ORIGINAL_ARTICLE
Comparing Representations of 'Self" and "Other" in Iranian and Indian English School Books: A Critical Discourse Analysis
English language course books written by local writers are officially prescribed textbooks widely used in Iran and India. Although there is a valuable body of research about these course books, further studies may be needed to comparatively assess their quality as an educational material. This study limits its scope to two textbooks series, namely, the Prospect, and English Standard since both of them are nation-wide textbooks which fully play the roles of course books described in the related literature. The method of analysis was based on a critical discourse analysis framework inspired by Van Dijk's (1998, 2001) socio-cognitive model and Kress and Van Leeuwen's (1996) multi-functional model to facilitate investigation of both textual and meta-textual aspects of the textbooks. The results showed that both textbook series follow similar ideological foundations in terms of promoting a product-based prescriptive and static approach to socio-cultural values through investing on stereotypical "Self" while ignoring otherness. The findings implied that lack of a process-oriented approach to ideological underpinnings of socio-cultural values and codes is a threat to raising inter-cultural understanding in terms of using English as an international language and inter-ethnic awareness of the students who live in multi-ethnic and religiously, culturally, linguistically diverse communities in India and Iran.
https://journal.cesir.ir/article_106839_1413eebb4f181df745e57a7b700bf5d4.pdf
2020-02-01
533
559
10.22034/ijce.2020.106839
critical discourse analysis
English School Textbooks
India
Iran
other
self
Mojtaba
Maghsoudi
maghsudi@cfu.ac.ir
1
Department of English Language, Farhangian University, Tehran, Iran
LEAD_AUTHOR
Aghagolzadeh, F. & H. Davari. (2012). The rationale for applying critical pedagogy in expanding-circle countries: The case of Iran. Journal of Language Teaching and Research. 3(5), 114-123.
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68
ORIGINAL_ARTICLE
A Comparative Study of Reflective Experiences of Primary School Specialist Teachers in Iran and Iraq to Explain and Identify Reflective Topics
< p>The purpose of this study is to investigate reflective experiences of primary school specialist teachers in two Kurdish cities of Paveh (Iran) and Sulaymaniyah (Iraq) in order to identify and explain reflective topics. The research method is qualitative comparative using narrative approach, the level of analysis is “district “and the level of observation is “individual”. The strategy of "similar systems, similar outputs" was used to select countries under study and sampling method was convenience sampling. Data collection tool was in-depth interview and data analysis method is thematic analysis. This article is divided into several sections: In the Introduction section, past and current situation of the Iranian educational system, the importance of lived experiences and narratives of teachers, and the reasons for the comparison of the lived experiences of the teachers in these two cities are discussed. In the second part, the research method is explained. The third part refers to the research results. The findings of the research showed that the themes that are the main organizers of teachers'' narratives in both societies are largely influenced by the active role of social systems. Also, five universal themes (Cognition, learning, teaching, evaluation, and classroom management) were identified in the deeper narratives of teachers. From a comparative perspective, the research findings showed that the similarities of teachers'' lived experiences are high in both communities and minor differences can be ignored.
