marjan sojoodi; Marzieh Dehghani; mohamad javadipour; Reza Zaefarian
Abstract
Idea Generation and innovation creates a favorable environment for cultivating the seeds of ideas in children's minds and creates in them a new vision for looking differently, innovation and self-efficacy; This is especially important in the curriculum of the elementary school. Based on this, the present ...
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Idea Generation and innovation creates a favorable environment for cultivating the seeds of ideas in children's minds and creates in them a new vision for looking differently, innovation and self-efficacy; This is especially important in the curriculum of the elementary school. Based on this, the present research was conducted in order to identify the fundamental factors affecting the flourishing of ideas and innovation among elementary school students. The present study is practical in terms of purpose and the research approach is qualitative and phenomenological. The sample size was 12 people and sampling was done in a targeted way. The data collection tool was a semi-structured interview. Data analysis was done using Claysey's method. The identified factors in the flourishing of children's ideation and innovation included four main factors. The first factor, "idea search tools", includes the application of idea search techniques and creative strategies, games and gamification, and innovative activities and assignments. The second factor, "mental factors" includes; Students' questioning and the power of imagination and mental imagery, the third factor "inspiring teachers and parents" includes the guiding role of the teacher, encouraging and knowledgeable parents and proactive and active teachers and the fourth factor "atmosphere and physical space" which includes the atmosphere and physical space and The governance was an atmosphere of trust and acceptance. The results of the current research show the broad angles and dimensions of ideation and innovation, and the activation of these angles through the factors identified in this study plays a significant role in realizing the goals of the elementary school and provides the ground for cultivating thinkers, active and free-thinking learners. Makes. On the one hand, searching for ideas promotes individual and social identity and independence and increases the self-confidence of elementary school students, and on the other hand, from a practical point of view, it leads to the active participation of children in educational activities and special events of the elementary school.
Hedyeh Mohamadzadeh; Afsaneh Naraghiadeh; Parvin Samadi
Abstract
IntroductionThe present research was conducted with the aim of analyzing the responsibility of primary school students from the perspective of teachers, administrators and parentsMethodThis study was qualitative in terms of applied purpose, with thematic analysis approach. The participants in the research ...
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IntroductionThe present research was conducted with the aim of analyzing the responsibility of primary school students from the perspective of teachers, administrators and parentsMethodThis study was qualitative in terms of applied purpose, with thematic analysis approach. The participants in the research were teachers, administrators and parents. The research tool was a semi-structured interview that reached theoretical saturation with 8 teachers, 7 managers and 9 parentsResultsThe results of the analysis of the theme in the teachers' section for examples of responsibility in two sub-categories: individual (personal) and class (professional); For factors affecting responsibility, there are four sub-categories of family factor, social factor, personality factor and educational factor; For the teacher's actions to make students responsible, two sub-categories of formal assignments and informal assignments; For the evaluation method, two quantitative and qualitative sub-categories were extracted from responsibility, and three short-term, medium-term and long-term sub-categories were extracted for the consequences of responsibility.DiscussionAlso, the results of the content analysis of managers' interviews for examples of responsibility under individual and group categories, to affect responsibility under family, personal, environmental and educational categories; The manager's actions for students' responsibility of team, individual, social and organizational categories were extracted and for the consequences of responsibility, two sub-categories of individual and social were extracted. In general, when a person learns from childhood to create a balance and be responsible for his potential and actual abilities and the expectations that exist from him, he will undoubtedly be successful in his educational, career and life destiny. Less confusion and failure.Since developing societies need responsible and self-sufficient people, therefore today's people must accept responsibility for their lives and destiny more than ever, and this is not possible unless the basis of education is based on increasing children's understanding. and teenagers about their role in building their destiny and quality of life, and to achieve this goal, effort and careful planning is necessary. Teaching responsibility helps children and teenagers to accept responsibility for their feelings, knowledge and behavior and also to accept that they are responsible for their health, success, relationship with others and relationship with the environment.
Akram Dehbashei; Hadi Pourshafei; Mohsen Ayati
Abstract
Many educational activities in schools are planned in order to prepare students for the future life and the ability to play different roles. The aim of the current research is to investigate and identify the effects of students' future prospects.MethodThe research approach is qualitative and its method ...
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Many educational activities in schools are planned in order to prepare students for the future life and the ability to play different roles. The aim of the current research is to investigate and identify the effects of students' future prospects.MethodThe research approach is qualitative and its method is research synthesis. The research area consists of 293 articles about the future prospects of learners, which were presented in reputable scientific journals between 1999 and 2023. The research sample includes 43 articles that were collected purposefully and were selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents. Content analysis was used for the synthesis of scientific documents and documents in the field of research. The data obtained from this research were analyzed based on coding in three open, central and selected levels.ResultsBased on the data analysis, the effects of the future perspective for learners were classified into 5 dimensions, 17 factors and 47 categories, which include the behavioral dimension (reducing stressful behavior, strengthening healthy behavior and emotional behavior); psychological dimension (motivation, self-knowledge and psychological effects); The contextual dimension (economic and social), the educational dimension (academic progress, motivation, learning independence, active evaluation, academic satisfaction and deepening of learning) and the planning dimension (planning, time management and goal setting) were classified. DiscussionThe results showed that creating an attitude of the future perspective in the learners can be the basis for many effects for the learners in the present and future times, therefore, the ground should be provided to improve and strengthen this attitude in the learners according to the curricula. come Paying attention to the perspective of the future in the three areas of the curriculum, including the intended, implemented and acquired programs, provides the background for the dynamics of educational systems in relation to the changes in society.
