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Showing 3 results for Shafizadeh
Validation of the School-Society Connection Model in Iran
Parvin Shayestehnia, Dr. Hamid Shafizadeh, Dr. Nader Soleimani,
Volume 5, Issue 2 (June 2023)
Abstract
The aim of the present study was to validate the model of connecting schools and society in Iran. The research method used was a quantitative survey. The statistical population consisted of professors and experts in the fields of sociology of education, educational managers, and school principals with a minimum of 12 years of experience in Tehran in 2022. Among them, 40 professors and experts were selected using a purposive sampling method. The data collection tools included two researcher-made questionnaires, which were assessed for reliability and validity in the present study. To analyze the data, a t-test was used in the SPSS-22 software. The results indicated that the mentioned model has desirable credibility from the perspective of professors and experts in the fields of 1) conformity with global design principles, 2) acceptability, 3) credibility and compliance with documents, 4) usability, 5) comprehensiveness, 6) credibility, 7) attention to the pragmatism approach, and 8) attention to one of the challenges of education. Additionally, the results revealed that the mentioned model provides an accurate description and explanation of the status of the relationship between schools and society, and provides appropriate strategies for connecting schools and society. Therefore, given the deficiency of models in this area, it is suggested that educational planners pay attention to this model for connecting schools with society and designing goals and content in this regard. This model can be useful as a guide for designing educational goals, content, teaching and presentation methods, and ultimately evaluating program and learners' status.

Presenting the Model of Improving the Lesson Study in Primary Schools
Mrs Sanaz Zahedi, Dr. Hamid Shafizadeh, Hadi Rezghi Shirsavar,
Volume 5, Issue 3 (September 2023)
Abstract
The current study aimed to propose an enhancement model for lesson study in primary Schools in Tehran. In this mixed-method study, the research population consisted of academic experts, staff managers, and education specialists in the qualitative segment, as well as primary school teachers from Tehran province (totaling 19,852) in the quantitative segment. The qualitative phase involved 12 participants, while the quantitative phase comprised 377 individuals selected as samples. Data collection methods included semi-structured interviews for the qualitative portion and a researcher-developed questionnaire for the quantitative part. For qualitative data analysis, an open, axial and selective coding approach was applied, while confirmatory factor analysis was employed to analyze the quantitative data. The research findings delineated the principal dimensions of the lesson study enhancement model, which encompassed strategic perspectives, school dynamics, structural and individual factors, research orientation, educational improvement, and educational development. The requisite components for realizing this model comprised foresight, realism, competitiveness, systems thinking, consideration of teachers' abilities, meeting teachers' needs, providing facilities, enhancing organizational communication, motivational factors, organizational elements, embracing participatory management, monitoring and evaluation, organizational well-being, modeling, efficiency enhancement, fostering scientific thinking, and cultivating a culture of learning. Moreover, the fit indices confirmed that the presented model exhibited a robust fit.

Identifying and Evaluating Factors Affecting Poverty and Academic Achievement of Poor Students in Hormozgan Province
Mr Abdolmanaf Nazari, Dr Nader Soleimani, Dr Hamid Shafizadeh,
Volume 6, Issue 3 (September 2024)
Abstract
Objective: The present study aimed to identify and evaluate the effective factors that affect poverty and academic achievement of poor students in Hormozgan, Iran.
Methods: The current study employed a mixed research approach, utilizing both quantitative and qualitative methods. The qualitative segment involved selecting 35 students purposefully as research group members and conducting interviews with them. In the quantitative portion, the study population comprised 2500 secondary school students and their parents who were considered poor according to the Welfare Organization and Imam Khomeini’s Relief Committee (RA) reports in the academic year 2023. The sample size was determined using Cochran's formula, resulting in 335 students and their parents.
Results: Through this research, two themes of poverty were identified including internal and external factors. Academic achievement was categorized into personal, environmental, and educational factors. It was observed that external factors play a significant role in poverty as expenses exceed the average income and people struggle to meet their basic needs. Moreover, the results revealed that individual expectations have a greater impact on students' academic achievement. The quantitative aspect of the study employed two statistical tools: One-Sample T-Test, which was conducted using SPSS26 Software, and the Structural Equation method with Partial Least Squares approach, which was performed using smart PLS Software. The findings of the study also showed that the presented model has a good fit.
Conclusions: To enhance the academic achievement of underprivileged students, it is essential to focus on various factors such as boosting their motivation levels, ensuring the effectiveness of school counselors, upgrading school infrastructure in disadvantaged regions, and closely monitoring their academic progress by teachers. By implementing these measures, we can anticipate a significant improvement in the academic achievement of poor students.

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