ORIGINAL_ARTICLE
Revisiting Three Decades Of Educational Research In Iran: A Bibliometric Analysis
Educational research is one of the fundamental infrastructure factors that improve sustainable development of a country. The aim of this mixed method study was to explore research trends by employing scintiometric approach in order to visualize and structure Iranian educational research litrature. Based on the bibliometric technique, all 3,812 existing documents from 2000 to 2018 are investigated. Additionally, we employ bibliometric analyses on a sample of 100 most cited papers to identify articles of higher quality or impact. Major trends in Iranian educational research literature which have been investigated including variations across publication years, identifying active research areas, and the most prolific authors. The results of the thematic analysis showed that educational psychology in the schools, technology based research in higher education, improvement in language learning and micro view to teaching and learning are valuable Iranian educational research themes. Implications for research institutions, education policy makers, and educational researchers are discussed
https://journal.cesir.ir/article_94155_93801a5d2e438bf6bf95777551d7ee0f.pdf
2019-01-01
1
21
10.22034/ijce.2019.187779.1002
Educational research
Iran
Bibliometric analysis
Bibliometric mapping
Thematic Analysis
Rouhollah
Khodabandelou
khodaband@gmail.com
1
Postdoctoral Researcher, Faculty of Psychology and Education, Alzahra University
LEAD_AUTHOR
Nader
Aleebrahim
aleebrahim@gmail.com
2
Centre for Research Services, University of Malaya (UM), Kuala Lumpur, Malaysia
AUTHOR
Azadeh
Amoozegar
azadehamoozegar@gmail.com
3
Faculty of Educational Studies, University Putra Malaysia, Selangor, Malaysia
AUTHOR
Golnar
Mehran
gmehran@alzahra.ac.ir
4
Faculty of Psychology and Education, Alzahra University, Tehran, Iran
AUTHOR
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34
ORIGINAL_ARTICLE
Tertiary Education of Women in Islamic Countries (OIC) and the Status of Balanced Approach
Tertiary education of women is one of the most important investments a country can make in its people and its future because women form almost half of the population of each country. The present research reports the tertiary education of women in Islamic countries. It demonstrates that in two third of the Islamic countries there are fewer women in tertiary education in comparison with men. Although, comparing with the past, more women are majoring in academic fields related to Welfare and Health, the Humanities, and Natural Sciences, and there is even a gender imbalance in favor of women at the tertiary level overall, the significant reduction in the number of female researchers to less than 30% globally indicates that there are serious barriers impeding the full participation of women in Science and Engineering. During the period of transition from Master’s to PhD, the number of women decreases significantly. Therefore, gender parity should be considered a priority by all if the global community is determined to achieve the next set of development goals.
https://journal.cesir.ir/article_93708_bdfea992383593af26e9ad48ea2dc178.pdf
2019-01-01
23
39
10.22034/ijce.2019.193844.1026
tertiary education
gender parity
Women
Islamic countries
enrollment
Tayebeh
Mahrouzadeh
mahrouzadeh.t@gmail.com
1
Department of Educational Management, Faculty of Education and Psychology, Al-Zahra University, Tehran-Iran
LEAD_AUTHOR
Carnoy, M. (2005). Globalization, educational trends and the open society. In Open Society Institute Education Conference 2005: Education and Open Society: A Critical Look at New Perspectives and Demands, Budapest, Hungary, 30 June – 2 July.
1
Findlow, S. (2007). Women, Higher Education and Social Transformation in the Arab Gulf. In C. Brock and L. Levers (Eds), Aspects of Education in the Middle East and North Africa Oxford: Symposium Books, 57-76.
2
Jansen, W. (2006). Gender and the Expansion of University Education in Jordan. Gender and Education, 18(5), 473-90.
3
Kassim, H. S., Anand, D., and Tiffany B. (2015). Higher education and statistical review: Issues and trends in higher education, 2013. St. Augustine: University Office of Planning and Development, UWI. http://www.uwi.edu/sf-docs/default-source/uopd-gen eral/hesr2013-issues-and-trends-in-higher-educationmarch2015-for-univer-council.pdf?sfvrsn=2.