Somayeh Saedi; Parvin Samadi; parvin Ahmadi
Abstract
IntroductionReforming the mission of universities in the field of employment has been considered in the world for three decades. Due to the continuous social changes, education and academic research should be in the direction of solving social, economic, cultural and technological problems of society ...
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IntroductionReforming the mission of universities in the field of employment has been considered in the world for three decades. Due to the continuous social changes, education and academic research should be in the direction of solving social, economic, cultural and technological problems of society in order to be able to solve some of the issues related to employment and gaining new job competencies. The aim of this study was to validate the university curriculum model based on Fugit's employability model.MethodThe present study was conducted in terms of the type of development goal and quantitatively with a survey approach. The research instrument was a researcher-made questionnaire and the statistical population was all undergraduate students in comprehensive public universities in Tehran. Sampling was Stratified Random Sampling method. The statistical sample size according to Cochran's formula for was estimated at 384. Due to the limitations, 290 questionnaire samples were completed and entered into the analysis process. The obtained data were analyzed using analysis test. ResultsFindings indicated that adaptability to employability skills by 0.529, job identity to employability skills by 0.807 and socio-human capital to employability skills They have a positive and direct effect of 0.424. Also, content on human-social capital (0.960), teaching method on human-social capital (0.998), teaching method on job identity (0.236), evaluation method on human-social capital (1.23), Learning characteristics on human-social capital (0.247), teaching characteristics on job identity (1.39), teaching characteristics on adaptability (0.382), learning environment on job identity (13/13) 1) Finally, the learning environment affects adaptability (2.06). DiscussionThe sum of extracted elements, components and concepts provides a basic model of university curriculum based on students' entrepreneurial competencies. The higher education curriculum framework based on entrepreneurial competencies for students, while creating a new lens, forms a window through which the higher education community can look at its possibilities with a fresh perspective, and also provides this possibility. make it possible to look at the strange and normal separation of the university and other organizations and institutions outside the borders of the university with an enlightened view.
Fahimeh Ansarizadeh; Mohammad Reza Keramati; sifollah fazllolahi; Robyn M Gillies
Abstract
IntroductionOne of the active and effective approaches that has attracted the attention of researchers today is cooperative learning. In the process of implementing cooperative learning, students have the opportunity to work together in an environment in the form of small heterogeneous groups to achieve ...
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IntroductionOne of the active and effective approaches that has attracted the attention of researchers today is cooperative learning. In the process of implementing cooperative learning, students have the opportunity to work together in an environment in the form of small heterogeneous groups to achieve a common goal. In the process of implementing this approach, motivation, critical thinking, and problem solving are developed. These advantages are achieved when teachers can successfully implement this approach in the classroom. The successful implementation of cooperative learning requires that the challenges of the implementation process be minimized by using appropriate solutions. The basic question is, what is the process and solutions for implementing cooperative learning approach in elementary school?MethodThe current research was conducted with a qualitative approach and meta- synthesis method. This method examines the findings extracted from other related and similar studies. Sandelovski and Barso (2007) method was used to conduct the research. This method includes seven stages of setting questions, regular review of texts, search and selection of appropriate documents, information extraction, analysis and combination of findings. ResultsThe synthesis of existing knowledge in the field of cooperative learning process and implementation solutions shows that teachers' familiarity with the concept, methods and techniques of cooperative learning approach can provide suitable conditions for the implementation of this approach. In the process section, the teacher's actions and students' actions are emphasized, and in the solutions section, the roles of teachers and students are emphasized as two important elements of the curriculum.DiscussionIt can be concluded that five groups of stakeholders can play a significant role in the quality implementation of the cooperative learning approach: policymakers, managers, teachers, parents, and students. The findings indicate the central role of teachers and students. The role of these two groups in the cooperative learning process and its implementation solutions has been repeated with a very high frequency. In the cooperative learning process, the actions of the teacher, and the actions of the students play a key role. Teachers can effectively implement this approach through familiarity with cooperative learning, classroom planning, classroom management, and measuring student performance, and preparation and familiarity with student teamwork can facilitate the implementation of this approach, also in the solutions section, the role of teachers and students as two important elements of the curriculum has been emphasized.
nahid ajourlo; behboud yarigholi; Gholamreza Golmohammad Nazhad Bahrami
Abstract
IntroductionThe current research was conducted with the aim of presenting a high-quality education model in dense classes of elementary school students in Qazvin city.MethodTo achieve the research goal, a systematic qualitative approach and grounded theory method have been used. In order to collect data, ...
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IntroductionThe current research was conducted with the aim of presenting a high-quality education model in dense classes of elementary school students in Qazvin city.MethodTo achieve the research goal, a systematic qualitative approach and grounded theory method have been used. In order to collect data, semi-structured interviews and document review were used, and for sampling, a mixed purposeful sampling method (combination of theoretical sampling, snowball, and criterion sampling) was used. The participants of the research were expert professors of this field, managers and teachers of the first and second elementary years, managers and experts responsible for the first and second elementary years of the General Department of Education of Qazvin province and districts one and two, heads of educational groups and leaders. Sampling and semi-structured interviews continued until data analysis and exploration reached theoretical saturation after 19 interviews. In order to ensure the reliability of the research, strategies of review by expert professors and review by participants have been used.ResultsFinally, based on the research results, 23 main categories were identified. The transformation of the classroom into a moral learning community was recognized as a central phenomenon. Other categories were grouped into 5 main categories (causal conditions, contextual conditions, intervening conditions, strategies and consequences) and the relationships between them were drawn and presented in the form of a paradigm model.DiscussionAccording to the findings, the central concept of the moral learning community and the potential of social education was raised through the mutual communication of the main actors, who are in a dynamic relationship with each other, and high-quality education requires understanding their combined and separate effects. According to the findings, the central concept of the moral learning community and the potential of social education was raised through the mutual communication of the main actors, who are in a dynamic relationship with each other, and high-quality education requires understanding their combined and separate effects.Keywords: High quality of education, Student density, Class size.
