ORIGINAL_ARTICLE
Validation of Comparative Model of the Teacher Education Systems
The present study aimed to validate the comparative model of teacher education systems. For this quantitative study, correlation method and path analysis test were used in line with research purposes. The statistical population was faculty members of Farhangian University, Iran. The cluster sampling method was used to determine the sample size, and 250 faculty members from all over the country were selected as the study sample. A researcher made questionnaire including 50 items designed based on the components of the comparative model of the teacher education system was used to collect the data. Moreover, the exploratory factor analysis test was used to investigate the reliability of the instrument, employing the Principal Components Analysis (PC). The results showed that 7 factors had been identified according to the eigenvalues. The results of the explained variance showed that these 7 factors predicted a total of 70% of the structural changes. Then, in order to test the theoretical model, the proposed conceptual model analyzed by path analysis, employing the maximum probability method. After testing the model with fit indices, it was shown that the tested model enjoyed a good fit with the conceptual model and the collected data. In the end, suggestions were made, including that researchers and those involved in teacher education systems all over the world can use this model as a conceptual framework in their comparative approach in order to benefit from successful methods of teacher education.
https://journal.cesir.ir/article_119269_3a9a66f1b0631f664412e58d88302052.pdf
2020-11-01
837
861
10.22034/ijce.2020.224277.1117
Comparative Model
teacher education
Comparative Components
exploratory factor analysis
Mehri
Ezazi
mehri_ezazi@yahoo.com
1
Assistant Prof. Department of Education ,Farhangian University, Mashhad, Iran.
LEAD_AUTHOR
Mohammad
Nourian
nourian2001@gmail.com
2
Associate Prof. Department of Education , Islamic Azad University. South Branch, Tehran, Iran.
AUTHOR
Ali akbar
Khosravi Babadi
khosravi.edu@gmail.com
3
Associate Prof. Department of Education, Islamic Azad University. Central Branch. Tehran. Iran.
AUTHOR
Darush
Noroozi
drnoroozi@gmail.com
4
Associate Prof. Department of Education , Allameh Tabatabaee University. Tehran. Iran.
AUTHOR
Abdullah, Aghazadeh, A. (2005). An Analytical Look at the Developments of the Teacher Training System in Iran. Journal of Educational Psychology, 1(1), 123-144. [In Persian]
1
Amrollah, O., & Hakimzadeh, R. (2014). A Comparative Study of the Quality Assessment System for Teacher Training in South Korea, England, and Iran. Semi-annual Journal of Higher Education, Curriculum Studies, 9, pp7-25. [In Persian]
2
Asadi, A. (2013). Investigating the Training Process of Iranian, British, and German Educators. MA Thesis, Allameh Tabatabaei University. [In Persian]
3
Azar, A. (2002). Path Analysis and Causation in Management Science. Qom Higher Education Complex Magazine, 4(15), 59-96. [In Persian]
4
Bray, M., Adamson, B., & Mason, M. (2007). Different Models, Different Emphases Different Insights. Comparative education research, In Bray M., Adamson B., Mason M. (eds) Comparative Education Research. CERC Studies in Comparative Education, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6189-9_16
5
Browne, M. W. (2001). An overview of analytic rotation in exploratory factor analysis. Multivariate behavioral research, 36(1), 111-150.
6
Daraki, S. (2005). Analytical study of the Current Characteristics of the Iranian Education System and the Comparison of its Differences and Similarities with those of Germany and Japan. Journal of Education, 84, 109-152. [In Persian]
7
Darunparvar, M. (2009). Analytical and Comparative Study of the Application of Information and Communication Technology (ICT) in the Training of Teachers in Iran, The United Kingdom, and Singapore. MA Thesis, Allameh Tabatabaei University, [In Persian].
8
Dehghani, M., Khandaghi, A., & Maghsoud et al. (2011). Analysis of the Conceptual Model in the Field of Curriculum: A Critique of Research Conducted with a Model Design Approach in the Curriculum. Journal of Fundamentals of Education, 1(1), pp 99-126. [In Persian]
9
Esmaeili, M. (2004). A Comparative Study of the Physical Education Curriculum of the Elementary Schools of Iran and the Selected Countries of the World and the Presentation of a Model. MA Thesis, Allameh Tabatabaei University, [In Persian].