4
Mahrouzadeh, T. (2012a). Women partnership in tertiary education of Iran. Proceeding of International conference on Muslim women scholar in science and technology development, Iran-Tehran, 176-182 pp.
5
Mahrouzadeh, T. (2012b). Higher Education of Women in Islamic countries (OIC) and situation of balance approach. International Scientific and practical conference Gender Aspect of social Modernization of the society, Kazakhstan, Almaty, 65-73pp.
6
Megahed, N. & Lack, S. (2011). Colonial Legacy, Women’s Rights, and Gender Educational Inequality in the Arab World with Particular Reference to Egypt and Tunisia. International Review of Education, 57(3-4), 397-418.
7
Nath, S. (2014). Higher Education and Women Participation in India. Journal of Business Management & Social Sciences Research, Vol. 3, No. 2.
8
Radhakrishnan, S. (1948). Indian philosophy. Vol I & Vol II. London. George Allen & Unwin, Ltd.
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SESRIC, (2016). Education and Scientific Development in OIC Member Countries 2016, The Statistical. Economic and Social Research and Training Centre for Islamic Countries, Ankara.
10
Takyi-Amoako, E. (2008). Poverty reduction and gender parity in education. In Gender education and equality in a global context. Conceptual frameworks and policy perspectives ed. S. Fennell and M. Arnot, 196–210. Abingdon, Routledge.
11
UNESCO, Institute for Statistics/OECD. (2003). Global monitoring report 2004/4. Gender and Education for all. The leap to equality. Paris United Nations Educational, Scientific and Cultural Organization.
12
UNESCO, Institute for Statistics/OECD. (2007). Science, Technology and Gender. An International Report. Paris: United Nations Educational, Scientific and Cultural Organization.
13
UNESCO, Institute for Statistics/OECD. (2008). EFA global monitoring report. Education for all by 2015 will we made it? Paris, United Nations Educational, Scientific and Cultural Organization.
14
UNESCO, Institute for Statistics/OECD. (2010). Global Education Digest 2010. Comparing Education Statistics across the World. Montreal, Canada, UNESCO Institute for Statistic.
15
UNESCO, Institute for Statistics/OECD. (2012). SIGI Social Institutions and Gender Index. Understanding the Drivers of Gender Inequality. Paris, Organization for Economic Co-operation and Development.
16
UNESCO, Institute for Statistics/OECD. (2015). Education for All 2000-2015.An International Report. Paris: United Nations Educational, Scientific and Cultural Organization.
17
ORIGINAL_ARTICLE
Luxury Expenses of Shadow Education: A Comparative Study of Iranian Students, Parents and Teachers’ Views
The purpose of present research was investigating factors and attitudes affecting participation in private touring classes. A descriptive survey method with a quantitative approach was used. The participants were selected from three groups: high school students, their teachers and parents. Using a stratified random sampling method, 900 individuals were selected as samples. Based on the findings of the study, English, math, and sciences were the most used subjects for private supplementary tutoring. Research findings revealed that parents with higher incomes are more likely to send their children to private tutoring classes. From the views of teachers and parents, the main goals of participating in private tutoring classes for students are to better understand the subjects and improve their performance in the exams and national tests. Most teachers and students acknowledged the effectiveness of private tutoring. Although parents and teachers noticed that a combination of factors contributed to the demand for private supplementary tutoring of students, their ratings were significantly different from what the students rated. Private tutoring, like helping the students with their homework, is one of the options parents may consider when they want to value and respond to the demands of their children for additional support and resources available within the family. Although Ministry of Education as the main administrator should monitor the activities of such centers, it does not appear to be very successful in practice.