Mustafa Ghazal; Mohammadali Nadi; salh sahib; faranak mosavi
Abstract
IntroductionThe process of learning and development of learners' capabilities strongly depends on the active participation of learners in education. Therefore, this study was conducted with the aim of evaluating active teaching-learning methods in developing students' abilities and then evaluating professors' ...
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IntroductionThe process of learning and development of learners' capabilities strongly depends on the active participation of learners in education. Therefore, this study was conducted with the aim of evaluating active teaching-learning methods in developing students' abilities and then evaluating professors' views on how active participation affects students' general abilities.MethodA mixed method (quantitative-qualitative) was used to carry out the study. The statistical population in the quantitative part included the students of Babylon University in Iraq, 145 people were selected as sample members using Cochran's formula and selected as sample members using available sampling method. The tool for collecting information in this section was the "Student Participation Questionnaire". Active teaching-learning methods and its effect on learners' abilities were analyzed using analysis of variance and the contribution of the investigated methods was analyzed using Chi-square test. In the qualitative part, faculty members were considered as the statistical population and the purposeful sampling method was used until the saturation point was reached (12 people). Interviews were used to collect information in this section. Faculty members' responses were analyzed using thematic analysis. ResultsAccording to the obtained results, most of the students considered active teaching-learning methods to be effective in developing their abilities. Active teaching-learning methods have led to a significant increase in learners' abilities, which shows the efficiency and effectiveness of such methods. Active learning opens the door to hands-on learning, enabling learners and instructors to investigate, think outside the box, and come up with practical solutions to problems themselves.DiscussionThis study provided first-hand information about the effect of active participation on the development of capabilities, and it shows that these effects are related to the interactions between students, professors, as well as the learning environment, which are necessary to improve the capabilities of learners.Keywords: Skills, Teaching, Active learning, Capabilities.
Fatemeh Ahmadi; rezvan Hosseingholizadeh; Mojtaba Bazrafshan Moghadam
Abstract
IntroductionThe main aim of this study is to describe the lived experiences of academic freedom members of the Ferdowsi University of Mashhad.MethodThe qualitative research method used descriptive phenomenology to reach this aim. All Ferdowsi University of Mashhad faculty members formed the study sample, ...
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IntroductionThe main aim of this study is to describe the lived experiences of academic freedom members of the Ferdowsi University of Mashhad.MethodThe qualitative research method used descriptive phenomenology to reach this aim. All Ferdowsi University of Mashhad faculty members formed the study sample, and 18 people were selected as key informants by purposive sampling. Semi-structured interviews were used to collect the required data, and Strauss and Corbin's analysis method was used to analyzing the data obtained from the interviews. Also, four criteria of Lincoln and Guba were used to validate the findings. ResultsBased on the findings, five main themes of academic freedom, including educational freedom, research freedom, individual freedom, cultural freedom, and organizational freedom, were extracted as the experiences of faculty members of Ferdowsi University of Mashhad. In the theme of educational and research freedom, the results obtained indicate the different experiences of faculty members regarding freedom and limitations in these two themes. The categories related to the individual and the perception of faculty members of academic freedom were placed under the theme of individual freedom. The theme of cultural freedom also expresses the link between social, political and societal culture and academic freedom. Finally, the theme of organizational freedom refers to the categories related to the organization and structure of the university.DiscussionIn the theme of educational and research freedom, the obtained results indicate the different experiences of faculty members regarding freedom and restrictions in these two themes. The categories related to the individual and faculty members’ perception of academic freedom were placed under the theme of individual freedom. Also, the theme of cultural freedom expresses the link between social, political and society culture with academic freedom, and at the end, the theme of organizational freedom refers to the organization and structure of the university.
Farzaneh Askary; Mohamad Javadipour; Rezvan Hakimzadeh; Keyvan Salehi
Abstract
IntroductionOverloaded curriculum is an emerging and complex phenomenon in the field of curriculum, which is considered a necessity for every educational system. Prevention of this issue requires a comprehensive investigation in terms of underlying factors and its consequences. The aim of the current ...
