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Identification of key factors affecting the self-directed learning process in the virtual environment of medical education is vital. In this article, we designed a model that describes the self-directed learning process in the virtual learning environment for post graduate students of medical sciences in Iran. This study was carried out in two steps: first, using a qualitative study, we explored the formation of a self-directed learning process in the virtual environment. Second, a review of the literature was conducted to identify the conceptual models. Finally, based on the results, a self-directed learning model for virtual learning was developed. A total of 25 people were research participants in the qualitative part, and individual interviews were conducted with both faculty members and students. There were 1,049 codes, 80 subcategories, 15 categories, and 5 themes extracted from the interviews and through analysis. The themes included (a) backgrounds and requirements, (b) support, discipline, and coordination of the educational system, (c) students' effort to manage to learn, (d) efficiency, attractiveness, and organization of educational environments and context, and (e) personal excellence, growth, and development. The self-directed learning process in virtual environments consists of some elements and structures, and a description of the relationship between these elements can be the basis of educational planning to develop and compile an effective evaluation of this skill.

In peer observation of teaching, an experienced colleague in the educational environment of a faculty member observes the educational performance of that faculty member and provides appropriate feedback. The use of peer review as an alternative source of evidence of teaching effectiveness is increasing. However, no research has been done in the field of tool design and development to peer review in classrooms that use a learning management system (LMS). This study used mixed methods. In the qualitative stage, after studying sources and interviewing professors active in virtual education, a question bank was prepared and a 26-item initial questionnaire created. In the quantitative stage, the psychometric properties of the developed instruments, such as the face, content, and structural validity, were examined, and reliability tests were performed. IBM SPSS Statistics (Version 20) was used for analysis. Five categories, including content preparation, content presentation, effective interactions, motivation management, and support services, and 26 subcategories were determined to be effective indicators in peer observation in LMS-based classes in medical sciences. During content analysis, 9 items were removed due to lack of necessary criteria. Then, using principal component analysis and varimax rotation in the present mode (Watkins, 2018), 5 components with eigenvalues higher than 1 were extracted, which explained a total of 70.55% of the total variance. The inter-cluster correlation coefficient (ICC) was 0.88. Thus, the peer observation measurement tool, designed with 17 expressions using the answer method "yes/no", showed good validity and reliability. The research results demonstrate that the evaluation of virtual classes of professors by their peers is effective and that the results can be used in e-learning promotion plans.

Educational hub refers to centres of excellence in higher education and research whose aims are to provide high-quality education for both national and international students to enhance the competitiveness of the country. These educational hubs provide an opportunity for knowledge exchanges and innovation in local regions through education and training. In response to the COVID-19 pandemic, rapid shifts were made towards online learning in education around the world. Although the lockdown is over, remote learning will likely play an increasingly prominent role in education. The adoption of scaled remote learning during the pandemic provided evidence of the importance of online learning. They offer an insight into global society, helping prepare students for an increasingly interconnected world by facilitating links between different regions. Educational hubs can be tied to distance learning and are successful in attracting international students when offering a combination of distance learning methods and innovative programs. This paper examines the phenomenon of educational hubs in higher education for international education through online learning with digital technology. New opportunities for online and distance learning within the definition of educational hubs are analyzed, and three online and blended learning models that reflect the development of educational hubs based on COVID-19 conditions of education are offered. In addition, the successful cases and experiences of distance learning hubs in China and Iran in recent years are described.

Autism spectrum disorders (ASDs) are described as generalized developmental disorders, with an average age of onset of 36 months. Genetic and environmental factors may contribute to this multifactorial disorder. The present study aimed to investigate the association of three "GRIN2B" polymorphisms, including rs1019385, rs1024893, and rs3764028, with ASDs. Based on the results, there was a significant difference regarding the genotype frequency of rs3764028 polymorphism between the control and case (ASD) groups (P = 0.027). According to the recessive model, this variant was associated with ASDs (P = 0.23). None of the eight haplotype models with frequencies above 0.5 showed significant differences between the case and control groups in terms of allelic frequency. The present results showed that the rs376028 variant was directly related to the phenotypic symptoms of ASDs.