https://journal.cesir.ir/article_94150_4d7462dfe84beded3b106c78e754cb2a.pdf
2019-01-01
41
64
10.22034/ijce.2019.194858.1029
Iranian educating system
private supplementary tutoring
Shadow Education
Konkur
Naser
Shirbagi
nshirbagi@uok.ac.ir
1
ِDepartment Of Education, University of Kurdisatn, Sanandaj, Iran
LEAD_AUTHOR
Jafar
Afshinfar
ja.afshinfar@pnu.ac.ir
2
, Department of English, Payame Noor University, Tehran, Iran
AUTHOR
Rozhin
Ghaslani
rozhin.ghaslani@gmail.com
3
Department of English Language Arak University
AUTHOR
Sharareh
Sadeghi
shsh.sadeghi97@gmail.com
4
University of Kurdiatn, Sanndaj, Iran
AUTHOR
Shahab
Nasirinia
sh.sh.nasirinia97@gmail.com
5
Department of Education ,University of Kurdistan, Sannadaj, Iran
AUTHOR
Bray, M. (1996). Counting the full cost: Parental and community financing of education in East Asia. Washington: The World Bank in collaboration with UNICEF.
1
Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. Fundamentals of Educational Planning, No. 61, Paris: UNESCO International Institute for Educational Planning (IIEP). Available on http://unesdoc.unesco.org/images/0018/001802/180205e.pdf.
2
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3
Bray, M. (2003). Adverse effects of private supplementary tutoring Dimension, implication and government responses: Paris UNESCO International Institute for Educational Planning (IIEP).
4
Bray, M. (2010). Researching shadow education: methodological challenges and directions, Asia Pacific Education Review, 11, 3-13. DOI.10.1007/s12564-009-9056-6
5
Bray, M., & Suso, E. (2008). The challenges of private supplementary tutoring: global patterns and their implications for Africa. Paper presented at the Biennale of the Association for the Development of Education in Africa (ADEA), Maputo, Mozambique, May 5–9. Available on http://www.adeanet.org/adeaPortal/adea/
6
Bray, M.; Kwo, O. & Jokić, B. (eds.) (2015): Researching Private Supplementary Tutoring: Methodological Lessons from Diverse Cultures. Hong Kong: Comparative Education Research Centre (CERC),
7
Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A review of the literature (Research Report No. 433). London: Department for Education and Skills.
8
Entekhab (2017). Astronomical Prices for Private Teachers Retrieved: 14 March 2018 from https://www.entekhab.ir/fa/news [in Persian]
9
Foondun, A. R. (2002). The issue of private tuition: an analysis of the practice in Mauritius and selected Southeast Asian countries, International Review of Education, 48 (6): 485–515.
10
Iranian Ministry of Education (2018). Unpublished report of Private Supplementary tutoring Centers across Provinces in Iran
11
Ireson, J. & Rushforth, K. (2005). Mapping and evaluating shadow education, ESRC Research Project, RES-000-23-0117, Institute of Education, University of London.
12
Ireson, J. (2004). Private tutoring: How prevalent and effective is it? London Review of Education 2, 2: 109–22.
