فهرست مقالات class size

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  1 - New characterization of some linear ‎groups‎
  A. Khalili ‎Asboei‎ R. Mohammadyari M. Rahimi-Esbo
  ‎There are a few finite groups that are determined up to isomorphism solely by their order, such as $\mathbb{Z}_{2}$ or $\mathbb{Z}_{15}$. Still other finite groups are determined by their order together with other data, such as the number of elements of each order, چکیده کامل

  ‎There are a few finite groups that are determined up to isomorphism solely by their order, such as $\mathbb{Z}_{2}$ or $\mathbb{Z}_{15}$. Still other finite groups are determined by their order together with other data, such as the number of elements of each order, the structure of the prime graph, the number of order components, the number of Sylow $p$-subgroups for each prime $p$, etc. In this paper, we investigate the possibility of characterizing the projective special linear groups $L_{n}(2)$ by simple conditions when $2^{n}-1$ is a prime number. Our result states that: $G\cong L_{n}(2)$ if and only if $|G|=|L_{n}(2)|$ and $G$ has one conjugacy class length $\frac{|L_{n}(2)|% }{2^{n}-1}$, where $2^{n}-1=p$ is a prime number. Furthermore, we will show that Thompson's conjecture holds for the simple groups $L_{n}(2)$, where $2^{n}-1$ prime is a prime number. By Thompson's conjecture if $L$ is a finite non-Abelian simple group, $G$ is a finite group with a trivial center, and the set of the conjugacy classes size of $L$ is equal to $G$, then $L\cong G$‎.‎ پرونده مقاله
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  2 - Iranian English Language Teachers' Perceptions of Monitoring and Scaffolding Practices of Assessment for Learning: A Focus on Gender and Class Size
  Mohammadreza Nasr Mohammad Sadegh Bagheri Firooz Sadighi
  Recent innovations in formative assessment have turned the spotlight on the implementation of assessment for learning in the classroom. Notwithstanding a considerable wealth of research on assessment for learning in mainstream education, few research studies in the fiel چکیده کامل

  Recent innovations in formative assessment have turned the spotlight on the implementation of assessment for learning in the classroom. Notwithstanding a considerable wealth of research on assessment for learning in mainstream education, few research studies in the field of language teaching thus far have touched upon assessment for learning. This quantitative study investigated Iranian English language teachers’ perceived monitoring and scaffolding practices in respect of their gender and class size. To achieve this purpose, 384 Iranian EFL teachers who were selected using convenience sampling completed a 28-item Likert scale questionnaire on assessment for learning entailing two main constructs, namely monitoring and scaffolding. Our findings revealed a statistically significant gender difference with regard to perceived scaffolding. Likewise, the results showed that EFL teachers’ perceived monitoring and scaffolding practices did not differ with respect to class size. The key implications of the findings for the application of scaffolding and monitoring practices in the classroom were also addressed. پرونده مقاله