https://journal.cesir.ir/article_106848_70688093fabdcea4d8a14e643fb2c955.pdf
2020-02-01
560
579
10.22034/ijce.2020.106848
Narrative Reflective
Lived Experience Primary School Specialist Teachers Iran Iraq
Shahrokh
Mohammadi
amin_mohammadi1389@yahoo.com
1
PhD Student of Curriculum Planning, Department of Educational Sciences , Science and Research Branch, Islamic Azad University, Tehran, Iran
AUTHOR
Mahmud
Mehrmohammadi
mehrmohammadi_tmu@hotmail.com
2
Professor of Curriculum Studies, Department of Educational Sciences ,Tarbiat Modares University,Tehran,Iran
LEAD_AUTHOR
Mostafa
Ghaderi
m.ghaderi@atu.ac.ir
3
Associate Prof. Faculty Member of Allameh Tabatabai University, Tehran, Iran
AUTHOR
Majed
Aliasgari
aliasgari2002@gmail.com
4
Associate Prof. Faculty Member of Kharazmi University,Tehran, Iran
AUTHOR
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48
ORIGINAL_ARTICLE
A Comparative Study of Primary Education Art Curriculum Goals in Brazil, Greece, Iran and South Korea
The purpose of this study was to compare main goals of art curriculum in primary education in Brazil, Greece, Iran and South Korea. The qualitative comparative research method used and data were collected through upstream and national education documents, research reports and articles in scientific journals. In addition to Iran, Brazil, Greece, and South Korea were purposefully selected as the sample of the study. For analyzing and comparing the data, a four-step model of Bereday (description, interpretation, juxtaposition and comparison) was used. The results show that the four countries have similarities in areas such as development of creative thinking, acquaintance with famous artists and their works, recognizing the beauty of nature, developing handicraft skills, using artistic materials and tools, expressing emotion and expression through art. The differences between these countries are in the areas of how students participate in artistic experimentation, particular attention on visual arts and art as a intercultural exchange tool.
https://journal.cesir.ir/article_106851_474df1cada774f214acfda9f438897a6.pdf
2020-02-01
580
594
10.22034/ijce.2020.215796.1091
Art curriculum
comparative analysis
Primary School
Brazil
Greece
Iran
South Korea
Somayeh
Fallah Tafti
sfalah12@ymail.com
1
PhD student in curriculum planning, Department of Education, Meymeh Branch, Islamic Azad University, Meymeh, Iran
AUTHOR
Reza
Jafari Harandi
rjafarih@gmail.com
2
دانشیار گروه علوم تربیتی دانشگاه قم، قم، ایران
LEAD_AUTHOR
Minasadat
Tabatabaei
mptabaei@yahoo.com
3
Assistant Professor, Department of Philosophy, Meymeh Branch, Islamic Azad University, Meymeh, Iran
AUTHOR
Abu Zayd, R. (2016). The Place of Art in the Fundamental Document of Educational System of Iran, Art Education Growth, 13 (3), 12-8, [in Persian]
1
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23
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27
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35
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36
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37
Ministry of Education, (2009). The School Curriculum of the Republic of Korea. Ministry of Education, Science and Technology of the Republic of Korea
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43
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44
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45
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46
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53
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56
ORIGINAL_ARTICLE
Evaluation of Learning Organization Components at Kabul University From the point of view of faculty and students
The main purpose of this study was to evaluate the components of learning organization at Kabul University from perspective of faculty members and students. This research is applied in terms of purpose and is a survey research. Stratified Random Sampling Method was used and 350 faculty members and students were selected based on Cochran formula. Peter Singe’s questionnaire was used to collect data. The research findings showed that the level of realization of the components of the learning organization in the Kabul University was moderate. At the same time, given the ranking of indicators, attention to the components of "shared vision" and "team learning" is a higher than "mental pattern", "systematic thinking" and "personal mastery". Overall, the research findings highlight the need for the university's planners and administrators to pay more attention to the characteristics of learning organizations.
https://journal.cesir.ir/article_106850_7fc882bc95b9a6e73060de4a5368ffbe.pdf
2020-02-01
595
608
10.22034/ijce.2020.206029.1065
Learning Organization
Learning
organizational learning
Students
Kabul University
Kazem
Kazami
s.kazemi130@gmail.cim
1
Mentor, Kabol University, Afghanistan
AUTHOR
Mohammmad
Amini
amini@kashanu.ac.ir
2
Associate Prof. Department of Education. University of Kashan
LEAD_AUTHOR
Assadollah
Babaeifard
babaiefardm@gmail.com
3
Associate Prof, Department of Sociology, University of Kashan
AUTHOR
Aghajani, H. A; Samadi Mirakalaei, H; Samadi Mirakalaei, H. (2015). Investigating the Relationship between Organizational Entrepreneurship and Characteristics of Learning Organization, Productivity Management Quarterly, 9 (35): 39-64.
