Farhangian UniversityQuarterly Journal of Education Studies2588-41821320151122Comparison of formal and informal cooperative group’s impact on academic achievement and knowledge retentionComparison of formal and informal cooperative group’s impact on academic achievement and knowledge retention120191FAJournal Article20151213The aim of this study was to compare the impact of formal and informal cooperative group’s on students’ academic achievement and knowledge retention. For this purpose among 680 students in grade 9 at Karaj city, 60 students were selected by cluster sampling and divided into three groups. The first group by traditional way, the second group by formal cooperative group and third group with informal cooperative group in social studies lessons were taught. Collected data from the implementation of the three strategies using covariance analysis and Tukey test were analyzed. The findings show that academic achievement and knowledge retention level of students who receive education with formal and informal collaborative groups better than students who trained by lecture method, But students’ knowledge retention between the formal and informal cooperative groups was not significant difference. According to the findings, formal and informal collaborative groups can be effective in students’ academic achievement and knowledge retention.The aim of this study was to compare the impact of formal and informal cooperative group’s on students’ academic achievement and knowledge retention. For this purpose among 680 students in grade 9 at Karaj city, 60 students were selected by cluster sampling and divided into three groups. The first group by traditional way, the second group by formal cooperative group and third group with informal cooperative group in social studies lessons were taught. Collected data from the implementation of the three strategies using covariance analysis and Tukey test were analyzed. The findings show that academic achievement and knowledge retention level of students who receive education with formal and informal collaborative groups better than students who trained by lecture method, But students’ knowledge retention between the formal and informal cooperative groups was not significant difference. According to the findings, formal and informal collaborative groups can be effective in students’ academic achievement and knowledge retention.Farhangian UniversityQuarterly Journal of Education Studies2588-41821320151122Evaluation of the application component theory humanism by the city Babol and presenting approaches to elementary teachers according to this theorybased on the nature of the courseEvaluation of the application component theory humanism by the city Babol and presenting approaches to elementary teachers according to this theorybased on the nature of the course2135200FAJournal Article20160305The aim of the present study to investigate extent of application theory humanism by teachers elementary components city of Babol. This research descriptive-survey method and with society included all elementary school teachers Babol cityranging from men and women to number was 1100 people. Proportion to the volume clustered sampling method was conducted And 350 Person samples were selected. The tool measuring this research a researcher constructed questionnaire consisting 19 questions, was based on Likert scale of five degrees. Validity of questionnaire, content validity was determined by using reliability coefficient Cronbach alpha of 96/0 respectively. Research shows that teachers in the classroom to help students provide feedback that honestly and delivers environmentand is also provides sympathetic and rich in of confidence in class. Results showed that this field section inferential statistics binomial at the level of 0/05 / ≥p was significant. So it can be claimed that the use elementary teachers humanistic component is more than the average level. Also in compared the amount application of components of humanistic theory, Friedman statistics at the level of 0/05 / ≥p was significant So there are differences Between the usecomponents theory humanism.The aim of the present study to investigate extent of application theory humanism by teachers elementary components city of Babol. This research descriptive-survey method and with society included all elementary school teachers Babol cityranging from men and women to number was 1100 people. Proportion to the volume clustered sampling method was conducted And 350 Person samples were selected. The tool measuring this research a researcher constructed questionnaire consisting 19 questions, was based on Likert scale of five degrees. Validity of questionnaire, content validity was determined by using reliability coefficient Cronbach alpha of 96/0 respectively. Research shows that teachers in the classroom to help students provide feedback that honestly and delivers environmentand is also provides sympathetic and rich in of confidence in class. Results showed that this field section inferential statistics binomial at the level of 0/05 / ≥p was significant. So it can be claimed that the use elementary teachers humanistic component is more than the average level. Also in compared the amount application of components of humanistic theory, Friedman statistics at the level of 0/05 / ≥p was significant So there are differences Between the usecomponents theory humanism.Farhangian UniversityQuarterly Journal