Educational Psychology

Abstract This research aimed at studying the educational effectiveness of the meta-cognitive strategies and creativity on academic self-concept. The research designed as semi-test in two test groups and one control group by pre-test and post-test. The population consisted of female students of the 7^th grade in region 2 of Tehran city in 2014-2015.The statistical sample was composed of 54 students from which 18 students placed randomly in meta-cognition group, 18 creativity group and 18 control group. Then, DELAVAR academic self-concept pre-test performed for groups and the first test group trained as 10 sessions of 70 min by a teaching pack of TREE method(SEXESTON et al model), the second test group by researcher-made teaching pack of creativity of TOLENCE & WILLIAMS principles and control method by common teaching methods. To investigate the increased academic self-concept, the post-test were used. Data analyzed by using statistical tests such as covariance analysis. The findings have been shown to students enjoying meta-cognitive and creativity education have increased their academic self-concept significantly and this research recommended good solutions to improve academic self-concept.

Abstract Studying fulfilment processes of curriculum plans and second language teaching principles showed that grammar teaching is one of the challenging and serious subjects. Grammar is teaching-oriented, and it is based on meaning in some curriculum planning. While, in other some, grammar is fully discarded and meaning is language teaching plan .The previous study of plans and teaching principles of second language indicated forming 3 approaches in related to grammar teaching. The first approach which emerged in structuralism or grammar curriculum plans cited grammar is a basic context of curriculum planning framework of language learning plan. This approach emphasized grammar and direct education clearly. Secondly, this approach emphasized meaning and linguistic roles .Grammar teaching is discarded fully and meaning exchange is a basic part of language learning plan. Third, this approach emphasized both grammar teaching and meaning. The proofs showed that there were different approaches about grammar teaching, because of different definitions presented for this part of language. These definitions included mind grammar, linguistic grammar, descriptive grammar, standard grammar, teacher’s grammar and educational grammar. The main questions of this study asked which grammar must be taught? Which approaches are best from view of basic goals of non-native’s Persian grammar teaching? Obtaining goals are, as follows: first, it will examine fulfillment processes of language education theories, so reflecting these theories in curriculum plans of language education will be studied. Also educational grammar and its characteristics will be studied. Finally, it suggested Persian language teaching, a model for writing grammatical context and grammar teaching.

Abstract With the rapid  enhancement of science, education  has a different meaning in the world today. Here one of the most critical  issues in  education especially at elementary  grade, is paying attention to teaching methods .Teachers, as the focal issues of teaching-learning process, shall not merely give lecture and transfer information in teaching process.They should try to reinforce thinking and argumentation skills in their students and direct them toward thinking stage not just memorization. They should lead students toward the base of learning which is thinking. Of course in the teaching process of teachers there are always some  factors prevent the teacher in reach to favorable aims in teaching process. The main aim of the research is introduction to effective factors on applying teaching  methods by elementary grade teachers of Gorgan township The statistical society of the research includes all permanently employed teachers, teachers employed on teaching fee basis and contractual teachers of elementary  grade in Gorgan township mounting to 1300 persons. The sample volume has been considered based on the Morgan Formula through   sampling random  for 297 subjects(155 men and 142 women). Research plan was performed by description and measurement tool was chosen as researcher made questionnaire. By using SPSS software package, correlation coefficient for the marks of two exams was obtained as 0.613. Frequency Distribution Tables, Percentage, Diagram and Spearman  rank order Correlation   were used for data analysis. The results of theories Exam showed that: 1- There is a meaningful correlation between  personal particulars of  the teachers and applying  active  teaching methods 2-There is a meaningful correlation between structural and administrative factors  and applying active teaching methods. 3- there is a meaningful correlation between the economic, social and cultural factors of the teachers and applying active teaching methods. 4-There is a  meaningful  correlation  between factors and evaluation methods and applying active teaching methods