1
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2
Atafar, A; Samani, B. M. (2009). Use of Learning Organization Components in Islamic Azad Universities of Shahrord, Iranian Higher Education Quarterly, 2 (1): 179-161.
3
Baiza, Y. (2013). Education in Afghanistan: Developments, Influences and Legacies since 1901, London: Routledge
4
Bajani, H. (2007). A Comparative Study of learning organization characteristics in two Universities of Tehran and Tabriz, M.A. Thesis in Educational Management, Faculty of Psychology and Educational Sciences, University of Tehran.
5
Borbour, A. (2006). Review of Public and Private High Schools in District 3 of Tehran in terms of Learning Organization Characteristics, M.A. Thesis, Tehran: Shahid Beheshti University
6
Bowen, G. L; Rose, R. A. & Ware, W. B (2006). The Reliability and Validity of the School Success Profile Learning Organization Measure, Evaluation and Program Planning, 29, 97-104.
7
Chan, M. (2003), Differential Development of Taiwanese Schools in Organizational Learning, The International Learning Journal of Educational Management, 17)6(, 262-271.
8
Chang, S. C. & Lee, M. (2007), A Study on Relation among Leadership, Organizational Culture, and the Operation of Learning Organization and Employee's Job Satisfaction, Learning Organization, 14(2), 155-185
9
Chiu, S. (2000) Developing a Template for Change in a Selected Taiwanese Private College in Preparation for 2010, USA, University of South Dakota.
10
Demers, D. L. (2009). The Relationship between Perceptions of Learning Organization Characteristics and Firm Performance, ProQuest Dissertations and Theses, 87
11
Education Institutions, (2016): A Case Study of a Public University in Vietnam,Journal of Economics and Development, 18(2), 88-104
12
Ebrahimi, G. (1393). Afghanistan Higher Education and Structural Weaknesses, Available at: www.afghanistan.shafaqna.com
13
Esfijani, A; Bakhtiar Nasrabadi, H. A & Bakhtiar Nasrabadi, M. (2012). A Study of Learning Organization’s Characteristics with Focus on Knowledge and Technology Management Sub-systems, Quarterly Journal of Research and Planning in Higher Education, 66: 99-119
14
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15
Foroozesh, A; Khanjari, S; Karimi, M; Amini, A. (2013). Investigating the Extent of Using Learning Organization’s Dimensions in Technical and Vocational Training Centers of Isfahan Province based on Peter Senge Model, Quarterly Journal of Skills, 1 (4): 83-73.
16
Garvin, D. A. (1993). Building Learning Organization; Harvard Business Review, 71, 78-91.
17
Garvin, D.A; Edmondson, A. C; Gino, F. (2008) Is Yours a Learning Organization?, Harvard Business Review, 86 (3), 109-116.
18
Gephart, M. A., Marsick, V. J. (1996). Learning Organizations Come Alive, Training & Development, 50 (12), 35-45.
19
Hajizadeh, Kiamars; Hosseinpour, Mohammad (2016). Application of Components of Learning Organization and its Relationship with Knowledge Management in Employees and Managers of Ahwaz Jundishapur University of Medical Sciences, Jundishapur Education Development Quarterly, 7 (1): 116-106.
20
Hitt, D. W. (1995). The Learning Organization: Some Reflections on Organizational Renewal, Leadership & Organization Development Journal, 16(8), 17-25.
21
Hoveida, R; Siadat, S. A; Shaemi Barzoki, A. (2007). Investigating the Relationship between Components of the Learning Organization and Improving the Quality of Education in the Universities of Isfahan Province, Journal of Humanities Research, 2: 132-119
22
Husain, S. E. (2015). Learning Organizations, Research Gate, Available at: https://www.researchgate.net/publication/280528406_Learning_Organizations
23
Jeffrey, J. (2015). Institutions of Higher Learning and Learning Organizations, Available at: http://www.teaglefoundation.org/learning/report/LearningAB.aspx.
