درخت حوزه‌های تخصصی

This research has been done with a mixed exploratory method with the aim of identifying the perception and the degree of observance of professional ethics of school principals. The required data were collected using a questionnaire and a semi-structured interview. The statistical population of the study included all secondary school principals in Birjand. In quantitative phase, 75 people were selected as a sample by relative random sampling. 375 people were selected to be surveyed about the level of professional ethics of their managers. Then, based on the analysis of the findings of the quantitative stage of the research, the participants in the qualitative stage of the research (16 people) were selected by purposive sampling. Descriptive and inferential statistical indicators were used to analyze quantitative data and interpretive analysis was used to analyze qualitative data. The results show that from the perspective of teachers, the professional ethics of principal is at a desirable level. Also, the variables of gender and level of education did not make a significant difference in the level of observance of managers' professional ethics. The results of the qualitative phase of the research also represented school principals' perceptions of professional ethics in five main dimensions, including benefit-oriented ethics, person-centered ethics, duty-based ethics, rights-oriented ethics, & justice-oriented ethics. Each of which included several categories. Also, the results obtained from data analysis showed that school principals have a better understanding of task-oriented ethics than other dimensions of professional ethics and benefit-oriented ethics is at a higher level in terms of compliance than other dimensions. But the dimension of justice-oriented ethics was lower than other dimensions in terms of both understanding and observance.

This study investigated how several pre-service EFL teachers in an undergraduate programme engaged in a series of collegial discussions after their student teaching experiences over the third year of the programme and how the collegial interactions nurtured their professional development. The individual interviews and group discussions were audio-recorded and transcribed in verbatim. The findings indicated that the active participation of the participant teachers in collegial discussions following their student teaching experiences facilitated learning in a collaborative learning community. The participants shared their personal practical experiences, scaffolded their peers and developed their professional knowledge in several aspects. Their awareness of pedagogical challenges was raised and they addressed their learners' needs and learning strategies in real classroom settings more effectively. The collegial interactions focused on the transfer of theories learned from the disciplinary textbooks to the pedagogical realities of the EFL educational settings. The engagement of the student teachers in collegial discussions made them reconsider their pedagogical beliefs and practices.

The irony of teaching standards policies is that they undermine the very commitments to professional autonomy that they espouse.  Positioned as condition (of competence and conduct) and consequence (of competence and conduct), autonomy becomes both philosophically and practically problematic. Drawing on the work of Jacques Derrida, the authors deconstruct the British Columbia standards policy titled “Standards for the Education, Competence, and Professional Conduct of Teachers.” Deconstruction is not aimed here at the destruction of standards policies but towards understanding and appreciating the role they can play in acknowledging that which is core to teaching and yet difficult to name within the language of standards. Our efforts are directed towards the rehabilitation of autonomy as educational responsibility that recognizes its own deep-seated and perhaps necessary contradictions.

Purpose: the present study aimed at investigating the effectiveness of working memory training on reading difficulties of students with reading disorder. Method: the method of this study was experimental with a pretest-posttest design and a control group. The statistical population consisted of all elementary school children with reading disorder, who had attended counseling centers of Tehran Education Department in the spring of 2017. Then, these students were randomly assigned to two groups of 15 (one control group and one experimental group) and the intervention program of working memory training was performed on the experimental groups over a period of 10 sessions, with each session lasting for half an hour. Both Simple Random Sampling and Convenience Sampling methods were applied. To measure reading difficulties, WISC- R (3rd edition) and Reading and Dyslexia Test (NEMA) were used. The obtained data were analyzed using the statistical method “Covariance Analysis”. Findings: the results of Covariance Analysis showed that working memory training intervention is effective on all sub-components of Reading & Dyslexia Test (p <0.01), with its greatest impact being on picture naming, sound elimination and category mark. Conclusion: accordingly, it was concluded that the experimental group`s interventions based on working memory training, as a useful intervention method, can be effective on reducing reading difficulties of students with learning disorder, and can be applied as a complementary exercise to reduce reading difficulties among this group of students.