Designing the Optimal Model for Student Selection in Farhangian University of Iran

Document Type : Scientific - Research

Authors

1 Ph.D. Student, Department of Education, Islamic Azad University, Ardabil Branch, Ardabil, Iran

2 Assistant Professor of Department of Education, Islamic Azad University, Ardabil Branch, Ardabil, Iran

3 Associate Professor of Department of Education, Islamic Azad University, Ardabil Branch, Ardabil, Iran

10.52547/MPES.14.1.99

Abstract

Objective: The purpose of this study is to explain the design of the optimal model for student selection in Farhangian University of Iran.
Material & Method: The approach of the present research is qualitative and has been done using the Grounded theory method. Participants in the present study, education experts, student admissions (managers and experts) of Farhangian University, students who graduated from Farhangian University six years ago and are now employed in schools using the sampling method 27 of them were purposefully interviewed. The data collection tool was a semi-structured interview with which this number of researchers reached theoretical saturation. Strauss and Corben method was used to analyze the qualitative data.
 Result & Discussion: After open coding and formulation of basic concepts, 20 central codes in 6 selected codes were placed in the form of paradigm model. According to the results of this study, the most important contextual, causal, negotiator, strategies and consequences in choosing the optimal student selection model in Farhangian University are: current process damages, school conditions, teacher status, upstream documents, employment conditions in Society, teacher attraction in society, process-oriented selection, selection criteria, selection tools, elite recruitment and development of the educational system.

Keywords

References

Casey, C. E., & Childs, R. A. (2007). Teacher education program admission criteria and what beginning teachers need to know to be successful teachers. Canadian Journal of Educational Administration and Policy, 67, 1 – 23. Retrieved from http://umanitoba.ca/publications/cjeap/.
Charmaz. Kathy (2010). Constructing Grounded Theory ,London, SAGEpublication Ltd.
Farastkhah, Maghsoud (2016). Qualitative research method in social sciences with emphasis on "theory based on. Tehran Nashraga
Ghadampour, Ezatullah and Alaei Kharaim, Roghayeh (2015). Phenomenological study on students' experience of the student admission process in Farhangian University, Proceedings of the Second National Conference and the Ninth Conference on Quality Assessment of University Systems, Tehran: Farhangian University.
Gitomer, D. H. (2007). Teacher quality in a changing policy landscape: Improvements in the teacher pool. Princeton, NJ: Educational Testing Service.
Khani Far. Hossein, Rahmati, Mohammad Hossein, Navidadeh, Mehdi, Rostamipour, Ali (2010) Fundamentals of Fundamental Transformation, Noor al-Thaqalin Publications, Tehran.
Kossana, N. (2013). National Science Education standards and preserviceprograms in the USA. Journal of Curriculum studies (J.C.S)7 (27), 21-44.
Lew, L. Y. (2013). National Science Education standards and preservice programs in the USA. Journal of Curriculum studies (J.C.S.) 7 (27), 21-44.
Loughran, J. J. (2010). What expert teachers do: Teachers’ professional knowledge
of classroom practice . Sydney, Australia/London: Allen & Unwin/Routledge.
Loughran,J & Hamilton,M,L. (2016). International Handbook of Teacher Education. Springer Science, Business Media Singapore.
Malki, Hassan (1391). Professional qualifications of teachers. Tehran: Madrasa Publications
Mikitovics, A., & Crehan, K. D. (2002). Pre-professional skills test scores as college of education admission criteria. The Journal of Educational Research, 95, 215–223.
Nazarpour, Mohammad Taghi (1397) Architecture of learning environments based on the document of fundamental transformation of education. Quarterly Journal of Management and Planning in Educational Systems. Volume 11 Number 2 (21 consecutive), pp. 229-209
Omrani, Mohammad (2011). Challenges of teacher training in Iran. Tehran: Resala
Philip, T. (2011). Moving beyond our progressive lenses: Recognizing and building on the strengths of teachers of color. Journal of Teacher Education, 62 (4), 356–366.
Raths, J., & Lyman, F. (2003). Summative evaluation of student teachers: An enduring.problem. Journal o f Teacher Education, 54(3), 206-216.
 Shirkarami, Javad, Khodadai Ghasem (2018) Education, humanization and social reform. Journal of New Achievements in Humanities Studies. First year, 1.
Samiinejad, Bijan (2015). Designing a Model for Supplying and Training Teachers in the Islamic Republic of Iran in the Primary School and the Implications of Its Implementation. PhD Thesis, Kharazmi University, Faculty of Psychology and Educational Sciences

Files

Share

How to cite

Statistics