24
Khajehei, S; Moradi, S; Droudy, H & Hassani, D. (2014). Investigating the Characteristics of Learning Organization in Zanjan University of Medical Sciences, Journal of Educational Development in Medical Sciences, 7 (15): 38-30.
25
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26
Kontoghiorhes, C; Aubrey, S & Fearing, P. (2004). Examining the Relationship between Learning Organization Dimensions and Change Adaptation, Innovation, as well as Organizational Performance, The Learning Organization, 10 (2), 185-212
27
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28
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29
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30
Ngoc, P. T. B & Huy, T. (2016). Organizational Learning in Higher Education Institutions: A Case Study of a Public University in Vietnam, Journal of Economics and Development, 18(2), 88-104
31
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32
Park, J. H; Rojewski, J. W. (2006). The Learning Organization Model Across Vocational and Academic Teacher Groups, Career and Technical Education Research, 31 (1), 23-48
33
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34
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35
Rasta Moghadam, A; Abbaspour, A. (2011). Designing an Integrated Conceptual Model of the Learning Organization, Quarterly Journal of New Approaches in Educational Management, 2 (4): 54-21.
36
Reece, P. D. (2004). Universities as Learning Organization: How can Australian Universities become Learning Organization, PhD Thesis, Murdoch University
37
Robbins, S. P. (2007), Organizational Behavior, New Jersey: Prentice-Hall.
38
Sattari Ghahfarkhi, M & Abzari, M. (2012). Establishing a Learning Organization Based on the Marquardt Model at Shahrord University of Medical Sciences, Journal of Health Assessment, 6 (4): 274-265.
39
Schein, E. H. (1996). Three Cultures of Management: The Key to Organizational Learning, Sloan Management Review, 38 (1):9-20
40
Senge, F. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization, New York, Doubleday, Currency.
41
Senge, P. (1996). The Leader’s New Work: Building Learning Organizations, in: How Organization Learn, Starkey. (ed), London: Thomson Business Press.
42
Senge, P. (2007). Fifth Command: Creating a Learning Organization, translated by Mohammad Roshan and Hafez Kamal Hedayat, Tehran: Industrial Management Organization Publications.
43
Senge, P. (2008). The Fifth Command in the Field of Practice: Strategies and Tools for Creating a Learning Organization, translated by Mehdi Khademi Gerashi et al., Tehran: Asia Publications.
44
Serrat, O. (2009). Knowledge Solutions: Tools, Methods, and Approaches to Drive Development Forward and Enhance its Effects, Asian Development Bank.
45
Shafaei, Reza (2000). Barriers to Creating Learning Organizations in Iran, M.A. Thesis, Tarbiat Modares University
46
World Bank (2013). Higher education in Afghanistan, An Emerging Mountains Cape, Available at:https://www.baag.org.uk/sites/www.baag.org.uk/files/resources/attachments/WB%20Afghan%20Higher%20Education%202013.pdf
47
Theron, A. (2002). The Creation of Learning Organization in Rapidly Changing Environment, University of Pretoria, South Africa
48
Tirney, W. (2005). A Look at the Situation of Higher Education in Afghanistan, translated by Reza Mohtasham, Hamshahri newspaper, news code 11860
49
Torani, H. (2017). Farhangian University as a Learning Organization (Dimensions, Components and Strategies), Bi-Quarterly Journal of Research in Teacher Training, 1 (3): 195-165.
50
WES Staff. (2016). Education in Afghanistan, Available at: https://wenr.wes.org/2016/09/education-afghanistan
51
Yang, B; Watkins, K. E; & Marsick, V.J. (2004). The Construct of the Learning Organization: Dimensions Measurement and Validation, Human Resource Development Quarterly, 15 (1), 31-50.