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IntroductionOverloaded curriculum is an emerging and complex phenomenon in the field of curriculum, which is considered a necessity for every educational system. Prevention of this issue requires a comprehensive investigation in terms of underlying factors and its consequences. The aim of the current research was to identify the predisposing factors and consequences of dense curriculum in the elementary school in order to provide solutions to deal with it.MethodThe current research is a qualitative, which was carried out by the method of Grounded theory Raised byCharmaz (2006). The participants of the research were education specialists, teachers, students and parents who were selected as a purposeful sampling in two stages of preliminary sampling (by criterion method) and theoretical sampling. Data collection was done through semi-structured interviews and the data was analyzed using the Charmas constructivist method and through initial, focused and theoretical coding. Lincoln and Guba (1985) four criteria and Charmas (2006) credit enhancement criteria were used to evaluate the quality and the methods of member check, external audit and peer review (with 89% agreement between the first and second coders) were used.ResultsIn the process of coding, four theoretical codes were obtained, according to which, the research Substantive-level theory was presented and examined in the context of Iran's primary education. During the coding process, 74 initial codes, 17 focused codes and 3 theoretical codes were extracted. The findings of the research indicated that the silo’ structure and engineering approach, the general culture of the society, haste in changing the structure and reforms, laxity in monitoring, weakness in implementation and lack of confidence in the ability of teachers were the main factors in creating an overloaded curriculum in the primary education of Iran, and the consequences hasty and personalized teaching, shallow and ephemeral learning, Attention defecit to the cultivation talent and creativity, reluctance to study and school, burnout of teachers, and ineffectiveness of education have followed.DiscussionThe results of the research showed the solutions of turning from the engineering approach to the cultural approach and involving teachers in developing the curriculum, updating the curriculum, Implementation of content piloting, reviewing the allocation of time between courses, reducing the number of textbooks and replacing them with educational packages, eliminating difficult and ambiguous contents and maintaining a balance between the breadth and depth of the content can be effective in dealing with and preventing an overloaded curriculum.
tohid ashrafzade; JAVAD mesrabadi
Abstract
IntroductionAcademic performance refers to the measurement of the learning level achieved by students and is considered a key indicator of the effectiveness of educational institutions. Academic performance is a complex phenomenon influenced by the interaction of various factors. Teaching methods is ...
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IntroductionAcademic performance refers to the measurement of the learning level achieved by students and is considered a key indicator of the effectiveness of educational institutions. Academic performance is a complex phenomenon influenced by the interaction of various factors. Teaching methods is one of these factors. A teaching method refers to a systematic approach or strategy educators employ to impart knowledge and facilitate learning among students. Over the past years, many researchers have examined the effect of teaching methods on academic performance, which yielded different results. This study aimed to analyze and combine the results of the performed studies in this field to reach a general conclusion, resolve the existing contradictions, and discover possible moderators.MethodThe present study was conducted by meta-analysis method. The statistical population was all research published in a scientifically valid journal in the country that was available in computer databases (Irandoc, SID, Magiran, Noormags) and was available in related studies between 2011-2022. Using the purposive sampling method and extensive search based on the specified keywords (Teaching methods, Teaching models, Academic performance, Academic progress) and applying entry and exit criteria, 622 studies were selected as a sample and entered the meta-analysis process. The extracted data were analyzed with CMA software. ResultsFrom selected studies as a sample, in total, 758 effect sizes were extracted 41 extreme effect sizes were eliminated in sensitivity analysis and the next analyses were performed on 717 effect sizes. The value of the “fail-safe N” statistic was obtained at 2667, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size was calculated at 0.918 in the fixed model and 1.227 in the random model. Both models were statistically significant (p<0.001). As the effect sizes were heterogeneous, Sub-components of teaching methods and teaching patterns were examined as the moderator variables. The results indicated that the effect size of teaching methods on academic performance in the information processing pattern is greater than other patterns. Also, the results indicated that in the teaching methods of information processing pattern, the effect size of the project-based learning method on academic performance is greater than other teaching methods. DiscussionThe results of the study showed that teaching methods had a significant effect on academic performance. Because of the different ways of learning and comprehending learners, it is suggested that teachers use various teaching methods.
Iraj Kalantar hormozi nejad; Gholamhossein Barkat; Manouchehr javanmardi
Abstract
IntroductionThis research aims to present a model for the physical development of secondary schools within the theoretical branch of District One in Ahvaz, aligned with the 2035 educational perspective of the Islamic Republic of Iran.MethodThe study employed a mixed-methods approach, integrating both ...
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IntroductionThis research aims to present a model for the physical development of secondary schools within the theoretical branch of District One in Ahvaz, aligned with the 2035 educational perspective of the Islamic Republic of Iran.MethodThe study employed a mixed-methods approach, integrating both qualitative and quantitative research. The qualitative component utilized the Grounded Theory methodology, involving semi-structured in-depth interviews with 16 experts in education and renovation management, selected through purposive sampling.ResultsIn the qualitative phase, the research model was developed through three stages of coding: open, axial, and selective. This model comprises six primary categories, 37 sub-categories, and 220 foundational concepts. The quantitative phase aimed to validate the qualitative findings using structural equation modeling and the Partial Least Squares (PLS) approach, facilitated by Smart PLS software. The statistical population for this phase included educational and school administrators, renovation managers, assistants, teachers, and relevant psychologists in Ahvaz. A sample size of 384 participants was determined using random sampling based on Cochran's formula. Data collection for the quantitative phase was conducted using a researcher-developed questionnaire, consisting of 37 items measured on a 5-point Likert scale. The reliability of the questionnaire was assessed using Cronbach's alpha coefficient and composite reliability, while validity was evaluated through construct validity methods (both convergent and divergent), with results confirming both reliability and validity.DiscussionThe findings from the quantitative analysis indicated that the identified main categories significantly influence the physical development of secondary schools in the theoretical branch of District One in Ahvaz, by the Perspective 2032 of Islamic Republic of Iran Egucation System. Consequently, the results suggest that the model proposed in this research can serve as a valuable resource for enhancing the knowledge and awareness of managers regarding the factors affecting the physical development of schools. It is recommended that educational and training managers, as well as secondary school administrators in the theoretical branch of District One in Ahvaz, utilize the model presented in this study to foster physical development in schools by enhancing the relationship between schools and students
maryam ghelichi; abdolreza navah; masoumeh bagheri; Sajad Bahmani
Abstract
IntroductionThe purpose of the current research is to understand the digital lifestyle of female students in Ahvaz city and the role of new technologies, especially the Internet and virtual social networks, on the digitalization of lifestyle. New technologies that have penetrated all social, organizational ...