10
E'zazi, M, Nourian, M, Nowruzi, D., & Khosravi, A. (2018). Designing and Validating the Comparative Model for Teacher Training Systems. Ph.D. Dissertain in Educational Management. Tehran, Islamic Azad University, South Branch, [In Persian].
11
Fahimi, Z. (2009). A Comparative Study of the Curriculum of Mathematics Teacher Training in Iran, Japan, Singapore, South Korea, and the United States. Ph.D. Dissertation, Shahid Rajaei Teacher Training University, [In Persian].
12
Farahmandian, M. (2000). Teacher Training System in South Korea and China. Roshd Moallem Journal, 155, pp 19-21. [In Persian]
13
Gefen, D., Straub, D.W., & Boudreau, M.-C. (2000). Structural equation modeling and regression: Guidelines for research and practice. Communications of the Association for Information Systems, 3(1), 2-77
14
Kline, R.B. (2011). Principles and practice of structural equation modeling. New York: The Guilford Press.
15
Kubow, P. K., & Fossum, P.R. (2007). Comparative Education Exploring Issues in international. New York: Pearson
16
Mehr Mohammadi, M. (2015). Teacher and Teacher Training in South Korea and Iran: Critique and Evaluation in the form of a Few Points. The First Conference on Teacher Training, Nasiba Campus, [In Persian].
17
Messo, M., S., Panhwar, I., A (2012). A comparative study of teacher education in Japan, Germany, and Pakistan: Discussion of Issue and Literature Review. Asian Journal of Business and Management Science, 1(12), 121-130.
18
Movahedian, M. (2010). Comparative Study of the Theoretical Foundations of Language Teaching Policies and Models in Iran, China, and Singapore, Ph.D. Dissertation, Tarbiat Modares University. [In Persian]
19
Nazeri, M. (2009). Comparative Study of Education in Japan and Iran; How did Japan Became Japan? Gozaresh Journal, 210, pp. 34-35. [In Persian]
20
Nikookar, H. (2009). Comparative Study of Selection and Training of Public Education Teachers in Iran, USA, and France, M.A. Thesis. Allameh Tabatabai University, [in Persian]
21
Ramirez Carpeno, E., Mekochi, Y. (2015). Initial Teacher Education in Japan and Spain: A comparative Study. Revista Espanola de Education Comparada, 101-127
22
Sahin, Y. Y. Oxford, R. L. (2010). A Comparative Analysis of Teacher Education Faculty Development Models for Technology Integration. Journal of Technology and Teacher Education, 18(4), 693-720
23
Safi, A. (2008). The Evolution of Teacher Education in Contemporary Iranian Education: Past, Present, and Future. Teaching and Education Journal, 96, pp. 173-200. [In Persian]
24
Sarkar Arani, M. (1994). A Comparative Study of the Education System of Iranian and Japanese Teachers, Tehran. Psychology and Educational Sciences, 2, 187-206. [In Persian]
25
Shabani, Z. (2004). A Comparative Study of the Physical Education Curriculum of Iran and Several Countries in the World. Journal of Education, 79, 121-160. [In Persian]
26
ORIGINAL_ARTICLE
A Comparative-Analytical Study of Reconstruction of Educational Activity According to Amendments of Commercial Law in Iran, France and the United States
The commercialization of education in various countries of the world is on rise; however, many aspects of it are still unknown. One of the challenges is position of educational business in commercial law, especially in difficult economic situations such as downtime. The purpose of this paper is to analyze reconstruction of educational activities with an emphasis on commercial law in Iran and selected countries from a comparative perspective. Accordingly, the research method was comparative-analytical and method of data collection is documentary. Data analysis method is a descriptive-analytical approach according to Theisen, and Adams’ categories. The findings of study showed that educational business in Iran has several legal loopholes in terms of determining legal status in commercial law. The second finding reveals that there is disagreement between ministries and various organizations of Iran regarding business nature of educational activity. In this way, the various ministries disagree with each other in deciding on commercial issues - such as bankruptcy, stopping and rebuilding educational businesses - and follow different rules. In addition, the research findings show similarities and differences between Iran and France and the United States regarding to educational trade law. The common denominator of three countries is legislator's attention to continuation of business after bankruptcy with priority of main investor. The main difference is frequent referral of Iranian legislators to civil law to settle lawsuits between stakeholders. In view of these findings, it is proposed that an educational commercial law that is independent of commercial law and civil law be prepared and approved by legislators.