52
ORIGINAL_ARTICLE
A Comparative Study of Talent Management Models: Lessons for Iran's Human Resources System
The current paper aims at investigating talent management models to provide Iran's human resources system with lessons. This research paper is a qualitative comparative research based on understanding similarities and differences in talent management models. Data was collected using theoretical sampling (data saturation) method. Content analysis method was applied to analyze the main components of the well-known talent management models. Induction Analysis was performed in qualitative content data analysis. Accordingly, the current paper introductory section contains information about the importance of talent management, research underlying factors, current status of talent management in Iran's human resource management system, and research objectives and questions. The research method is explained in the second section. Third section begins with research results with a brief introduction to talent management models assessing the similarities and differences. The final part of the paper is conclusion. The findings show that models can be classified into three general categories: individual-oriented, organization- oriented and environment-oriented, according to the emphasis of the components. The findings also show designers overlook role of cultural components in talent management. According to findings, it is suggested that courses be designed for all graduates in the education system - and in particular in the Iranian higher education system - to explain concept of talent and role of elites. It is also suggested that the human resource management system pay more attention to environmental factors (non-organizational factors) such as culture, religion, and language, with positive or negative impacts on talent management in Iranian society.
https://journal.cesir.ir/article_106917_8377a73614c9da1115ec4fcff988c0da.pdf
2020-02-01
609
623
10.22034/ijce.2020.224024.1114
educational system
human resources
pattern
Talent Management
Mehrdad
Yazdani
yazdanimehrdadd@gmail.com
1
PhD Student in Public Administration, Human Resources Management, Human Resources Department, Islamic Azad University of Qeshm, Iran
AUTHOR
Seirajuddin
Mohebbi
mohebi.abcd@gmail.com
2
Assistant Professor, Department of Human Resources Management, Islamic Azad University of Qeshm, Iran
LEAD_AUTHOR
Mehdi
Bagheri
mbagheri.sbu@gmail.com
3
Assistant Professor, Department of Human Resources Management, Islamic Azad University of Qeshm, Iran
AUTHOR
Mohammad Hossein
Ranjbar
mranjbar54@gmail.com
4
Assistant Professor, Department of Human Resources Management, Islamic Azad University of Qeshm, Iran
AUTHOR
Adamsen, B., & Thomsen, S. E. (2015). Bounded Rational Managers Struggle with Talent Management-An Agent-based Modeling Approach, In AISB Workshop : Agent-based models of bounded rationality - SDU Slagelse, Slagelse, Denmark, Available at : https://portal.findresearcher.sdu.dk/en/publications/bounded-rational-managers-struggle-with-talent-management-an-agen.
1
Altinöz, M., Çakiroğlu, D & Cop, S. (2013). Effects of talent management on organizational trust: a field study. Procedia - Social and Behavioral Sciences, 99, 843 – 851.
2
Armstrong, m. (2006), A Handbook oh Human Resource Management Practices, London: Sterling VA.
3
Barani, M., Khorshidi, A., Moshabaki Isfahani, A &Hajiha, A. (2018). Talent Management Model to Gain Competitive Advantage, Resource management in Police Resources, 6 (2), 165-193, [in Persian]
4
Barlow, L. (2006). Talent development: the new imperative? Emerald Group, Development and Learning in Organizations Journal, 20 (3), 6-9.
5
Beamond, M. T., Farndale, E., & Härtel, C. E. (2016). MNE translation of corporate talent management strategies to subsidiaries in emerging economies, Journal of World Business, 30(30), 1-12, Available at: https://isidl.com/wp-content/uploads/2017/06/E3929-ISIDL.pdf.
6
Berger, L. A., & Berger, D. R. (Eds.). (2004). The Talent Management Handbook: Creating Organizational Excellence by Identifying, Developing and Promoting Your Best People. New York: McGraw-Hill.
7
Bhatia, A. (2015). An Investigation of Key Strategies Practices and Challenges Facing Talent Management in IT Industry (An exploratory study in India and Ireland), PhD. Dissertation, Dublin Business School.
8
Boudreau, J. W., & Ramstad, P. M. (2005). Where's your pivotal talent? Harvard Business Review, 83(4), 23–24.