13
Islamic Consultative Assembly (2015). Student Admission Law at Universities and Higher Education Institutions. Retrieved: 5 March 2018 from: https://rc.majlis.ir/fa/law/show/128381, [in Persian]
14
Islamic Parliament Research Center of the Islamic Republic of IRAN (2015) Student admission law at universities and higher education institutions, Retrieved: 5 March 2018 from: https://rc.majlis.ir/fa/law/show/128381, [in Persian]
15
Joukar Educational Group (2018). About Gaj, Retrieved: 1 March 2018 from: http://www.gaj.ir/page/about.html
16
Kakia, L.; Popov, H. N. & Madandar Arani, A. (2016). A study of relationships between parents’ and teachers’ demographic factors and their judgments about children’s activities and school readiness in primary schools of Tehran, International Journal of Comparative Education and Development, 18 (2): 100 – 119
17
Kanon Farhangi Amozesh (2018). About Ghalamchi, Retrieved: 5 March 2018 from: http://www.kanoon.ir/Public/BorsieInfo, [in Persian]
18
Khabaronline (2018). A multimillion Tomans-cost-of-to-be-accepted-for-entrance exam Retrieved: 2 March 2018 from https://www.khabaronline.ir/ [in Persian]
19
Madandar Arani, A. (2015). Researching Shadow Education in Iran: Methodological Experiences in an Islamic Republic, in Bray, Mark; Kwo, Ora & Jokić, Boris (eds.) (2015): Researching Private Supplementary Tutoring: Methodological Lessons from Diverse Cultures. Hong Kong: Comparative Education Research Centre (CERC), the University of Hong Kong, and Dordrecht: Springer
20
Madandar Arani. A. & Kakia, L. (2018). ‘Teacher Education in Iran: Political Development and Quantitative Changes, In K. G. Karras and C. C. Wolhuter (Eds.) International Handbook on Teacher Education Worldwide, Volume II, Greece: Atropos Editions
21
Madandar Arani. A. & Mirzamohammadi, M.H. (2018). Private Supplementary Tutoring Centers’ Performance in Iran: Students, Principals and Officers’ Opinions, Education Sciences, Department of Primary Education, University of Crete, 3: 140-152
22
Marimuthu, T., Singh, J. S., Ahmad, K., Lim H. K., Mukherjee, H., Osman, S., Chelliah, T., Sharma, J. R. & Salleh, N. M. (1991). Extra School Instruction, Social Equity and Educational Quality, Report prepared for the International Development Research Centre, Malaysia.
23
Marsh, H. W., Byrne, B. M., & Yeun, A. S. (1999). Causal ordering of academic self-concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist 34: 154–7.
24
Shiraavand, Y., Madandaar Aaraani, A. & Nikpey, I. (2017). Identification of the Quantitative Dimensions of Supplementary Private Tutoring among High School Students. Quarterly Journal of Education. 33 (2):101-116, [in Persian]
25
Silova, I., Budiene, V., & Bray, M. (Eds.). (2006). Education in a Hidden Marketplace: Monitoring of Private Tutoring. New York: Open Society Institute
26
Smyth, E. (2008). The more, the better? Intensity of involvement in private tuition and examination performance. Educational Research and Evaluation 14, 5: 465–76.
27
Tabnak (2018). Luxury costs for extracurriculars in schools: Retrieved: 1 March 2018 from: https://www.tabnak.ir/fa/ [in Persian]
28
UNESCO (1976). Mauritius. Prospects for Educational Development. Paris.
29
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30
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32
ORIGINAL_ARTICLE
A Comparative Study of the Staff's Psychological Empowerment in the Iranian Islamic Azad Universities and Universities of Canada
The present study identifies the empowerment dimensions of the staff of the Islamic Azad University of Iran and Canadian universities through understanding the key role of staff in the success of universities. The method used in this research was comparative with a mixed approach (quantitative-qualitative) and the required data were collected through in-deep interview and a researcher-made questionnaire. The statistical sample of the qualitative section consisted of 18 experts and that of the quantitative section included all staff of the selected branches of Islamic Azad University and selected universities of Canada. For qualitative data analysis in content analysis we used Delphi technique, and the inferential statistics were used for quantitative data analysis. In the first step, through a secondary analysis of theoretical foundations and interviews with experts, a model of psychological empowerment with 14 components was identified. First-order and second-order confirmatory factor analysis was used to investigate the ideal relationship between the 14 components with the psychological empowerment construct. Based on the confirmatory factor analysis, the model for assessing the staff's psychological empowerment constructs of the studied universities had an appropriate fit (proper desirability) and the components covered the psychological empowerment construct. One-sample t-test was used to investigate the level of attention paid by the university to the staffs' psychological empowerment components. Based on the findings, both universities resemble each other in terms of the components of "effectiveness, significance, and feeling of competence, proper appreciation, job enrichment, and effective organizational communication, optimization of processes and methods, and educational processes". The research findings also explain the difference between the two universities, such that the level of attention to the components of "right to choose, organizational commitment, transparency in goals and knowledge and job experiences" at Islamic Azad University of Iran and the level of attention to the component of "work environment revitalization" in Canadian universities are poor and lower than the test value for the staff's psychological empowerment.