https://journal.cesir.ir/article_119272_13c79a497abb9f3ee29f7bbe3bcc3762.pdf
2020-11-25
862
873
10.22034/ijce.2020.231312.1148
Bankruptcy
Commercialization of Education
Reconstruction
Stakeholders
trade law
France
USA
Shahrokh
Sayadian
shahrokh_sayadian@yahoo.com
1
PhD Student in Private Law, South Tehran Branch, Islamic Azad University, Tehran, Iran
AUTHOR
Mohammad
Saghri
mohammadsafari1945@gmail.com
2
PhD in Private Law - Retired Assistant Professor, University of Judicial Sciences
LEAD_AUTHOR
Farid
Mohseni
faridmohseni90@gmail.com
3
PhD in Criminal Law - Associate Professor, University of Judicial Sciences
AUTHOR
Alaeddini, A. & Azerbaijani, A. (2015). Explaining available strategies to prevent bankruptcy of companies in the French Trade Laws. Strategic Management Studies, 3, 66-39, [in Persian].
1
Almasi, N & Shams, A. (2017). The substantive law governing bankruptcy. Private Law Research, 5(19): 43-9, [in Persian].
2
Buchbinder D. L. (1994). Basic Bankruptcy Law for Paralegals. Aspen Law and Business
3
Dawaii, G. (2019). How was the amendment to the Commercial Code confiscated? Shargh Newspaper, September 15, available at: https://www.eghtesadonline.com/380738-), [in Persian].
4
Eghtesadgardan, (2013). Full text of the draft bill amending Iranian Commercial Code approved by Economic Commission of Parliament, Eqtesadgardan website, January 17, available at: http://eghtesadgardan.ir/en/news/22692/, [in Persian].
5
Erfani, M. (2015). Bankruptcy Business Law and Property Settlement. Tehran, Jangal Publications, [in Persian]
6
Ghasemi Pouya, A. 2004. Public Participation in Education. Tehran: Research Institute of Education, Publishing Unit, [in Persian].
7
Haji Mirzaei, M. (2020a). Provide support packages to non-governmental schools and organizations following the Corona outbreak. ISNA News Agency, May 3, available at: https://www.isna.ir/news/99020302619/, [in Persian].
8
Haji Mirzaei, M. (2020b). The law governing teachers of non-governmental schools is in accordance with laws of Ministry of Labor. Student News, May 10, available at: https://snn.ir/en/news/846275/, [in Persian].
9
Kaviani, K. (2014). Bankruptcy Law. Tehran: Mizan Legal Foundation, [in Persian]
10
Khaledi, S. (2014). Problems of Commercial Law, Dunya Eqtesad Newspaper, April 12, available at: https://donya-e-eqtesad.com/794633-, [in Persian.]
11
Kilborn, J.J. (2008). A Brief History of U.S. Bankruptcy Law & Policy for Consumers and Businesses, Research Gate, Available at: file:///C:/Users/seven/Desktop/Downloads/SSRN-id1302388.pdf
12
Iran Islamic Parliament, (2016). Conditions of Dissolution or Discontinuity of Non-governmental Schools and Centers were determined. ISNA News Agency, 28 May, available at: https://www.isna.ir/news/95022817736/, [in Persian].
13
Isaei Tafreshi, M. (2016). Analytical Topics of Business Law. Tehran: Tarbiat Modares University Press, [in Persian].
14
Jafari, P. (2010). Private sector participation in education. Tehran: Privatization Organization, Management of Studies and Planning, [in Persian].
15
Madandar Arani, A. (2014). Investigating Role of Institutions, Organizations and Individuals in Stop of Non-Governmental Schools from Perspective of Founders and Experts: A Semantic Reconstruction, Quarterly Journal of Educational Innovation, 13(51), pp. 96-72, [in Persian]
16
Madandar Arani, A. (2014). A Semantic Reconstruction of School Discontinuities: A Background Analysis. Quarterly Journal of Management and Planning in Educational Systems, 6(11). 110-88, [in Persian].