9
Chambers, E. G. Foulon, M .HandÞeld-Jones, H. Hankin,S.M. & Michaels III, E.G. (1997). The war for talent survey", McKinsey Quarterly, 3, 44-57, Available at https://www.researchgate.net/publication/284689712_The_War_for_Talent
10
Cappelli, P. (2008). Talent on demand: Managing talent in an age of uncertainty. Boston: Harvard Business Press.
11
Collings, D.G. and Mellahi, K. (2009) Strategic Talent Management: A review and research agenda, Human Resource Management Review, 19: 4, 304-313.
12
Dehghanan, H, Afjeh, S. A. A. Soltani, M & Javaherizadeh, E. (2018). Foundation Database of Talent Management Process, Journal of Human Resource Management Research, 10 (4), 75- 100, [in Persian]
13
Fegley, S. 2006. Talent Management Survey Report, Society for Human Resource Management, SHRM Research, 1-36, Available at: https://www.shrm.org/hr-today/trends-and-forecasting/research-and surveys/documents/2006%20talent%20management%20survey%20report.pdf.
14
Gandz, J. (2006), “Talent development: the architecture of a talent pipeline that works”, Ivey Business Journal Online, 1-4, Available at: https://iveybusinessjournal.com/publication/talent-development-the-architecture-of-a-talent-pipeline-that-works/
15
Ghaffari, H., Purkiyani, M. Shkari, G.H. & Shaykhi, A. (2018). Design of Model the Talent Management with an Approach Integrating Human Resources Activities, Public Management Research, 1 (1), 117-142, [in Persian]
16
Given, L.M. (2008). The SAGE Encyclopedia of Qualitative Research Methods, London, Sage
17
Goldesmic, A. and Elton, C. (2005), A Carrot Principle: How the Best Management Use Recognition to Engage their Employees, Retain Talent, and Accelerate Performance, New York, Free Press.
18
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20
Hemtian M, and Niroumand, P. (2016), A Study of Talent Management Model in Public Companies (Case Study of National Gas Company), International Congress on Community Empowerment in Management, Economics, Entrepreneurship and Cultural Engineering, Tehran, Skills Empowerment Center Cultural and Social Society, [in Persian]
21
Iqbal, F. Hoveida, R. Siadat, S. A., Samavatian, H. and Yarmohammadian, M. H. (2016). Design and Development of Talent Management Process Model for Faculty Members for Talent-Based Universities, General Management Research, 9(34), 9- 27, [in Persian]
22
Javaherizadeh, E., Moghimi, S. M., Gholipour, A & Tahmasebi, R. (2014). Organizational Talent Management: Identifying Key Employee Indicators and Features. Organizational Culture Management Magazine, 12(2), 149-171, [in Persian]
23
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25
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26
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Miller, D. Xu, X. & Mehrotra, V. (2015). When is human capital a valuable resource? The performance effects of Ivy League selection among celebrated CEOs. Strategic Management Journal, 36(6): 930-944.
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Morton, L. (2004), Integrated and Integrative Talent Management: A Strategic HR Framework, Research Report R-1345-04-RR, The Conference Board, New York.
30
Nasiri Valik Bani, F. Emadi, S. R. & Sarchehani, Z. (2016). Explaining Mediating Role of Talent Management in Relationship between Organizational Culture and Knowledge Management, Journal of Human Resource Management in Sports, 3 (2), 221- 230, [in Persian]
31
Oehley A M. (2007).The Development and Evaluation of a Partial Talent Management Competency Model, M.A. Thesis, South Africa: Stellenbosch University
32
Pahlavani. F. (2018). The Share of Productivity in the Iranian Economy is 7%. Iranian Students News Agency (ISNA), January 7, Available at: https://www.isna.ir/news/97101910596, [in Persian]
33
Phillips, R., and Roper, O. (2009), A framework for talent management in real estate, Journal of Corporate Real Estate, 11(1), 7-16.