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IntroductionThe purpose of the current research is to understand the digital lifestyle of female students in Ahvaz city and the role of new technologies, especially the Internet and virtual social networks, on the digitalization of lifestyle. New technologies that have penetrated all social, organizational and individual spaces in human societies and have affected people's daily life, work and knowledge.methodThe method used in this research is "data base theory" as one of the main methods of qualitative research. The research data was collected through in-depth interviews and theoretical sampling with 35 students and related key informants and for data analysis from the 2015 edition of Corbin and Strauss, five methods of open coding and diagnosis. Concepts, development of concepts in line with dimensions and characteristics, data analysis for the context, entering the process into the analysis and integration of categories were used.the resultAfter coding, 10 main categories and 28 sub-categories emerged from the data, and each of these main categories were fully analyzed based on the text of the interviews. The emerging paradigm includes three dimensions of conditions, action-interaction and consequences. In terms of conditions, communication means in the center of daily life, sharing; Online trust and connection, institutional chaos in the protection of users' privacy, personality-oriented components and in the dimension of interaction-interaction of the international platforms of identity development, the body as an arena for displaying the power of signals, virtual-oriented communication and In the consequences dimension, the challenges of privacy protection in digital life, digital resocialization and digitalization of everyday experiences have been formed, which after coding, in the form of 10 major coding categories and in the selective coding stage, extracting the core category of "multi-spatial" It led to the globalization of students, which is considered the central category of this research.
mahtab Asgari; mohamadjavad liaghatdar; azam Esfijani; leila heshmatifar
Abstract
IntroductionThe challenges inherent in online learning environments, such as feelings of isolation and alienation, are often overlooked. This highlights the need for special attention to fostering a sense of presence in these settings. Specifically Teaching techniques used by educators play a key role ...
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IntroductionThe challenges inherent in online learning environments, such as feelings of isolation and alienation, are often overlooked. This highlights the need for special attention to fostering a sense of presence in these settings. Specifically Teaching techniques used by educators play a key role in enhancing the learning experience and strengthening students' sense of presence. Consequently, refining and optimizing these techniques can significantly contribute to improving presence and mitigating the challenges of its creation in online settings. MethodThis research used a mixed-methods approach to investigation and validate teaching techniques aimed at creating a sense of presence in online learning environments. Initially, Data for investigation the teaching techniques were collected through content analysis of documents and semi-structured interviews with experts in the field. Data collection continued until informational saturation was achieved, with 25 documents reviewed and 14 interviews conducted. The findings were formulated into a questionnaire, which, after establishing its validity and reliability, was distributed among 83 faculty members and students from various disciplines and levels at Isfahan University through purposeful and convenient sampling for validation purposes.ResultsThe questionnaire results, with a credibility score above 0.80, were confirmed by both faculty and student groups. The findings indicated that, from the perspective of both groups, confidentiality, privacy protection, educational support, and updating online instructors, as well as starting classes with appropriate topics and dedicating a session to getting to know the students, are among the most critical techniques for creating a sense of presence, recognized with a credibility level above 0.85. Furthermore, Key techniques for enhancing presence included:-Creating intimacy with learners;- Using a simple and friendly tone;- Addressing students by name;- Referring to students' messages;- Starting classes with non-academic topics;- Utilizing emojis;- Sending congratulatory or condolence messages.DiscussionThe findings of this research can help instructional designers and educators create more engaging and effective online learning environments by focusing on techniques that foster interaction and personal connection.
Mohammad Forouhar; Naghi Radi Afsouran; Seyed Hedayatallah Davarpanah
Abstract
The present research aims to study agile learning as a leadership competency in the workplace and to standardize its measurement scale. The literature review showed that according to the theory of Lombardo and Echenberg (2000), agile learning could be identified in the four elements of mental agility, ...
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The present research aims to study agile learning as a leadership competency in the workplace and to standardize its measurement scale. The literature review showed that according to the theory of Lombardo and Echenberg (2000), agile learning could be identified in the four elements of mental agility, change agility, people agility, and results agility. Other components related to agile learning can be placed within these four elements. 217 employees with managerial experience in a governmental company in Tehran were selected using stratified sampling method. Hence, first, Kraut and Caldwell's agile learning questionnaire (2016), which included 25 items, was translated by the researchers. Then, its face and content validity was confirmed by the experts. Finally, it was completed by the participants. The results of the survey analysis showed that the construct validity of the mentioned scale, using the first and second-order factor analysis, in all the items except for seven items (9, 20, 7, 3, 10, 2, and 23), have an acceptable factor load with its related element and are confirmed. Also, all elements of the translated scale have significant correlation coefficients and have an acceptable factor load with agile learning (t≥1.96). In addition, elements of people agility and agility of results have the highest correlation coefficient, and elements of agility of change and agility of results have the lowest correlation coefficient together. Also, the results of Cronbach's alpha coefficient showed that the agile learning scale and all its elements have good reliability.The results of the survey analysis showed that the construct validity of the mentioned scale, using the first and second-order factor analysis, in all the items except for seven items (9, 20, 7, 3, 10, 2, and 23), have an acceptable factor load with its related element and are confirmed. Also, all elements of the translated scale have significant correlation coefficients and have an acceptable factor load with agile learning (t≥1.96). In addition, elements of people agility and agility of results have the highest correlation coefficient, and elements of agility of change and agility of results have the lowest correlation coefficient together. Also, the results of Cronbach's alpha coefficient showed that the agile learning scale and all its elements have good reliability.