17
Madandar Arani, A, Kakia, L & Moazani, B. (2014). Investigation of factors affecting cessation of non-governmental school activities and providing a solution for it. Quarterly Journal of Education, 29(115), 126-109, [in Persian].
18
Mirzadeh, M. (2019). Non-governmental School Support Clauses Suspended, Tebyan Institute, July 20, available at: https://article.tebyan.net/466799, [in Persian].
19
Office of Support and Development of Non-Governmental Schools, (2009). Report on Performance of Non-Governmental Schools and Centers in the Academic Year2009-2010, Tehran: Ministry of Education, [in Persian].
20
Qanvati, J, Kohanmooi, A., (2010). A study of the Reconstruction Law in the United States of America and its comparison with the leniency contract, Journal of Comparative Law Research, 14( 32/33) , [in Persian].
21
Omar, P.J. (2008). International Insolvency Law: Themes and perspectives, Ashgate Publishing Company.
22
Saqari, M. (2017). Commercial and bankruptcy rights. Tehran: Anteshar, [in Persian].
23
Shokrani, M. (2019). Financial turnover of 9,000 thousand billion tomans of non-profit schools, Shahrvand Online, 3 October, Available at: http://www.shahrvandonline.ir/3744/), [in Persian].
24
Skinini, R. (2011). Business Law, Bankruptcy and Settlement of Bankruptcy. Tehran: Samat, [in Persian].
25
Sirajzadeh, B. (2015). Discontinue and Bankruptcy of Legal Entities in Iran and the United States. M.A. Thesis, Tehran: University of Judicial Sciences and Administrative Services, [in Persian].
26
Sotoudeh Tehrani, H. (2003). Business Law. Tehran: Justice, [in Persian].
27
State Cabinet, (2017a). Executive Regulations of Article (38) of Law on Establishment and Management of Non-Governmental Schools and Centers, approved in 2016. Official Website of State Cabinet, October 17, available at: http://cabinetoffice.ir/files/fa/news/1396/7/26/10668_798.pdf, [in Persian].
28
State Cabinet, (2017b). Statute of Non-Governmental Schools Development Fund, Official Website of State Cabinet, available on 26 October: cabinetoffice.ir/fa/news/2850/, [in Persian].
29
TajrLou, R. (2009). A Study of the Theoretical Foundations of Bankruptcy Law in the American and British Legal System, Quarterly Journal of Law, 40(2), [in Persian].
30
Tehranian, M. (2018). Non-governmental schools Impose of State Budgets, Tasnim News Agency, December 8, available at: https://www.tasnimnews.com/en/news/1397/09/17/1893540/, [in Persian].
31
Theisen, G., and Adams, D. (1990), “Comparative Education Research: What are the Methods and Uses of Comparative Education?” in R. Murray Thomas, International Comparative Education: Practices, Issues and Prospects, Butterworth Heinemann.
32
Zinvand, M. (2019a). There are 16,700 non-governmental schools in the country. IRNA News Agency, January 6, available: https://www.irna.ir/news/83625000/, [in Persian].
33
Zinvand, M. (2019b). 76% of students in "non-governmental schools" are children of government employees. Tasnim News Agency, 28 August, available: https://www.tasnimnews.com/en/news/1398/05/28/2077957/76, [in Persian].
34
Zinvand, M. (2020). Explain some of the activities and programs of Organization of Non-Governmental Schools and Centers, Pana News Agency, June 9, available: http://www.pana.ir/news/1075230, [in Persian].
35
ORIGINAL_ARTICLE
Intercultural Communicative Competence in High School English Textbooks of Iran and India: A Comparative Analysis
It seems that the current English textbook developers are not only interested in developing their audience's communicative competence but also willing to improve the learners' intercultural competence. This shift in instructional goals is in line with the emerging shift in the learners' need to use English as an international language rather than a second or a foreign language. It is noteworthy that there has been considerable research on the cultural content of high school textbooks in Iran; however, little attempt was done to adopt a comparative intercultural perspective to them. Having noticed the weighty contributions of the locally developed textbooks in Iran and India with regard to their expansive distribution and use among English learners, the researcher investigated Iranian high school textbooks (Prospect and Vision) and the official high school textbooks in India (Standard English) from a comparative perspective based on intercultural communicative competence emphasizing critical awareness, and discovery and interaction skills as its defining criteria. Through content analysis, the whole contents of the Iranian and Indian high school English textbooks, 12 volumes in all, were analyzed and the instances the intercultural communicative competence were quantatively recorded, classified and discussed. The results revealed that, Standard English, the textbook developed in outer circle in India, to little extent, included intercultural communicative competence, especially, critical cultural awareness. By contrast, the Iranian high school English textbooks totally were deprived of intercultural communicative competence components since there was not a plausible example of interculturally communicative tasks in Prospect and Vision.
