Search

This paper aims to study the comparative comparison of implementing school-based management in developed countries in the historical context: from theory to practice. School-based management is not by itself and objective but a valuable tool in order to reach sagacity, capabilities and the enthusiasm from most people having shares in school. Emphasizing the empowerment and the promotion of the skill levels and the abilities concerned with the member's active in the school specially the managers, the teachers, and the student's parents along with the boards motivate their endeavor toward cooperative issues. The findings show the developed countries such as England, Mexico, Australia, The U.S. etc. Making their school management decentralized and autonomous along with submitting full authority to their local councils and their parent-teacher associations have improved their school management qualities and have been able to bring all main agents in the schools into participant in decision making affairs. Of the other strategies concerning the increase in cooperative decision making and turning schools more autonomous, used by leading countries, is to self-centralize (school-based management) and also manage schools in the form as board of trustees in such countries for the managers, the board and the others involved have greater authority to manage school affairs among which countries such as England, Canada, Spain, Iran, etc. can be noted.

Purpose: The purpose of this paper is to evaluate the level of ICT (information and communication technologies) integration and usage in teachers, curricula in Iranian schools. Design/methodology/approach: The data for the study were gathered through a questionnaire administered to 160 respondents who were school teachers. In total, 154 questionnaires were retrieved. This represented approximately 96 percent return rate. The data were analyzed quantitatively using SPSS. The core of the questionnaire was analyzed using Pearson Correlation Coefficient statistical tool to determine the significant the level of ICT integration and usage in teacher's curriculum in Iran's schools. One-way-analysis of variance ANOVA was employed to test the relationships between variables and respondents' demographic profile (gender, age, qualifications and length of service). The statistical significance was set at p less than 0.05. Findings: Results showed that there were no significant differences in the overall ANOVA analysis based on the respondents' demographic information. Also, the results of the research showed that respondents were dissatisfied with the level of weak integration and usage of ICT into teacher's curricula. Originality/value: The alpha reliability of 0.87 was obtained which shows a strong reliability of the research instrument. (Contains 3 tables.)

Objective: Training capable, committed and responsive graduates to the needs of society and the health system can be considered the most important mission of medical universities. In general, accountability to the community is one of the main priorities of the health education system, so if universities want to meet the needs of the community they cover, they must design their education system based on the needs and priorities of community health. The purpose of this study is to identify the dimensions and components of Accountable education for the rehabilitation sciences Curriculum in Tehran universities of Medical Sciences. Materials & Methods: This study was conducted with a qualitative approach to identify the dimensions and components of Accountable education in Tehran universities of Medical Sciences in 2021 with the participation of 25 experts in the field of rehabilitation and using the method of content analysis through purposeful sampling. In order to collect data, semi-structured interviews of experts were used. The interview lasted between 45 minutes and 60 minutes and before the interview, the purpose of the study was explained to the participants. Data analysis based on Granheim method and also in order to evaluate the accuracy and robustness of the data, four criteria of acceptability, reliability, transferability and Guba and Lincoln. Results: The mission of Accountable education is commitment to the direction of education, research and service delivery based on the priority needs and expectations of society, which is achieved by emphasizing the direct and continuous contact of students with society at various levels. After conducting the interviews, 6 dimensions and 21 components were identified as follows and were approved by experts in the form of brainstorming. Dimensions include: 1- Society 2- Higher health education system 3- University 4- Professor 5- Student 6- Curriculum and 21 components and 136 indicators were finalized. Conclusion: The present study showed 6 general dimensions 1- Society 2- Higher health education system 3- University 4- Teacher 5- Student6-Curriculum as dimensions Accountable education play an important role in fulfilling the missions of third and fourth generation universities. The results of this study are expected to be used by institutional policymakers in the field of rehabilitation sciences in order to institutionalize Accountable education in the field of higher education in order to be able to effectively guide Curriculum towards meeting the needs and expectations of society. It is suggested that due to the importance of responsive education, more extensive studies in this field should be conducted at the level of medical universities in the country. [ABSTRACT FROM AUTHOR]

Background: Heat stress is common among workers in hot-dry areas. To take preventive strategies for the protection of workers against heat stress, it is important to choose a suitable index that can accurately explain environmental parameters relative to physiological responses. Objective: To evaluate heat stress and maximum acceptable work time (MAWT) based on physiological and environmental response in hot-dry climate among traditional bakers. Methods: The current study was carried out on 30 traditional bakers of 3 different bread baking systems in Ahvaz, Iran. Environmental and physiological parameters were measured simultaneously for a work shift. The work-rest time was also determined based on the relative heart rate (RHR) and the wet-bulb globe temperature (WBGT) index. Results: The average WBGT index was estimated to be higher than the standard limit for all baking stations. Despite the higher-than-the-recommended-limit WBGT index, there was no significant relationship between the WBGT index and physiological parameters. The results indicated a significant (p<0.05) difference between the percentages of work-rest time estimated using the WBGT and RHR index. Conclusion: Based on the results of environmental and physiological monitoring of this study as well as the limitations of the use of the WBGT index, it seems that using WBGT as a standard index would not suit heat stress management in hot-dry climates. A revision of this standard to adapt to hot climatic conditions should be in order. [ABSTRACT FROM AUTHOR]

Copyright of Educational Sciences / Odgojne Znanosti is the property of Uciteljski Fakultet u Zagrebu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)