Narges Sadat سجادیه; Mahdi Talebi
Abstract
In recent years, "autonomy" has been considered as one of the important goals of educational systems. At the same time, ambiguity about the concept of "autonomy" and its distinction from other concepts such as irresponsibility can lead to some kind of confusion in the practical world and may lead to ...
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In recent years, "autonomy" has been considered as one of the important goals of educational systems. At the same time, ambiguity about the concept of "autonomy" and its distinction from other concepts such as irresponsibility can lead to some kind of confusion in the practical world and may lead to educational fallacy. In the meantime, various thinkers have tried to clarify the concept of autonomy and its educational requirements. Dearden is one of these thinkers who has tried to provide a proper analysis of the concept of autonomy. The present research was done with the purpose of explaining, criticizing and evaluating autonomy from the perspective of the Dearden. For this reason, it has been tried to evaluate its conceptual structure expressed. In the other word, we tried to deduce necessary conceptual conditions of it. After that, considering these conceptual conditions, we endeavored to formulate some educational principles for realizing autonomy in educational environments. MethodThe methodological approach used in this research has been the concept analysis approach in the form of conceptual explanation, conceptual structure evaluation and conceptualization. In explaining the concept of autonomy in education, we endeavored to evaluate its conceptual structure based on Deardean’s view of it. Upon this, we tried to deduce conceptual necessary conditions of autonomy. In the end, based on this conceptualization and with the approach of implicit inference, suggestions have been made for the realization of educational autonomy.ResultsAfter analyzing and criticizing Dearden's view on autonomy, eight conditions were obtained as necessary conditions for the realization of autonomy. These conditions are: “thinking”, “independence”, “freedom”, “originality”, “coherence of action and thought, and “ceaseless criticism”. More over, we tried to formulate some educational principles which facilitate its realization in the educational environments. These principles are: “strengthening critical thinking as a basis for constant critical thinking”, “strengthening self-knowledge as the basis of originality”, “giving freedom as the basis of choice and independence”, “emphasazing on holistic view as the basis of coherence of thought and action”, “reciprocal view of freedom/law”, “reciprocal view of institutional facts/individual discoveries or innovations”, “gradual approach to development and emergence of autonomy” and “creating intellectual security for students and teachers”.DiscussionReflecting on Dearden's view of autonomy, we come across questions that can be used to criticize Dearden's conception of autonomy. For example, in rationality, we can distinguish between it and the use of reflective-thinking capabilities.
fateme taherpour; hadi pourshafei
Abstract
The need to pay attention to the attraction of foreign students in border universities is of great importance considering the border conditions and in order to develop educational activities outside the borders and cultural affinity with neighboring countries. Therefore, it is necessary that the universities ...
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The need to pay attention to the attraction of foreign students in border universities is of great importance considering the border conditions and in order to develop educational activities outside the borders and cultural affinity with neighboring countries. Therefore, it is necessary that the universities in the east of the country, with active human resources and a suitable border location with other countries, move towards attracting more students; Because this will expand the boundaries of knowledge, develop specialized and creative human resources, increase international cooperation, grow and develop new skills and attitudes, and increase income for the university.MethodThe approach of the current research was qualitative with the foundation's data theory strategy. Among the universities in the east of the country, two Ferdowsi and Birjand universities were selected in a targeted and accessible way. The research participants were faculty members; They were selected in a targeted and snowball method and based on data saturation, 15 people were interviewed. Data analysis was done at three levels of open coding, central coding, and selective coding. MAXQDA software was used for data analysis.ResultsThe results indicated that in explaining the effective factors in attracting foreign students, the establishment of an international unit, the existence of coherent laws, the acceptance of different cultures, the existence of communication networks, focus on basic research, modern teaching system, excellent scientific references, comfort and service facilities, Financial incentives were effective. In explaining the effective actions and strategies of the virtual unit, separate training, standard recruitment criteria, double degree, enjoying material and intellectual rights, research assistant, collaborative projects, research-oriented recruitment were achieved.DiscussionThe pattern of attracting foreign students in dual spectrums is placed in four dominant patterns; which shows which model is dominant or dominant based on the multifaceted investment model. The first model is the result of the range of academic needs (resources) and obtaining financial benefits, it is the maximum absorption model. The second model: regional recruitment: this model focuses on accepting students with cultural affinity with the social environment. The third model is elite-oriented recruitment and finally the fourth model is project-oriented recruitment.
Marzieh Farzollahi Zanjani; Mohammad Reza Sarmadi; Bahareh Azizinejad
Abstract
IntroductionFrom a long time ago, the principles of education and ethics on one hand and aesthetics on the other hand have been of special importance in the topics of philosophy. Since philosophers disagree about the amount of measure and how they relate to each other, it seems necessary to investigate ...