https://journal.cesir.ir/article_119274_ab1745af0fd6e269c3f4475c095cd2be.pdf
2020-11-01
874
892
10.22034/ijce.2020.250406.1220
comparative analysis
Intercultural Communicative Competence
Iran
India
Mojtaba
Maghsoudi
maghsudi@cfu.ac.ir
1
Associate Prof. Department of English Language & Literature , Farhangian University, Tehran, Iran
LEAD_AUTHOR
Ahamdpour, S., & Kuhi, D. (2019). Attitudes towards the Efficiency of English Culture Treatment at Schools: A Case of Iranian Kurdish EFL Learners. Theory and Practice in Language Studies, 9(5), 562-570.
1
Alimorad, Z. (2014). Examining identity options in native and nonnative produced textbooks taught in Iran: A critical textbook evaluation. Research in Applied Linguistics, 5(2), 95-112.
2
Asadi, M., Kiany, G. R., Akbari, R., & Samar, R. G. (2016). Program evaluation of the New English Textbook (prospect 1) in the Iranian Ministry of Education. Theory and Practice in Language Studies, 6(2), 291-301.
3
Baghermousvai, M. S., & Nabifar, N. (2016). Cultural manifestation in Iranian Second Grade Junior High school Textbook Prospect 2: A Semiotic Analysis Study. Enjoy Teaching Journal, 4(2), 1-11.
4
Baker, W. (2015). Research into practice: Cultural and intercultural awareness. Language Teaching, 48(1), 130-141.
5
Byram, M. (1997a). Cultural studies and foreign language teaching. In B. Susan (Ed.), Studying British cultures (2nd ed., pp. 53-64). London: Routledge.
6
Byram, M. (1997b). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
7
Byram, M. (2003). Cultural studies and foreign language teaching. In B. Susan (Ed.), Studying British cultures: an introduction (pp. 57-69). London: Routledge.
8
Byram, M. (2011). Intercultural citizenship from an internationalist perspective. Journal of the NUS Teaching Academy, 1(1), 10-20.
9
Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg: Council of Europe.
10
Canagarajah, S. (1993). American textbooks and Tamil students: Discerning ideological tensions in the ESL classrooms. Language, Culture and Curriculum, 6(2), 143-156.
11
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47
12
Carey, J. W. (1989). Communication as culture: Essays on media and society. New York and London: Routledge.
13
Celce-Murcia, M. (2008). Rethinking the role of communicative competence in language teaching. In Celce-Murcia, M. (Ed.). Intercultural language use and language learning (pp. 41-57). Springer, Dordrecht.
14
Cheng, C. M. (2012). The Influence of College EFL Teachers' Understandings of Intercultural Competence on Their Self-Reported Pedagogical Practices in Taiwan. English Teaching: Practice and Critique, 11(1), 164-182.
15
Deardorff, D. K. (2006a). Assessing intercultural competence in study abroad students. In M. Bryam & A. Feng (Eds.), Living and studying abroad: Research and practice (pp. 232-256). Clevedon: Multilingual Matter.
16
Deardorff, D. K. (2006b). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of studies in international education, 10 (3), 241-266.
17
Edwards, C., & Willis, J. R. (Eds.). (2005). Teachers exploring tasks in English language teaching. Basingstoke: Palgrave Macmillan.
18
Ghiyasiyan, M., Seraj, F., & Bahreini, M. (2017). A content analysis of the ninth grade English textbook according to Iranian-Islamic culture and identity. Journal of Curriculum Studies (JCS), 11(43), 125-144.
19
Gholami Pasand, P., & Ghasemi, A. A. (2018). An intercultural analysis of English language textbooks in Iran: The case of English Prospect Series. Apples: Journal of Applied Language Studies, 12(1), 17-31.