There is no dearth of studies on pronunciation problems of students of English as a Foreign Language (EFL); however, research on pronunciation problems of young learners is scarce. Therefore, to fill this research gap, the present quasiexperimental study aimed at investigating the effect of L2 input on the pronunciation performance of young learners in English. To this end, two groups of primary school learners were recruited as the study participants. Both groups were of the same age (10 years old), and they were all native speakers of Turkish. Group A's exposure to English was somewhat restricted since their education was exclusively in Turkish, while Group B received a great deal of input through an immersion program. Data were collected using a pictorial pronunciation test. The analysis of the data shows that Group B participants far outperformed Group A students. Everything being equal, this could be interpreted as the result of greater exposure Group B participants had to English through the immersion program they were following. Thus, it can be concluded that by increasing the amount of learners' input, language acquisition, in general, and pronunciation performance, in particular, can be facilitated.

Effective classroom management methods are well known, but effective ways of managing classes of beginner teachers remain elusive. Classroom management refers to the wide range of skills and techniques that teachers use to ensure that classes are conducted without destructive student behavior. The present study is applied nonexperimental research. The purpose of this study was to design a tool to measure the effective management of the virtual classroom from the perspective of professors and students in e-learning and evaluate its validity and reliability. The research sample was taken randomly from all universities that make use of e-learning in Tehran, Iran, during the 2019-2020 semesters. The results show that the professional development of online classroom management is necessary for preparing teachers to teach in digital environments. The results of this research in the form of a validated questionnaire can be considered as an indicator for educators and students working in online environments, and this tool can be used for effective teaching and learning in the digital age.

The aim of this study was to explore international university students' perceptions on future global employment opportunities and expectations with regard to workplace diversity. The study employs a qualitative approach, and the data were collected from nine study groups with thirty-eight voluntary students from twenty-one different countries studying in a private international university in North Cyprus. The thematic analyses of the data revealed that students anticipate some degrees of inequality and discrimination when seeking employment, i.e., they believe networking is more important than qualifications. Moreover, the participants maintain that overseas job experiences will provide them with better employment opportunities in their respective countries. The main implication of this study for educators is that they should evaluate their current business degree curricula allowing for more interactive communication to build confidence in students' ability to compete in the global workplace. The curricula should also aim at intercultural consciousness-raising through topics of equality and identity using English as a "lingua franca" with the objective of creating high levels of problem solving and critical thinking in students.

Purpose: Numerous studies have been conducted on foreign language classroom anxiety (FLCA); however, research on the effect of parents' education, school type, and gender on EFL learners' anxiety in a single study is scarce. Therefore, to fill this niche, the present study aimed at investigating the impact of the above variables on FLCA. Research Method: This exploratory research design was implemented through a survey, which was used to explore anxiety level among 96 male and female students in two different high schools: public and private. The effect of parents' education on FLCA was also investigated. A Turkish version of the Foreign Language Classroom Anxiety Scale was used for collecting the required data. T-test and ANOVA were employed to explore any statistically significant differences in participants' FLCA according to gender, type of school, and parents' education. Findings: The findings indicate that female participants experience more FLCA than males. The results also revealed that participants attending public school experienced more FLCA than those attending private school. Furthermore, students whose parents had a primary education suffered most from foreign language anxiety. Implications for Research and Practice: The study findings suggest that language teachers should be made aware of foreign language anxiety and should try to create a positive and anxiety-free classroom environment where students would feel relaxed and willing to communicate without being worried about their performance.

Blended learning is a revolutionary concept that embraces traditional classroom teaching and online/offline learning. Many studies have been conducted on blended learning; however, research on its effect on motivation with reference to personality and learning styles is scarce. Therefore, the present study set out to fill this niche. To this end, 33 university students from a private university in Northern Cyprus were randomly selected to participate in this study by filling out a questionnaire on the use of blended learning. The questionnaire was analyzed and frequencies of participants' responses were calculated. To supplement the survey with qualitative data, an interview was conducted with ten of the participants on a voluntary basis. The results of both sets of data suggest that students' personality and learning styles play a significant role in increasing their motivation for using blended-learning. Thus, based on these findings, it is suggested that in order to increase learners' motivation, teaching materials and methods should be tailored according to their needs. The findings of the study are interpreted to have direct implications for syllabus designers and teachers.