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IntroductionFrom a long time ago, the principles of education and ethics on one hand and aesthetics on the other hand have been of special importance in the topics of philosophy. Since philosophers disagree about the amount of measure and how they relate to each other, it seems necessary to investigate in this field. This research tries to explain the educational issues, aesthetic components and how to relate between these two from Richard Rorty’s point of view and criticizes it based on the FRDE (in the second period of high school). Then it presents a model based on the findings. MethodThe research is practical in terms of purpose and qualitative in terms of method. In this article, using Meta-Synthesis method (Sandelowski & Barroso’s model), qualitative findings related to the topic were reviewed and analyzed. Delphi method was used to determine the level of consensus among experts. The statistical population of the research was all experts and professors in the field of education. The experts were selected in the purposeful way. The research tool was Delphi questionnaire. For this purpose, a researcher-made questionnaire with a Likert scale was prepared and given to 10 professors and experts in the field of education in two stages. It’s Kendall’s coefficient of concordance was checked.ResultsThe final results of the research showed that in the current study, based on selective coding, 6 codes bring Rorty's educational views closer to the FRDE. The codes, in order of importance, include tolerance, leniency and peaceful coexistence; vitality and hope; emotion and imagination; criticism of oppression, and human rights; self-creation and recreation; and ethical culture. DiscussionTherefore, according to the research, Richard Rorty’s views about education and aesthetic aspects of that are different from the FRDE’ views. Although their perspectives are basically very far from each other, but some categories have made them close and similar together. These 6 categories show how far they can be used in educational system of Iran.
Majid Darbandi; Sayed Amin Mansouri; seyed morteza Afghah; Mostafa Mohammadi Dehchehshmeh; Sajad Bahmani
Abstract
IntroductionUniversity is a center of specialized education and a turning point in the entry of students into the labor markets and the development of various student skills. University in each country is one of the important factors in the formation of their economic, social and cultural development ...
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IntroductionUniversity is a center of specialized education and a turning point in the entry of students into the labor markets and the development of various student skills. University in each country is one of the important factors in the formation of their economic, social and cultural development policies, so the university system plays an important role in the development of countries with its outcomes and impacts. In fact educational activities in any country can be called an intergenerational investment the main goal of these investments is human development and the growth of people's awareness and abilities. The importance of this research in the ranking of universities helps politicians to address regional discrimination from this perspective with an open and more accurate view. Research results but unfortunately, it tells of an unbalanced regional distribution in academic development, which requires a review of regional policies in line with the goals of regional balanced development. MethodThe aim of this study is to examine the ranking of the provinces of Iran from the perspective of academic indicators including university teachers including faculty members with the degree of Professor, Associate Professor and Assistant Professor and non-faculty teachers, students and graduates of doctoral, master's and Bachelor’s degrees using academic indicators including academic indicators with the TOPSIS method for the academic year 2019 in 31 provinces of Iran.DiscussionThe overall result of the review of the status of university in the provinces of Iran also indicates that the number of 2 provinces of Tehran and Alborz in the advanced provinces and 29 other provinces have been considered as developing provinces, and there have been no underdeveloped provinces that are visible. The results also show that the development of 26 provinces in the field of universities was below the average, which should be given a lot of attention and on the other hand, it indicated the unbalanced development of the provinces of the country in the field of universities.
Mehrnoosh Hedayati; Nayere Dalir
Abstract
IntroductionFrom the point of view of education experts, fostering "national identity" is not achievable through memory-oriented teaching of historical or national components. Rather, this goal is accomplished through the active participation of learners and their attainment of high-level objectives ...
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IntroductionFrom the point of view of education experts, fostering "national identity" is not achievable through memory-oriented teaching of historical or national components. Rather, this goal is accomplished through the active participation of learners and their attainment of high-level objectives in both cognitive and emotional domains in Bloom’s Taxonomy. The “Community of Inquiry” is an educational procedure that provides the opportunity for active and collaborative learning by utilizing tools such as criticue, creation, and evaluation. From this perspective, the research problem focuses on investigating the possibility of teaching an objective and retrospective lesson such as “history” in Community of Inquiry; and additionally, it explores how to increase enthusiasm and connection with this identity-shaping subject through the cultivation of caring thinking in the Community of Inquiry.MethodThe research employs an Analytical-Inferential method. Analytical method provides a detailed interpretation of goals and pathology of “Hystory”, cognitive and emotional domains in Bloom’s Taxonomy, caring thinking, and community of inquiry. Based on inductive logic, the relationship between the data and beyond the data, such as predictions about future data, and general conclusions about the data were inferred.ResultsThe results of this study indicate that increasing emotional sensitivity through historical awareness, the desire to embrace national identity, selective attention to the identity-shaping concepts in the history course, enthusiastically act to understand the national history, and valuing national identity occurs through the cultivation of caring thinking in community of inquiry; and it have a positive effect on the formation of the national and historical identity among students.Discussion"Caring Thinking" is one of the higher order thinking skills that involve both cognitive and emotional goals. Lack of attention to these goals, especially in the history as an identity-shaping course, can provide the way for cultural invasion. The subject of history in schools is not merely a knowledge-based lesson, rather, it is an effort focoused on exploring sterategies for shaping a better future of human life, through objectives such as the development of student’s personality, identity, and thinking skills, and consequently in society as a whole. By employing active and reflective teaching approaches and cultivating various higher-order skills, especially caring thinking, it is possible to contribute to the formation and sustainbility of the national and historical identity of Iran's future builders.
sara shafiei baghbadrani; Mitra Ezati
Abstract
Due to the fact that digital universities use new technologies to disseminate organizational knowledge at all organizational levels, they need to identify the factors affecting the implementation and establishment of knowledge management in their organization.In this research, the factors affecting the ...