34
Ramirez, F. Luo, X. Schofer, E. Meyer, J.W. (2006). Student Achievement and National Economic Growth, American Journal of Education, 113(1): 1-29.
35
Rezagholi. A. (1998). Sociology of Killing of Elite, Tehran: Ney Publishing, [in Persian]
36
Rogers, M. (2020). A Better Way to Develop and Retain Top Talent, Hardware Business Review, January 20, Available at: https://hbr.org/2020/01/a-better-way-to-develop-and-retain-top-talent.
37
Sabuncu, K, U, Karacay, G (2016). Exploring Professional Competencies for Talent Management in Hospitality and Food Sector in Turkey, 12th International Strategic Management Conference,Antalya, Turkey
38
Skuza, A., Scullion, H., & McDonnell, A. (2013). An analysis of the talent management challenges in a post-communist country: the case of Poland. The International Journal of Human Resource Management, 24(3): 453-470.
39
Sweem, S.L. (2009)."Leveraging Employee Engagement through a Talent Management Strategy: Optimizing Human Capital through Human Resources and Organization Development Strategy in a Field Study", PhD Dissertation, Benedictine University.
40
Tatoglu, E. J., Glaister, A., & Demirbag, M. (2016). Talent management motives and practices in an emerging market: A comparison between MNEs and local firms. Journal of World Business, 51(2), 278-293.
41
Thunnissen, M. (2016),"Talent management", Employee Relations, 38(1), 57 – 72
42
Vural, Y, Vardarlier, P And Aykir, A (2012). The Effects of Using Talent Management with Performance Evaluation System over Employee Commitment, Procedia - Social and Behavioral Sciences 58:340–349.
43
Zein al-Dini Bidmashki, Z., Adli, F., &Waziri, M. (2014). Comparison of Current Status of Successor Parenting and Talent Management with its Optimal Status in Higher Education Systems, Journal of Research and Planning in Higher Education, 20(2), 51-72, [in Persian]
44
ORIGINAL_ARTICLE
A Comparative Study of Fifth Grade Mathematics Textbooks in Iranian and International Schools based on Critical Thinking Components
The main goal of present study is to compare content of Fifth Grade mathematics textbooks of Iran and International schools based on critical thinking components. The research method was a comparative using content analysis approach and statistical population and sample included all Fifth-grade mathematics textbooks of primary school of Iran and two International Schools in Tehran. To collect data, the content analysis form based on the components of Lipman's critical thinking was used. To determine formal and content validity, the researchers have used perspective of five experienced math teachers of primary schools and three university professors in the field of curriculum. The reliability coefficient of the research instrument was determined using Holste formula and it was for Iran and International schools equal to 0.89 and 0.84. Data analysis also showed that the content of Iran and International math textbooks are active up to 73% and 88% respectively. The research findings show that in mathematics textbook of Iran, components of critical thinking are unbalanced, which means that attention is more on necessary components of critical thinking such as questioning. However, the components related to analysis ability and high levels of critical thinking have received less attention. According to the findings of the research, the authors of the mathematics textbooks in Iran are suggested to improve content of math book, to provide a suitable ground for cultivating critical thinking of pupils.
https://journal.cesir.ir/article_106918_65a01c4b3b4a35a963a90e294ac221a8.pdf
2020-02-01
624
635
10.22034/ijce.2020.214609.1088
content analysis
critical thinking
Math Textbook
International Schools
Primary Schools
Morteza
Samiee Zafarghandi
mo_samie@yahoo.com
1
Associate Professor of Organization for Educational Research and Planning (OERP).Tehran, Iran
LEAD_AUTHOR
Aboutaleb
Seadatee Shamir
samie@yahoo.com
2
Assistant Professor of Educational Psychology, Islamic Azad University, Science and Research Branch, Tehran, Iran
AUTHOR
Maryam
Shamsolahi
samie1@yahoo.com
3
M.Sc. in Curriculum Planning, Islamic Azad University, Tehran, Iran
AUTHOR
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