Owing to the extreme importance of evaluating the credibility of existing scientific websites, the present study sets out to measure a proposed model concerning the views and preferences of university students in Iran, when evaluating information. Data were collected by administrating a highly validated questionnaire among 487 students in ten top universities in Iran. Structural Equating Modelling using software SmartPLS was conducted to analyse the data collected. To evaluate the measurement and structural models, a set of criteria including Cronbach's alpha, factor loadings, convergent and divergent validities, R[superscript 2], Q[superscript 2], redundancy, and GoF were considered to measure the power and validity of the model. Considering the path coefficients and the t-statistic for the dimensions and their components, path analysis showed that the t-statistic is greater than 2.57 indicating that all of the constructs contributed to the credibility of information on scientific websites at 99% confidence level. Coefficients of correlation concerning the overall information credibility were found to be 0.728 for trustworthiness and 0.718 for expertise. Expertise with a path coefficient of 0.968 and trustworthiness with 0.948 were the first and second priorities for the main variable. Moreover, ethics with a path coefficient of 0.787 and objectivity with 0.464 were the first and last priorities for trustworthiness respectively while accuracy with 0.874 and professional information with 0.674 were the first and last priorities for the dimension expertise respectively. The model could be used to evaluate the credibility of scientific websites' information, which also provides a potential set for further research.

The aim of this study was to examine the effect of Health Belief Model-based education on determinants of intention to perform influenza prevention behaviors among the older adults. In this experimental controlled randomized study conducted on 100 rural older adults (50 in each group), four education sessions were conducted for the experiment group. Data were collected by a researcher who made the questionnaire, before and 2 months after intervention. The data were analyzed in SPSS 21. The level of significance was set at 0. 05. Two months after the intervention, the mean scores of perceived susceptibility, perceived severity, perceived barriers, and perceived benefits in the intervention group significantly changed (P <0.001) but mean scores of cues to action perceived self-efficacy, and intention to perform influenza preventive measures did not change significantly. Only the intention to receive the vaccine and using a mask in the experimental group after intervention showed significant differences (p < 0.001). The finding suggests that the Health Belief Model can be a proper model to promote influenza prevention behaviors, especially vaccination and using masks.

Student support services are a broad and important concept in education. This study aims to explain the student support system in virtual learning environments. This study was a qualitative research project. An extensive search in scientific databases was carried out based on predetermined strategies, and 53 documents were reviewed from 1996 until 2019. Data were analyzed based on Hugh McKenna's 9-step approach. According to the literature review, determining students' support services in virtual learning and providing academic and nonacademic services is the responsibility of students' cognitive, emotional, and social needs. These services lead to greater student participation in self-learning and academic achievement, which is done at 3 levels: (preprogram, learning process, and postgraduate support services). Student support services in virtual learning can be divided into academic and nonacademic. Policymakers can use these results for different types of virtual learning.

Purpose: Due to the lack of standard and research-based frameworks in evaluating the content designed in electronic courses, there appears a need to examine some existing theoretical models like the cognitive theory of multimedia learning (CTML) developed by Richard Mayer on real occasions. To confirm the effectiveness of the seven principles of the model driven from this theory in different educational settings, especially amid the COVID-19 pandemic, the present study was conducted in the contexts of two universities in Iran for comparison purposes. Design/methodology/approach: The present research is a descriptive one for which a survey method was considered to collect data. A measurement instrument was developed based on the seven principles mentioned in the last edition of the book written by Clark and Mayer (2016) as well as an extensive review of the related literature. The data gathered from 524 online questionnaires returned by students of a public university Shahid Beheshti University (SBU) and a private one Ruzbahan University (RU) were then analyzed through partial least squares using SmartPLS 3.0. Findings: The results of confirmatory factor analysis showed that convergent and discriminant validities, as well as model fit indices, had the reliability of the theoretical model at the 99% confidence level. Based on the path coefficients found for testing hypotheses, modality and coherence principles were the first and last priorities, respectively. Moreover, the comparative study showed that t-statistics values for multimedia, contiguity, modality, redundancy and personalization but not for coherence, and segmenting and pretraining principles are significantly different between the two universities. Originality/value: This study can be considered a pioneering research in Iran so as to increase the quality of multimedia design, instruction and learning at university levels in future research while emphasizing the importance of Mayer's principles in the design of electronic content.

This study investigated the interactive function of teacher-written feedback. To this end, 10 students from two English toward proficiency (ETP) classes in a private university in North Cyprus were asked to engage in "a letter to my teacher" (ALMT) activity during the feedback-revision process in the course of their study. Moreover, the think-aloud protocol and a semistructured interview were conducted with the same students and their classroom teachers. The results reveal that the teachers adjusted their feedback according to students' requests in the ALMT, and the students expressed satisfaction with their teachers' feedback. The results further indicate that the students viewed ALMT as their voice in the feedback process, which would lead to their writing improvement, and the teacher participants maintained that ALMT provided a constructive interaction with students and may have increased their self-confidence, motivation, and self-reflection skills.