of Education Studies2588-41821320151122Content analysis of Work and Technology textbook of the sixth grade of elementary school based on Gardner's multiple intelligences components and rate of activityContent analysis of Work and Technology textbook of the sixth grade of elementary school based on Gardner's multiple intelligences components and rate of activity3656206FAJournal Article20160304we analyze the content of text, images of the Work and Technology textbook of the sixth grade of elementary school in 1394 according to Gardner's multiple intelligences and also based on the activity and passivity rate. The method of this study is content analysis. The statistical population was Work and Technology textbookof the sixth grade of elementary school in 1393. The findings of the study at the section of Gardner's multiple intelligences showed that (40/36) of the text, activities and practical work of this book emphasize on visual intelligence. In addition, in this book 36/85% of text, activities and practical work have dealt with physical-motor intelligence. At analysis section, based on being active or passive of the book, the involvement coefficient of text is (0/036) that shows the text of Work and Technology textbook of the sixth grade of elementary school has not been written actively. The involvement coefficient of the images was determined (0/22) that showed the images of book do not involve the student in learning. Also in the section of analysis of activity index of the book centrality, involvement coefficient was determined (0/9) that shows the book is activity-centered.we analyze the content of text, images of the Work and Technology textbook of the sixth grade of elementary school in 1394 according to Gardner's multiple intelligences and also based on the activity and passivity rate. The method of this study is content analysis. The statistical population was Work and Technology textbookof the sixth grade of elementary school in 1393. The findings of the study at the section of Gardner's multiple intelligences showed that (40/36) of the text, activities and practical work of this book emphasize on visual intelligence. In addition, in this book 36/85% of text, activities and practical work have dealt with physical-motor intelligence. At analysis section, based on being active or passive of the book, the involvement coefficient of text is (0/036) that shows the text of Work and Technology textbook of the sixth grade of elementary school has not been written actively. The involvement coefficient of the images was determined (0/22) that showed the images of book do not involve the student in learning. Also in the section of analysis of activity index of the book centrality, involvement coefficient was determined (0/9) that shows the book is activity-centered.Farhangian UniversityQuarterly Journal of Education Studies2588-41821320151122Design and validate the scale teachers' disciplinary strategiesDesign and validate the scale teachers' disciplinary strategies5776218FAJournal Article20160404This research was performed with the aim to design and validate the scale teachers' disciplinary strategies. For research, The method collect comments of teachers and thematic analysis to build scale, and Correlation- survey method was used to validate the designed scale. This research includes two sample for the first goal 43 teachers of purposive sampling method and The second purpose were selected 354 teachers as the subjects to multi-stage stratified cluster sampling method. For data collection were used two researcher made tools. The first questionnaire was consisted one open question in which of the teacher first sample was asked up to list their discipline strategies in class. The second questionnaire was 35-item scale that its items had been elected through thematic analysis and based on the opinions of teachers from discipline strategies. To determine the components of the questionnaire, was used exploratory factor analysis and principal component and varimax orthogonal rotation analysis method. Exploratory factor analysis showed that teachers' disciplinary strategies are classified into seven types of strategies that include: Custody (direct), prevention-based legislation, human (indirectly), rapid response, based on relation and recognition, non-verbal and sample and modeling.This research was performed with the aim to design and validate the scale teachers' disciplinary strategies. For research, The method collect comments of teachers and thematic analysis to build scale, and Correlation- survey method was used to validate the designed scale. This research includes two sample for the first goal 43 teachers of purposive sampling method and The second purpose were selected 354 teachers as the subjects to multi-stage stratified cluster sampling method. For data collection were used two researcher made tools. The first questionnaire was consisted one open question in which of the teacher first sample was asked up to list their discipline strategies in class. The second questionnaire was 35-item scale that its items had been elected through thematic analysis and based on the opinions of teachers from discipline strategies. To determine the components of the questionnaire, was used exploratory factor analysis and principal component and varimax orthogonal rotation analysis method. Exploratory factor analysis showed that teachers' disciplinary strategies are classified