20
Gu, X. (2016). Assessment of intercultural communicative competence in FL education: A survey on EFL teachers’ perception and practice in China. Language and Intercultural Communication, 16(2), 254-273.
21
Gudykunst, W. B., & Kim, Y. Y. (1984). Communicating with strangers: An approach to intercultural communication. Reading, MA: Addison- Wesley.
22
Hill, I. (2006). Student types, school types and their combined influence on the development of intercultural understanding. Journal of Research in International Education, 5(1), 5-33.
23
Ho, S. T. K. (2009). Addressing culture in EFL classrooms: The challenge of shifting from a traditional to an intercultural stance. Electronic journal of foreign language teaching, 6(1), 63-76.
24
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26
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In Quirk R. & Widdowson, HG “English in the world – Teaching and learning the language and literature (96-117). Oxford: OUP.
27
Khodabandeh, F., & Mombini, R. (2018). Iranian EFL Teachers' and Students' Perceptions towards the First Grade High School English Textbook (Vision1). Journal of English Language Pedagogy and Practice, 11(22), 141-167.
28
Kumaravadivelu, B. (2008). Cultural globalization and language education. New Haven: Yale University Press.
29
Liddicoat, A. J. (2002). Static and dynamic views of culture and intercultural language acquisition. Babel, 36(3), 4-11.
30
Liddicoat, A. J., & Scarino, A. (2013). Intercultural Language Teaching and Learning. London: Blackwell Publishing Ltd.
31
McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press.
32
Moradi, A., Karbalaei, A., & Afraz, S. (2013). A Textbook Evaluation of Speech Acts and Language Functions in High School English Textbooks (I, II AndIII) and Interchange Series, Books I, II, And III. European Online Journal of Natural and Social Sciences: Proceedings, 2(2), 3-23.
33
Nguyen, M. T. T. (2011). Learning to communicate in a globalized world: To what extent do school textbooks facilitate the development of intercultural pragmatic competence? RELC Journal, 42(1), 17-30.
34
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35
Sacks, H. (1975). Everyone has to lie. Sociocultural Dimensions of Language Use, 3(5), 57-80.
36
Salehi, H., & Amini, M. (2016). Critical analysis of a new English textbook used in Iranian junior high schools. Journal of Applied Linguistics and Language Research, 3(3), 42-54.
37
Shardakova, M., & Pavlenko, A. (2004). Identity options in Russian textbooks. Journal of Language, Identity, and Education, 3(1), 25-46.
38
Shirvani, K. (2014). A Comparative Evaluation of the English Textbooks Used in High Schools and Private Language Institutes in Iran. Training & Learning Researches 2(3), 243-256.
39
Shohamy, E. (2006). Language Policy: Hidden Agendas and New Approaches. London and New York: Routledge.
40
Siegel, J. (2006). Language ideologies and the education of speakers of marginalized language varieties: Adopting a critical awareness approach. Linguistics and Education, 17(2), 157-174
41
Soleimani, H., & Ghaderi, E. (2013). What do language teachers think about Interchange and American English File? Teacher’s evaluation of two ESL textbooks in Iran. International Journal of Applied Linguistics and English Literature, 2(5), 42-50.
42
Tian, J. (2013). Beliefs and practices regarding intercultural competence among Chinese teachers of English at a Chinese university. George Mason University.
43
Tomalin, B., & Stempleski, S. (2013). Cultural awareness: Resource books for teachers. Oxford: Oxford University Press.
44
Tomlinson, B. (Ed.). (2003). Developing materials for language teaching. London: A&C Black.
45
Xiaohui, H., & Li, S. (2011). Teacher Cognition of Intercultural Communicative Competence in the Chinese ELT Context. Intercultural Communication Studies, 20(1),87-93.
46
Yuen, K. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458-466.
47
Zhang, X., & Zhou, M. (2019). Interventions to promote learners’ intercultural competence: A meta-analysis. International Journal of Intercultural Relations, 7(1), 31-47.
48
Zohrabi, M., Sabouri, H., & Behroozian, R. (2012). An Evaluation of Merits and Demerits of Iranian First Year High School English Textbook. English Language Teaching, 5(8), 14-22.