While there is a plethora of research on pronunciation problems of EFL learners with different L1 backgrounds, published empirical studies on syllabification errors of Iraqi Kurdish EFL learners are scarce. Therefore, to contribute to this line of research, the present study set out to investigate difficulties of this group of learners in the pronunciation of consonant clusters (CCs). The data for this study were collected through classroom observation and a pronunciation test. Initially, students' difficulties in pronouncing difficult English clusters were diagnosed in their oral performance in the author's graduate classes at a private university in Northern Cyprus. Subsequently, 18 Iraqi Kurdish students volunteered to read aloud a short paragraph, sentences containing the problematic consonant clusters, and a word list while being audio-recorded. Data analysis showed discrepancies in the participants' pronunciation of consonant clusters, i.e., while they did not exhibit any problem in the pronunciation of initial CCs, most of them employed vocalic epenthesis (insertion of an additional vowel), as a repair strategy, in word final position to facilitate the pronunciation of complex clusters of the TL (Target Language). This can be attributed to the influence of the mother tongue as Kurdish phonotactics does not allow certain CCs in word final position. However, other factors such as the role of modelling, and lack of sufficient exposure to the TL may have contributed to the participants' pronunciation problems. Moreover, since all of the participants were adult EFL learners, it is safe to assume that such errors might have become fossilized in their interlanguage. Therefore, in terms of pedagogy, it is suggested that pronunciation problems of EFL learners should be dealt with during early stages of second language acquisition in order to prevent fossilization.

Massive open online Courses, or MOOCs, are online courses that allow participants free access and unrestricted participation in any course at any time and place. With distinguished features of teaching, such as lectures, videos, and reading materials, MOOCs also provide a platform for lifelong learning. Today, MOOCs are one of the new educational technologies in the world. Higher health education in Iran has a long history. In recent years, the Ministry of Health and Medical Education has made fundamental efforts to develop e-learning. One of these innovations is the launch of a national MOOC called ARMAN. Many medical sciences universities in Iran are currently participating, especially in producing electronic content on ARMAN MOOCs. In this article, we will try first to review the concept of MOOCs. In the final part of this article, we will describe the experience of Torbat Heydariyeh University of Medical Sciences in cooperation with national ARMAN MOOCs.

Purpose: Health-related issues are widely covered in news agencies by medical and health journalists. The quantity, format and quality of their coverage influence the general public as well as policymakers and professions. Current studies and observations suggest that news agencies are more dominated by medical topics (disease, symptoms, epidemiology, treatment and medicines) than general public health issues (risk prevention, health protection, education and promotion). This study explores the causes of the current situation in Iran and generates solutions for supporting health-promoting media that may also prove beneficial for other countries. Design/methodology/approach: A qualitative study was conducted to explore the coverage of health-related topics in selected news agencies. Stakeholders, including health journalists, health professionals and public relations staff at the Iranian Ministry of Health and Medical Education were interviewed. Data were collected until data saturation was reached. The transcripts of all the 17 interviews conducted were analyzed using conventional content analysis. Findings: Four groups of causes were identified, including individual factors, organizational factors, socioeconomic factors and the different nature of medicine and public health. The participants proposed several solutions that were classified into three categories, including the empowerment of stakeholders through capacity development, organizational change and mutual communication and culture change. Originality/value: Creating health-promoting media is a complex but urgent task, and providing a comprehensive and deep understanding of the dynamic interdependencies of the multiple factors at play in it and developing and implementing the most effective interventions for it requires a systematic approach.

This study seeks to investigate the effect of distance education and traditional education on the development of print literacy and measure which type has more impact on it. The design of this study is quasi-experimental. In order to undertake the study, pretest and posttest were used in experimental and control groups. Fifty MA students at the University of Tehran comprised the control group, and 50 students were assigned to the experimental group. Students who study in attendant and virtual classes were selected as the samples of this study. The syllabus of courses in entrepreneurship faculty, education and extension field, and management faculty and government management fields were compared together both in traditional and distant education types in the winter semester of 2016. This research shows that the control group in which students have received traditional training is stronger in print literacy than those who have experienced distance education.

Information literacy lies at the core of lifelong learning. It empowers people in all ages of life to seek, evaluate, use, and create information effectively on their personal, social, occupational, and educational goals. It is a fundamental human right in the digital world and promotes the social inclusion of all nations. The prime focus in this article is on views of the effect of the distance education system on the information literacy of higher education students at the University of Tehran. This article attempts to draw out some key themes and offer a systematic and comprehensive review of all the relevant literature.