https://journal.cesir.ir/article_94152_b74acb3e517411a865a6f96fb19a318a.pdf
2019-01-01
65
78
10.22034/ijce.2019.189948.1009
Empowerment
Islamic Azad University of Iran
Universities of Canada
Seyedeh Azadeh
Safarbaglou
safarbaglou@gmail.com
1
دانشجوی دکتری مدیریت آموزشی دانشگاه آزاد اسلامی واحد تهران غرب
LEAD_AUTHOR
Kamran
Mohhamadkhanei
globecompus@gmail.com
2
دانشیار گروه مدیریت آموزشی، دانشگاه آزاد واحد علوم و تحقیقات،تهران،ایران محل تحصیل آلمان و سویس
AUTHOR
Babak
Gharaghanei
naseri.babak@wtiau.ac.ir
3
استادیارگروه مدیریت آموزشی، دانشگاه آزاد تهران غرب، محل تحصیل هندوستان
AUTHOR
Maryam
Mosleh
maryammosleh@yahoo.com
4
دانشیار و مدیرپژوهش ارتباط با صنعت واحد تهران غرب و عضو هیت علمی گروه ریاضی دانشگاه علوم پایه دانشگاه آزاد
AUTHOR
Abdollahi, B & Naveh Ebrahim, A. R. (2006). Empowerment of Staff: Golden Key in Human Resource Management, Tehran: Virayesh Publication, [in Persian]
1
Abed Saeedi, Z., Mozaffari, M.; Pazarargadi, M and AlaviMajd, H. (2010). The Empowerment of the Staff in Disaster Management and Medical Emergency Management Centers of Iran, Ilam University of Medical Sciences Journal, 18( 2), 44-54, [ in Persian]
2
Ahmadi, Ya'ghoub, Ghaffari, Massoud, Sepiani, Maryam, (2014). A Comparative Study of Empowerment of the Bank Staffs and Education Office Personnel of Isfahan University of Medical Sciences, Quarterly Journal of Social Sciences, 4 (27) , 99-120, [ in Persian]
3
Dehghani, M, Hamedi, S., and Javaran, H.R. (2017). The Effect of Social Support and Quality of Work Life on Staff's Psychological Empowerment in Kerman Ministry of Cooperatives, Labor and Social Welfare Personnel, Journal of Cooperatives and Agriculture, 6( 21), 30-66, [ in Persian]
4
Fa'al Qayyumi, A. and Momeni, M. (2017). Statistical analysis using SPSS, Tehran: Authors, [in Persian]
5
Fernandez, S and Moldogaziev, T. (2013). Employee Empowerment, Employee Attitudes, and Performance: Testing a Causal Model, Public Administration Review, 73(3), 490-506
6
Franz, C. (2004). A cross-cultural study of employee empowerment and organizational justice, Dissertation Abstracts International, Section B: The Sciences and Engineering, 65(4-B), 2132
7
Ghalavandi, H. and Ashrafi, F. (2017). The Relationship between Knowledge Management and Empowerment of Urmia University Staff, Educational Management Innovations, 12(2), 133-137, [in Persian]
8
Gill, A., Fitzgerald, S., Bhutani, S., Mand, H. and Sharma, S. (2010), "The relationship between transformational leadership and employee desire for empowerment", International Journal of Contemporary Hospitality Management, 22 (2): 263-273
9
Gill; A. Sharma, S. P; Mathur, N; Bhutani, S. 2012.The Effects of Job Satisfaction and Work Experience on Employee-Desire for Empowerment: A Comparative Study in Canada and India, International Journal of Management; 29(1),190-200.
