other research findings also indicated what measures to consider to address each of these barriers. Based on the results of the study, it is recommended that policymakers develop strategic plans to promote teaching as a collaborative activity of teachers. All education beneficiaries should also participate in the formation and maintenance of organizational structures that support effective teacher participation in the study.
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The present study was designed to investigate the performance of the thinking styles of the educational sciences experts and the members of the research group's teachers, as well as offer suggestions on improving education through the use of different thinking styles in More
The present study was designed to investigate the performance of the thinking styles of the educational sciences experts and the members of the research group's teachers, as well as offer suggestions on improving education through the use of different thinking styles in the study process.This is an applied research and the researcher has used field research method. The statistical population of this study, includes elementary school teachers (1100 students) and specialists in environmental sciences (250 students) in Tehran.The statistical sample size was 285 people and 148 people were selected by stratified random sampling method using Morgan table.Data collection was used through study libraries and thinking style questionnaire (TSI, Sternberg and Wagner, 1991) to determine the thinking style of target groups about the performance of legislative, executive, and judge thinking styles. The superficial and content validity of the questionnaire was carried out by the experts.Reliability coefficients in Sternberg and Wagner studies have been reported for legislator style 0.78, executive style 0.75 and judge's rank 0.72.In this study, the reliability of the questionnaire was 93/0.In analyzing data, descriptive statistics methods were used to calculate the frequency, percentages. The results of this study show that the studied groups use all three aspects of the thinking style in the study process.Whils, the degree of overcoming the style of executive thinking is evident in both thelesson study teachers and educational specialists.
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The aim of this study is to identify the components of cognitive sciences affecting the model of the educational system (Case study: preschool centers). Since in applied research, the main goal is not only scientific discovery, but also to test and study the application More
The aim of this study is to identify the components of cognitive sciences affecting the model of the educational system (Case study: preschool centers). Since in applied research, the main goal is not only scientific discovery, but also to test and study the application of knowledge, so the method of this research is applied in terms of purpose and has been done by exploratory method. The data collection method is quantitative and the data collection tool is a questionnaire. Therefore, 292 principals, teachers and staff of preschool centers in the primary education system of Tehran participated in this study. The collected data were analyzed by descriptive and inferential methods through SPSS 16 and Smart PLS software. After conducting the research, the results showed that the components: cognitive education, psychological characteristics, cognitive academic counseling, leadership and management style, cognitive educational content, educational space and equipment, and finally teaching methods with cognitive approach; Under the heading of components of the educational system based on cognitive approach in preschool centers; Approved. Model fit tests showed the validity of the model.
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