The objective of the present study is considering the relationship between EQ & constructive and non-constructive problem solving styles among students. The applied methodology is cross-correlation method. The statistical population in this study is all the educational sciences' students of Payame Noor university of Abadan in the year 2014 and the sampling is taken totally randomly and voluntary. Two surveys of EQ which proposed by Siryashring (1988) have used in this study that contain 33 questions. This study will measure 5 components of emotional intelligence: Self-awareness, self-control, self-motivation, social awareness and social skills. In addition the problem solving styles' survey that proposed by Velang (1996) has been applied that has made in two stages and has 24 questions, 12 items measure the problem-oriented style and rest of them measure the excitement-orientation. According to Cronbach's alpha the reliability coefficient of EQ is reported about 0.84. The validity of 0.63 is confirmed in Shirng's test of EQ. reliability coefficient of solving problem style is reported about 87%. Either reliability coefficient or factor content are confirmed by the faculty. Data analysis is done in two level of descriptive statistical (frequencies, percentages mean) and inferential statistics (Pearson correlation, chi-square test). The obtained results of assumptions show that there is no significant relationship between EQ and constructive problem solving; also there is no significant relationship between EQ and non-constructive problem solving. Moreover there is significant relationship between EQ in creative styles, avoidance and style tendencies. Nevertheless there is no relationship between EQ and distress styles. And the confidence style shows an inverse relationship.

Some researchers argue that linguistic knowledge of one's native language facilitates the acquisition of additional languages (see, for example, Cenoz & Valencia, 1994; Grenfell & Harris, 2006; Hakuta, 1990; Keshavarz & Astaneh, 2004). To contribute to this line of research, the present study investigated the probability of significant differences among monolingual and bilingual EFL learners in their awareness and perceived use of metacognitive reading strategies and in the subscales of these strategies (i.e., global, supportive, and problem-solving strategies). To achieve this goal, 100 Persian monolingual and 100 Azeri Turkish-Persian bilingual second-year university students, majoring in English Literature, ELT, and Translation with the age range of 20-28 participated in the study. Both groups completed the Metacognitive Reading Strategies Inventory (MARSI) questionnaire. Participants' reading strategy use was determined by asking them to rate their self-perceived reading ability in reading English course books on a 5-point Likert scale. The results of data analyses revealed significant differences between monolingual and bilingual learners in the use of "overall" and "global" metacognitive reading strategies with bilingual learners having greater awareness of these two strategies. However, no significant difference was found between monolingual and bilingual participants in the use of "problem-solving" and "supportive" metacognitive strategies. This may be due to variables such as language proficiency level and attitudes towards reading that were not taken into consideration in the present study. Based on the results, it can be concluded that bilingualism enhances learners' overall awareness and use of metacognitive reading strategies. In conclusion, the findings indicated that monolingual learners, compared to bilinguals, were less aware of global and overall metacognitive reading strategies. Therefore, EFL teachers should try to increase monolingual students' awareness of such strategies and help them become, what Pressley & Afflerbach (1995) call, "constructively responsive" readers.

This article describes a method for the assessment of professional student outcomes (performance-type outcomes or soft skills). The method is based upon group activities, research on modern electrical engineering topics by individual students, classroom presentations on chosen research topics, final presentations, and technical report writing. Assessment activities include application of a checklist that measures professional student outcomes of teamwork, life-long learning, and communication skills including oral and written communication and presentation skills. The results are discussed with the students and faculty for feedback purposes to establish a stronger relationship between quality assurance and continuous improvement of professional student outcomes crucial for engineers to be successful in their profession.

Accreditation criteria of programs require effective learning outcomes, assessment with documented procedures, tools, results, and actions to close the assessment loop with broad faculty involvement. This article describes a methodology for providing quantitative measurement of a course's learning outcomes. The methodology uses a linkage matrix that associates each course learning outcome to one or more course assessment tool. The approach adopted provides a numeric score between 0 and 1 for each learning outcome with respect to each assessment tool and a combined score be calculated for each learning outcome from the tools associated with that outcome. The proposed methodology also provides insights into the consistency of the various assessment tools used to measure the achievement of a particular course learning outcome. The methodology described here has been successfully adopted in obtaining accreditation and reaccreditation to all programs offered by College of Computer Engineering at University of Tehran. (Contains 1 table and 2 figures.)