into seven types of strategies that include: Custody (direct), prevention-based legislation, human (indirectly), rapid response, based on relation and recognition, non-verbal and sample and modeling.Farhangian UniversityQuarterly Journal of Education Studies2588-41821320151122Study of Comparative Education of Islamic and naturalism doctrine, Features and Elements of the curriculumStudy of Comparative Education of Islamic and naturalism doctrine, Features and Elements of the curriculum77100219FAJournal Article20150630Undoubtedly one of the ways to achieve especially in the field of education Comparative study of educational systems and review Dimension subscription and Differences Between those systems. An education system for their can better identifies strengths and weaknesses, Must review and explore the Components and sub systems itself also to be able to access your strengths and positive, identify your weaknesses and try to eliminate them. So in this article, after brief introduction of naturalism doctrine, To expression of Anthropology and its features in naturalism and Islam are paid Next, Each of aspects education including goals, Teachers and students, curriculum and teaching methods in these two doctrines examined And at the end of the discussion will conclude The research method was Descriptive Type of Document Analysis And its library resources are used. The study population included all documents, papers and resources related to the topic is discussed and capture forms used to collect data And data have been analyzed through the qualitative.Undoubtedly one of the ways to achieve especially in the field of education Comparative study of educational systems and review Dimension subscription and Differences Between those systems. An education system for their can better identifies strengths and weaknesses, Must review and explore the Components and sub systems itself also to be able to access your strengths and positive, identify your weaknesses and try to eliminate them. So in this article, after brief introduction of naturalism doctrine, To expression of Anthropology and its features in naturalism and Islam are paid Next, Each of aspects education including goals, Teachers and students, curriculum and teaching methods in these two doctrines examined And at the end of the discussion will conclude The research method was Descriptive Type of Document Analysis And its library resources are used. The study population included all documents, papers and resources related to the topic is discussed and capture forms used to collect data And data have been analyzed through the qualitative.Farhangian UniversityQuarterly Journal of Education Studies2588-41821320151122Explain the phenomenology of the creative thinking of children at the elementary school teachers.Explain the phenomenology of the creative thinking of children at the elementary school teachers.101123235FAMohamadrezaShahbazim amoozegarJournal Article20160303The present research aims at Explain the lived experiences of primary school children of how to educating creative thinking. This is a qualitative research of phenomenological type. The participants were primary school teachers in Abadeh ho were purposefully sampled and introduced from the education office. The sample size Reach to person nine following of an interview in which no more new information could be gathered. The data was Commentary via semi structured deep interview and it was analyzed through colizzi seven stages method. After omitting common codes, 220 concept codes were extracted which showed the experiences of the participants.They included four main themes as follows:1.the difrence of characteristics 2.Student-centered strategies"3.the creative thinking growth social and Educatinal obstacles.These findings show that teachers play a very important role on the growth and Can be identified and the development of creative thinking in students, the. Hence, the students need creative teachers and the teachers need to have schools and environments in which creativity is valued most. Knowledge of these findings will pave the way for curriculum planners and consequently it will ease creative education for the teachers.The present research aims at Explain the lived experiences of primary school children of how to educating creative thinking. This is a qualitative research of phenomenological type. The participants were primary school teachers in Abadeh ho were purposefully sampled and introduced from the education office. The sample size Reach to person nine following of an interview in which no more new information could be gathered. The data was Commentary via semi structured deep interview and it was analyzed through colizzi seven stages method. After omitting common codes, 220 concept codes were extracted which showed the experiences of the participants.They included four main themes as follows:1.the difrence of characteristics 2.Student-centered strategies"3.the creative thinking growth social and Educatinal obstacles.These findings show that teachers play a very important role on the growth and Can be identified and the development of creative thinking in students, the. Hence, the students need creative teachers and the teachers need to have schools and environments in which creativity is valued most. Knowledge of these findings will pave the way for curriculum planners and consequently it will ease creative education for the teachers.