49
ORIGINAL_ARTICLE
Explaining Role of Religious Education in the Face of New Millennium’s Crises: Peace as a Method of Education in the Qur'an and New Testament
Achieving peace is one of the constant human desires and one of the most important goals of religions. Contrary to this goal, many international conflicts in recent decades have had a religious aspect and have taken away peace from people around the world. In this situation, many theologians have tried to emphasize on commonalities of religions and focus their attention on a common understanding in matters such as peace and tranquility in religious sources. The present study also stems from the belief that the Abrahamic religions seek afterlife salvation and worldly peace for all humanity. The purpose of article is to explain role of religious education in the face of new millennium’s crises by emphasizing peace as a method of education in two religious books of Muslims and Christians, the Qur'an and the New Testament. The research method is historical comparative and documentary method is used to collect data. The method of data analysis is qualitative content analysis with a concise approach. The research findings show that the most important common component in theistic religions is that belief in God and religious legitimacy automatically leads to peace. Another finding is that different interpretations of the content of religious books can turn concept of peace into a tool to justify violence. The final finding is that content of Qur'an and the New Testament show that both heavenly books seek peace of man in both worlds.
https://journal.cesir.ir/article_119275_d698ff388218541445d91cc633500578.pdf
2020-11-01
893
906
10.22034/ijce.2020.239214.1182
Educational Method
Quran
International Crises
Peace
religious education
New Testament
Khadijeh
aAsil
asil2021@yahoo.com
1
PhD Student , Department of Theology, Science and Hadith, Semnan Branch, Islamic Azad University, Semnan, Iran
AUTHOR
Alireza
Saberian
saberian1425@yahoo.com
2
Assistant Prof, Department of Jurisprudence and Fundamentals of Islamic Law, Semnan Branch, Islamic Azad University, Semnan, Iran
LEAD_AUTHOR
Jafar
Taban
tabanj20@yahoo.com
3
Assistant Prof, Department of Theology and Islamic Studies, Quran and Hadith Sciences, Semnan Branch, Islamic Azad University, Semnan, Iran
AUTHOR
Ajdar, A. & Ahmadi Faraz, M. (2013) A Comparative Study of Faith in Islam and Christianity and Its Impact on Health. Comparative Theology, 4 (9) 73- 90, [in Persian].
1
American Psychiatric Association, (2020) Considering Faith, Community, and Mental Health during the COVID-19 Crisis, Available at: https://www.hhs.gov/sites/default/files/4-2-2020-mental-health-covid-final.pdf.
2
Azerbaijani, M. (2008). Psychology of religion from the perspective of William James. Qom: Research Institute and University, [in Persian].
3
Baljani, A. Khashabi, J. Amanpour, A. & Azimi, N. (2011). The relationship between spiritual health, religion and hope in cancer patients, Journal of School of Nursing and Midwifery. Tehran University of Medical Sciences, 17 (3), 2- 37, [in Persian].
4
Banfield, J. (2014), Crime and Conflict: The New Challenge for Peace building, International Alert, London, www.international-alert.org/resources/publications/crime-and-conflict.
5
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ORIGINAL_ARTICLE
A Comparative Study of Organizational Pathological Patterns: A Strategy for Iranian Organizations
The purpose of this study was a comparative investigation of organizational pathology patterns in order to provide a suitable strategy for Iranian organizations. In order to identify and classify the effective components in organizational pathological patterns and achieve a comprehensive model, we can use the analysis and comparison of existing models. The method of the present study was a qualitative comparative based on content analysis approach. The statistical population including all organizational pathology models and sample of research was selected through purposive sampling method. Data collection method documentary and data were evaluated through internal (content accuracy) and external evaluations (document accuracy). Qualitative content analysis method was also used to analyze the data. Findings reveal that in most of the existing models for organizational pathology, designers have considered dimensions such as structure, systems, goals and missions, strategies, management and leadership styles, communication and environment. In addition, the main difference among patterns is in the financial, marketing and customer orientation dimensions. Another finding of the research is that most models emphasize organizational aspects more than individual dimensions. According to the research findings, organizational decision-makers are advised to choose a model to determine and identify the pathology of their organization that has more in common with other existing models and is also more appropriate to prevalent conditions of Iranian educational organizations.