Social cognitive theory (SCT) is a well-known theory for designing nutrition education and physical activity programs for adolescents. This systematic review aimed to evaluate the efficacy of intervention studies based on SCT in reducing or preventing overweight and obesity in adolescents. An electronic literature search in PubMed-Medline, Web of Science and Scopus was performed to identify intervention studies based on SCT aiming at preventing or reducing obesity in adolescents. All the articles published up to July 2016 were included. Only studies reporting body mass index (BMI) or its variant as one of the outcome measures were included. From 240 initially identified studies, 12 met the eligibility criteria. Seven had moderate or strong study quality. Two of the eight randomized controlled trials (RCT) and two of the four quasi-experimental studies showed significant reduction in BMI among intervened participants compared to control. Impacts on diet and physical activity were mixed, but were mostly not significant. The current systematic review found only weak evidence for the efficacy of SCT-based interventions in treating and preventing obesity in adolescents. Further studies systematically using effective behavior change strategies or techniques, larger population sizes, better measurement tools and more robust designs are warranted for a conclusive judgment.

This study investigated the effects of linguistic simplification and content schemata on reading comprehension and recall. The participants, 240 Iranian male students of English as a foreign language (EFL), were divided into 4 homogeneous groups, each consisting of 60 participants (30 with high proficiency and 30 with low proficiency). To elicit data, the study used 2 types of texts: content-familiar and content-unfamiliar. Each type appeared in 4 versions: original, syntactically simplified, lexically simplified, and syntactically-lexically simplified. Each participant group was tested on 1 of the linguistic versions of the content-familiar and content-unfamiliar texts. Data analyses showed a significant effect of the content and EFL proficiency, but not of the linguistic simplification, on reading comprehension and recall. The effect of the linguistic simplification on reading comprehension and recall is interpreted in the light of the interaction of content and linguistic simplification. (Contains 9 tables and 2 figures.)

Purpose: Insufficient physical activity leads to an increase in chronic diseases. Skills-based health education methods are supposed to be more successful than traditional methods to promote healthy behaviors. Skills-based health education is an approach to create healthy lifestyles and skills using participatory methods. The purpose of this paper is to examine the effects of skill-based education method on physical activities of female adolescents. Design/methodology/approach: This was an experimental study on 80 female public high school students aged 12-14 years old in Tehran. The participants were randomly divided into two groups: experimental group of 40 girls who were educated using "Skills-based education method," and control group of 40 girls who were educated by lecture as a routine educational method for health promotion. Data were collected using a valid and reliable questionnaire to assess physical activity-related knowledge, attitudes and behavior. Data were gathered three times; before, immediately after (Phase 1) and two months after educational intervention (Phase 2). Data analysis was performed using SPSS 20. Findings: Intra-group comparison demonstrated that both educational methods can increase knowledge, attitude and behavior of the students after intervention comparing to before intervention (RMANOVA; p<0.05). However, the comparison between groups demonstrated a significant higher increase of knowledge (t-test; p<0.01 and p<0.0; phase 1 and 2, respectively), and behavior (t-test; p<0.01 and p = 0.002; phase 1 and 2, respectively) but not attitude (p = 0.083 and p = 0.125, phase 1 and 2, respectively) among the students participated in the experimental "skilled based health education" group rather than the control "lecture" group. Originality/value: Skill-based health education comparing to routine lecture-based education creates deep and long lasting knowledge and behavior and is highly recommended for promoting physical activity and other health-related knowledge and among adolescents.

In the framework of a household's collective decision processes, this study presents a structural empirical model to test the hypothesis that child labour is compelled by household's poverty and parent's bargaining power against one another. To this end, a measure for mother's intra-household bargaining power is developed. I use Iranian Household's Income and Expenditures Surveys (2005 and 2010). Estimation method used in this study is multinomial logit. Findings indicate that household's poverty is not the sole cause of child's work incidence. Instead, given the other factors such as poverty, being the first born, local labour market prospect and gender fixed, mother's bargaining power is found as a significant determinant of child's work and school attendance. However, the magnitude of its marginal effects vary by gender and across geographical areas.

In a Distance Education (DE) system, students must be equipped with seven skills of computer (ICDL) usage. This paper aims at investigating the effect of a DE system on the computer literacy of Master of Arts students at Tehran University. The design of this study is quasi-experimental. Pre-test and post-test were used in both control and experimental groups to undertake the study. The populations of this study were students, those who participated in traditional and online education at the University of Tehran. In order to gather required data, the researchers made questionnaires consisting of 59 items. To sum up, it can be stated that DE has a more significant impact on Concepts of IT, Internet and Presentation regarding computer literacy than traditional education. It can be stated that traditional education has a more significant impact on Concepts of File Management and Databases (Access).

