Evaluation objectives of Educational integrated based on Social-psychological training, economical objectives, educational guidance and Organizing training time

Year 2015, Volume: 36 Issue: 3, 2889 - 2896, 13.05.2015

Abdolhossein Naghızade Anhar , Ezatolah Naderı Ghodsy Ahghar

Abstract

The purpose of this study was evaluating function of cluster schools. The population of this research included is 566 cluster schools in Western-Azerbaijan province based on data that was received from the State Office of Education. Finally, the sample consisted of 242 were selected randomly such as 48 Performer, 168 teachers, 26 educational planning experts in order to answer a questionnaire study.  The questionnaire consists of 36 questions with five options (Likert) . We used chi square in order to test the hypotheses. Results of research indicted that the hypotheses were rejected. Overall analysis of the data showed more than 75 percent of enforcement, educational planning experts and teachers believed that objectives of educational systems have been achieved moderately and less than average. Therefore, more efficient infrastructure can reduce the disadvantages as well as reveal advantages it.

Keywords

Cluster schools, Economical objectives, Educational Guidance, Organizing training time

References

• Bandura, A. (1977). Self-efficacy: Toward an unifying theory of behavioral change. Psychological Review, 84, 191–215.
• C. K. Knapper, Understanding student learning: implications for instructional practice, in Teaching Improvement Practices: Successful Strategies for Higher Education, (ed. W. A. Wright) Anker, Boston pp. 58±75, (1995). 22. R. M. Felder, D. R. Woods, J. E. Stice and A. Rugarcia,
• Ghafari, Davood(2002), comparative educational system, AzarbarZin publication
• Haghani, Fariba, (2011), educational integrated: new perspective of improving educational mechanisms, Tehran, Conference of citizen educational integrated
• Kushman, J. W. (1992). The organizational dynamics of teacher workplace commitment: Astudy of urban elementary and middle schools. Educational Administration Quarterly, 28(1), 5–42
• Mohajeri, Ahmad, (2012), Educational integrated as bridge for passing monitoring and controlling limitations, Conference of citizen educational integrated: 275-294
• Mohlman, G., Coladarci, T., & Gage, N. L. (1982). Comprehension and attitude as predictors of implementation of teacher training. Journal of Teacher Education, 33(1), 31– 36
• Stokking, K. (1998). Klassikaal onderwijs versus zelfstandig leren is een verkeerde discussie: het gaat niet om de organisatievorm, maar om leerprocessen en hun betekenis. [Classroom instruction versus autonomous learning is a wrong discussion: it is not about the organizational form, but about learning processes and their meaning]. Didaktief en School, 28(3), 27–29
• Veugelers, W. (1999). Het studiehuis in de knel. Zelfstandigheid en controle van scholen, docenten en leerlingen. [The Study-home trapped. Autonomy and control of schools, teachers and pupils]. Meso magazine, 107(2).