10
Hallajian,E., Sorayayi, A., & Hosseinzadeh Ahmadi. F. (2012). Effective Factors on Empowerment of Staffs of Islamic Azad University of Mazandaran Province Using AHP Method, Journal of Industrial Strategic Management, 9: 128-113, [in Persian]
11
Hui, M., Au, K. & Fock, H. J. (2004). Empowerment Effects across Cultures, International Business Studies, 35(1): 46-60
12
Shahraki, Amir (2010). The Role of Managers in Empowering Sepah Bank Staff, Tehran: Sepah Bank, Risk Research and Control Department. Available in: www.banksepah.ir/upload/modules/articles/pdfs/92.pdf, [in Persian]
13
ORIGINAL_ARTICLE
Comparing Male and Female Engineering Students’ Reading Ability through Level-Specific Tasks and CEFR- and DIALANG-Based Self-Assessment
The purposes of this study were to determine a reading ability level based on the CEFR for male and female engineering students and to compare their reading levels on the CEFR and DIALANG self-assessment grids with the level based on their performance on the reading tasks. The participants were 162 Iranian male and female undergraduate students at the Iran University of Science and Technology. DIALANG and CEFR reading self-assessment grids and four reading tasks at four levels (i.e., A2, B1, B2, and C1) were administered to the participants. Considering the students’ performance on the reading tasks, the results revealed that female learners outperformed the male learners; however, a considerable number of learners (about 40%) in both groups were considered ‘Below B1’. The results also showed that learners’ self-assessment did not closely correspond with their performance on the reading tasks as both groups of learners rated their reading ability lower on the CEFR and DIALANG grids; nevertheless, the highest matches were related to the female learners' ratings on the DIALANG grid.
https://journal.cesir.ir/article_94156_759e3647f1bd88bffc582744b33f78ce.pdf
2019-01-01
79
95
10.22034/ijce.2019.191884.1020
CEFR
DIALANG
Reading task
Self-assessment of reading
task complexity
Mahboubeh
Taghizadeh
mah_taghizadeh@ut.ac.ir
1
Iran University of Science and Technology
LEAD_AUTHOR
Farshad
Kazemzadeh
farshad.kazemzade@yahoo.com
2
Iran University of Science and Technology
AUTHOR
Ahmadi, A., & Mahmoodi, S. (2012). Language learning strategy use and instruction for the Iranian Junior high school EFL learners: A mixed methods approach. Research in Applied Linguistics, 3(2), 107-134.
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ORIGINAL_ARTICLE
Discourse Analysis of the International University Ranking System: Lessons for the Iran Higher Education Curriculum
The higher education system and its various dimensions are always subject to the influence of external discourses such as the "international ranking system of universities". Today, the curriculum as the core and reflector of the values, beliefs, and priorities of higher education policymakers is at the forefront of rational interaction with the ranking phenomenon of universities. In fact, the qualitative and quantitative evolution of the Iranian higher education system in the last four decades has led to a new phase that is not to be missed, as the slow but steady transition from the first generation to the fourth generation of universities in Iran has caused. Now that higher education policymakers are faced with the fundamental question of whether international university rankings can be considered as a transformational discourse for the curriculum. The present study, using discourse-based analysis, takes advantage of the forklift approach to analyze relevant texts and extract appropriate themes with three stages of description, interpretation and explanation. Research findings show that the phenomenon of international ranking of universities has the characteristics of a transformative discourse in the higher education system that affects all its dimensions. The paper suggests that Iran's higher education curriculum can adapt itself to the fourth generation of university challenges by combining traditional and modern discourse.
https://journal.cesir.ir/article_94157_e57e994488929023d3945080b82d44b1.pdf
2019-01-01
97
115
10.22034/ijce.2019.196503.1039
Higher education
Curriculum
Discourse
Mehdi
Rajabloo
rajablomehdi@gmail.com
1
Department of Education, Isfahan ( Khorasgan ) Branch, Islamic Azad University, Isfahan, Iran
LEAD_AUTHOR
Badri
Shahtalebi
mehshah1993@gmail.com
2
Department of Educational Sciences, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan,
AUTHOR
Mohammad Hossein
Yarmohamadian
mhyarm@yahoo.com
3
. Health Management and Economics Research Centre, Isfahan University of Medical Sciences, Isfahan, Iran
AUTHOR
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