The main aim of this article is to review between students' learning environment and education quality. A non-experimental, quantitative, SPSS 17.0 research design was used to explore the relationship between background demographic characteristics, transformational, and transactional leadership styles, learning environment, and education quality. The data collection includes 292 returned surveys from 350 distributed questionnaires, yielding 83% return rate. Analysis of the research results found a significant relationship among learning environment, quality education, and teachers' transformational and transactional leadership styles. A background demographic characteristic of type of schools was also statistically significant in transformational and transactional leadership, learning environment, and education quality. Teachers' transformational leadership style has significance for the learning environment, and transformational leadership styles. Transformational and transactional leadership styles have no significant explanatory variables of perceived learning environment with student cohesiveness, teacher support, involvement, order and organization, cooperation, and equity. (Contains 7 tables and 1 figure.)

Objectives: The study aimed to assess 1) the attitudes of medical students in the sixth and seventh years (known as interns in Iran) toward psychiatry as a career choice, and 2) the degree of attractiveness of psychiatry as a career choice, with regard to various defined aspects, before and after an undergraduate psychiatry internship (similar to the medical school psychiatry rotation in the United States, but mandatory in Iran) in three major medical schools in Tehran, the capital of Iran. Method: Sixth- and seventh-year medical students (locally called interns, N=347) at Tehran, Shahid Beheshti, and Iran Universities of Medical Sciences were consecutively invited to complete anonymous self-report questionnaires designed to assess their perceptions of careers in psychiatry before and after internship in psychiatry wards. Also, students evaluated psychiatry in terms of the factors that reflected the degree of attractiveness of this specialty. Results: Positive responses toward choosing psychiatry as a career were seen in 18.8% before and 20.0% after psychiatry rotation. No significant differences were observed in the positive responses before and after psychiatry internship. The students' opinions changed to a more attractive degree in terms of only 3 out of the 13 defined aspects. There was also no significant difference in the total score on attractiveness of psychiatry before and after the psychiatry internship. Conclusions: The study indicated that undergraduate psychiatry internship might not induce more students to consider psychiatry as a possible career. The present pattern of psychiatry education in Iran seems not to positively affect most aspects of medical students' attitudes toward psychiatry. (Contains 3 tables.)

The authors investigated the moderating role of father's education on the associations between perceived paternal parenting styles and locus of control among 382 Malaysian adolescents with an average age of 14.27. Data were collected by means of adolescents' self-report using standardized instruments (i.e., parental authority questionnaire and Nowicki-Strickland Internal-External Control Scale for Children). Results revealed that there were significant negative relationships between fathers' authoritative parenting style (r = -0.243, p less than 0.001) and authoritarian parenting style (r = -0.130, p less than 0.01) with adolescents' internal locus of control. Furthermore, the findings indicated that father's high level of education moderated the relationship between perceived paternal authoritarian parenting and locus of control (b = -0.147, p less than 0.001). The findings underscore the need to include the role of parents' education when assessing the links between parenting styles and adolescents' locus of control. (Contains 3 tables and 1 figure.)

During the last two decades, many higher education systems in the world have attempted to evaluate and improve the quality of education, research and services at the university and higher education level. Countries which have been successful in these attempts have initiated continuous evaluation and applied internal evaluation as a basis for promoting quality culture. Quality assurance as a comprehensive term encompasses all policies, processes and actions maintaining and developing higher education quality. Quality assurance emphasizes on external goals of evaluation, one of which is to assure learners, public and government that each unit, department, program or institution manages its quality. Thus quality assurance focuses on accountability. In Iran, also, implementation of continuous evaluation projects started in 1996. Since then attempts were made to institutionalize departmental internal evaluation at the university level. The main purpose of this research was to conduct an "internal evaluation" of PhD program in Department of Persian Language and Literature of Tehran University This article describes importance of quality assurance and internal evaluation and the necessity to conduct it. (Contains 1 table and 1 figure.)