https://journal.cesir.ir/article_119276_d4e13a2737ecefef1f402f1aa9c63ce9.pdf
2020-11-01
907
921
10.22034/ijce.2020.233310.1162
organization
pattern
Pathology
strategy
Hamid
Rahimi
dr.hamid.rahimi@kashanu.ac.ir
1
Associate Professor, Department of Educational Sciences, University of Kashan, Iran, Email: dr.hamid.rahimi@kashanu.ac.ir
LEAD_AUTHOR
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37
ORIGINAL_ARTICLE
A Comparative Study of National Identity Dimensions in Educational System of Canada, France, Japan and Iran
The aim of study is to identify different dimensions of national identity in education system policies of selected countries based on Herbert Mead's theory. The present study is a qualitative, non-experimental and comparative study using George Bereday's four-step approach. The unit of observation is at macro level (countries) and sample selection strategy is "different systems, different outcomes" including Canada, France, Iran and Japan. The data collection method is documentary (upstream documents of selected countries), books and articles. For data analysis, content analysis method was used. The findings of study reveal that in Japan's centralized education system and after the Meiji Revolution, emphasis was placed on fundamental Japanese philosophy and Confucian values. In France's centralized education system, the emphasis is on training based on republican values (equality, democracy, individual and social rights and responsibilities), and in Canada - despite federal parliamentary democracy - there is no unified educational institution. In the centralized educational system of Iran, importance is given to Islamic philosophy and values. Although the past is emphasized in Iran, Japan, and France, Canada cares more about past achievements (such as the construction of railroads) than historical events. The benefit of experiences of Canada, France and Japan- in terms of the dimensions of national identity- can pave the way for policies in Iran’s education system.
https://journal.cesir.ir/article_119277_aaa0fd3328e70da977df79cae7efee00.pdf
2020-11-01
922
943
10.22034/ijce.2020.212574.1081
Confucius philosophy
education system
Federal education system
History
National Identity
Republicanism
Ferdows
Khojasteh
sf.khojasteh@gmail.com
1
PhD Student, Education Department, Islamic Azad University, Central Branch , Tehran, Iran
AUTHOR
Alireza
Assareh
alireza_assareh@yahoo.com
2
Associate Prof. Department of Education, Shahid Rajaee Teacher Training University, Tehran
LEAD_AUTHOR
Abrahim
Hajiani
ehajiani@yahoo.com
3
Associate Prof. Ministry of Science, Research and Technology
AUTHOR
Alireza
Araghieh
alireza.araghieh@gmail.com
4
Associate Prof. Departmant of Education, Islamic Azad university, Islamshare Branch , Iran
AUTHOR
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60
ORIGINAL_ARTICLE
A Comparative Study of the Educational Perspective of Charles Dickens and Houshang Moradi Kermani on Child Rights: A Case Study of Oliver Twist and the Children of the Carpet Weaving House
The word "child" indicates a new concept and one of the achievements of the new civilization, while the concept of the rights of the child is more recent. For this reason, ignoring the rights of the child has become a global challenge recently that has had its impact on art and literature. Iranian society is no exception and child rights have been approached from different angles. Since the power of literary forms such as poetry, short stories, and novels on educating people and increasing their awareness of children's rights is great, the purpose of this article is the comparative analysis of two works by Charles Dickens and Iranian writer Houshang Moradi Kermani from the perspective of children's rights. The research method is analytical-inferential and the statistical population includes all the works of the two selected authors. The research sample is limited to two books, "Oliver Twist" by Charles Dickens and Bachehaye Qalibafkhaneh [The Children of the Carpet Weaving House] by Houshang Moradi Kermani, which have been purposefully selected. The method of data collection is documentary and the method of data analysis is thematic content analysis. The research findings indicate the commonalities of the two novels in revealing children's living conditions as the main and central theme of the stories. Another common denominator of the two novels is the concern of both authors about children's rights and the identification and explanation of their problems. While Dickens's goal is to reform society in favor of child rights, Kermani has tried to awaken the conscience of the people - without creating tension - by using language of humor against exploitation of children.
https://journal.cesir.ir/article_119279_cdc20b5b115955635665dbafc6fb62f8.pdf
2020-11-01
944
957
10.22034/ijce.2020.232865.1161
Child
Educational Perspective
Law
story
Dickens
Kermani
Saeid
Rahimipour
rahimipour@yahoo.com
1
Assistant Professor, Farhangian University, English Language and Literature Department.
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