Purpose: The purpose of this study is to explore educational perspectives towards the concept of health promoting schools and its potential benefits for schools in more depth. Design/methodology/approach: This paper presents the results of a qualitative study based on interviews with school staff including principals, and teachers with responsibility for health promotion from 18 primary schools in Sydney, Australia, examining their understanding of the health promoting schools concept, and their perceptions of its advantages for schools. Findings: The study documents the variety of school staff perceptions. Further examination of the data led to the emergence of four broad categories to accommodate diverse perceptions on health promoting schools. The findings point to several challenges that need to be addressed by advocates of the health promoting schools concept, most notably developing a shared understanding between health and education sectors of the practical elements and potential benefits. Practical implications: Sustaining school health interventions, including health promoting schools programs and maintaining their positive outcomes, is likely to be more achievable in circumstances where schools can identify benefits that fit with their core business of education, and their local needs and priorities. Originality/value: This study adds depth to the understanding of the diversity in educational perspectives regarding the meaning and benefits of health promoting schools. This study also revealed an understanding among school leaders that there is scope for realizing both health and educational outcomes from school health promotion programs.

The present study aims at testing the two dominant hypotheses regarding the development of inflections and other functional categories namely the "Structure-Building Model" and the "Continuity Hypothesis" within the generative theory. According to the first view, functional categories are entirely absent in children's early grammars, which contain only projections of lexical categories, most importantly "nouns" and "verbs." This hypothesis holds that utterances produced by children are actually "small clauses" or "verb phrases", and functional categories such as copula, determiners, and genitive are not acquired during the single-word or early multiword stages, but are implemented in the course of further acquisition, at around age 2 or later. The proponents of the second, i.e., the "Continuity Hypothesis," on the other hand, argue that functional categories are in fact present in children's early syntax. These two hypotheses will be tested here against empirical data in English and Persian. Thus, longitudinal data will be provided on the acquisition of a few morphemes in the two languages acquired by the subject of the present study (i.e., English and Persian) including determiners, plural marker, genitive, and copula. The significance of the present study lies in the fact that it provides data on two typologically different languages in bilingual first language acquisition and thereby making a contribution to the field.

This study aimed at comparing the performance of two bilingual groups of EFL students with that of a monolingual group on a controlled productive ability vocabulary test. Altogether 30 Turkish-Persian bilinguals, 30 Armenian-Persian bilinguals, and 30 Persian monolinguals participated in the study. The subjects in all three groups were homogeneous in terms of age (17-18 years old), sex (they were all female), nationality (they were all Iranian), and level of instruction (intermediate). The results of the data analyses showed that native speakers of Turkish and Armenian who speak Persian as their second language performed better in the English vocabulary test than the Persian monolingual learners of English. This can be attributed to the positive effect of the subjects' bilinguality on their third language vocabulary achievement. The study also revealed that in the area of vocabulary production and achievement the Armenian-Persian bilinguals who had learned their first and second languages both academically and orally were more successful than the Turkish-Persian bilinguals who had learned their first language only orally. The results are interpreted to have implications for EFL methodologists and syllabus designers.

Of 60 Iranian female sophomores learning English, an experimental group (n=30) was assessed with teacher-made tests and portfolios, 30 controls with tests only. Portfolio assessment contributed to achievement and student responsibility for learning. Portfolio scores correlated significantly with test scores; high interrater reliability was achieved. (Contains 38 references.) (SK)

Addresses the issue of whether bilingual children begin phonological acquisition with one phonological system or two. Five hypotheses are suggested for the possible structure of the bilingual child's phonological system. Analyses from a longitudinal study of a Farsi-English bilingual infant supported the hypothesis that the child had acquired two separate phonologies with mutual influence. (Author/VWL)

Analysis of data collected from a Persian-English bilingual infant over 10 months beginning at age 9 months found that, in comparison to the monolingual child in a previous study by Halliday, both children developed pragmatic functions from a very early age. A categorization system is proposed to facilitate the analysis of child language acquisition data from a communicative-functional perspective. (Contains references.) (Author/DB)

Provides a sociolinguistic account of the forms of address used in present-day Iranian Persian. The shift from power to solidarity as a result of the Islamic Revolution has resulted in a sociolinguistic simplification of address forms. (Author/CB)

This article discusses the vulnerability of U.S. professors of Islamic and Near Eastern studies, particularly if they are of Muslim origin. The author, a scholar of subjects related to literatures and cultures of the Muslim world, who is herself of Muslim origin, has found it more difficult in recent years to bring many topics to the classroom. Many educators in this field are no longer sure which subjects are okay. They wonder which discussions of Islam or of Muslim communities might be read as an apology for violence or a justification for terrorist acts. In this paper, the author relates her experience at a seminar session on diversity and tolerance in the work environment. She found that when this topic was broached, it was met with nods and smiles, but also with complete silence.