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Due to the fact that digital universities use new technologies to disseminate organizational knowledge at all organizational levels, they need to identify the factors affecting the implementation and establishment of knowledge management in their organization.In this research, the factors affecting the implementation and establishment of knowledge management in digital universities were identified. The current research was qualitative and data-based with a systematic approach. The field of study was 18 experts and experts who were selected by purposeful sampling and snowball method.In order to obtain the desired data, a semi-structured interview was taken from these 18 people, which continued until the data saturation stage. The findings of the research were categorized into five causal, contextual, intervening, strategic and consequences factors based on Strauss and Corbin's model.Causal factors include: provision of organizational infrastructure, development of knowledge management process, forward-looking view of organization and ecosystem and organizational structure. Background factors include: the potential capabilities of the organization, keeping pace with the digital transformation and adapting to the current world conditions.Intervening factors include: the distinction of human resources, the organizational field, the lack of development of information technology, the prevailing policies on the organization and the management and leadership of the organization. Strategic factors include: applying the necessary training in the organization, using incentives, creating a culture, appropriate career paths, meeting the necessary financial resources, providing monitoring and evaluation systems. The consequences are: individual effects and organizational effects.Finally, the paradigm model was presented. The central category in this paradigm model is "knowledge-oriented transformation of universities in the digital age".According to the findings of this research, in digital universities, one should not be completely fascinated by technology and forget the role of humans. In order to implement knowledge management, it is necessary for all people to do their part; Both superiors and policy makers, high managers, professors and students. Obviously, organizational managers have a more important role in this matter.For this reason, it is recommended that policymakers, organizational managers, and university professors who work in a digital or pre-digital organizational environment use this paradigm model.
mozhgan ghaneaa malati; reza saberi; rasoul eskandari
Abstract
Fractions are a fundamental concept in mathematics, serving as a building block for various mathematical operations and applications across different contexts. They are essential not only in basic arithmetic but also in higher-level math concepts such as ratios, proportions, and algebra. However, understanding ...
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Fractions are a fundamental concept in mathematics, serving as a building block for various mathematical operations and applications across different contexts. They are essential not only in basic arithmetic but also in higher-level math concepts such as ratios, proportions, and algebra. However, understanding and solving word problems related to fractions presents a significant challenge for many elementary students. This challenge arises from the abstract nature of fractions, which can be difficult for young learners to grasp, as well as the complex language often used in word problems that can confuse students.To address this persistent issue, the implementation of integrated teaching strategies within the context of fraction word problems has shown promising potential. By integrating different subjects and utilizing various teaching methods, educators can create a more comprehensive learning experience. Therefore, this study aims to explore the essential components of integrated teaching specifically for fraction word problems designed for third-grade students, grounded in the principles of visual arts, which can enhance engagement and understanding.To achieve this goal, a qualitative meta-synthesis approach was employed, allowing for a comprehensive understanding of the existing literature on the topic. Data were collected using a qualitative design based on synthesis research, following the structured seven-step approach outlined by Sandelowski and Barroso (2007). The statistical population for this study included both domestic and international research conducted from 2013 to 2023. A systematic search was performed using relevant keywords, and studies were selected through purposeful sampling based on established acceptance and rejection criteria. Ultimately, 38 articles were chosen for analysis, employing a three-stage coding method consisting of open, axial, and selective coding. The findings revealed that several components are crucial in the interdisciplinary integrated teaching of fraction word problems, particularly when incorporating visual arts principles. Key components such as conceptual knowledge, drawing, modeling, and the part-whole structure emerged as common and foundational elements. By creating practical opportunities for integrated teaching, these components can foster deep and sustainable learning experiences that are relevant to students' real lives. Ultimately, such an approach has the potential to significantly enhance students' understanding and problem-solving skills in mathematics, making the learning process more engaging and effective for young learners.
Zahra Mohammadnia; مریم محسن پور; Azam Moghadam
Abstract
Considering the high potential of reading literacy in influencing other fields of learning, reading instruction and its promotion play an important role in academic success. Therefore, the purpose of this research was to predict the reading literacy of Iranian students participating in the PIRLS 2021 ...
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Considering the high potential of reading literacy in influencing other fields of learning, reading instruction and its promotion play an important role in academic success. Therefore, the purpose of this research was to predict the reading literacy of Iranian students participating in the PIRLS 2021 based on student variables (reading self-concept, attitude towards reading) and teacher variables (school climate, school emphasis on academic success, teacher’s instructional limitations). Therefore, the present research with a secondary approach to the analysis of PIRLS data among Iranian students performed. The statistical population of Iranian students in the PIRLS 2021 consisted of 1,348,842 fourth grade students from 43,697 schools in the academic year of 2019-2020, which were selected using a two-stage stratified cluster sampling method with a total of 5,962 students from 218 school.ResultsData analyzed through hierarchical linear modeling by spss and R softwre. The findings of the study indicated that at the student’s level, self-concept had a significant relationship with reading literacy, while the variable of attitude towards reading did not have a significant relationship with reading literacy. Additionally, at the teacher’s level, none of the three variables (school climate, school emphasis on academic success, teacher limitations) had a significant relationship with reading literacy. By adding predictor variables of the student level to the model, the inter-class correlation was 0.36, which means that 36% of the variance of the reading literacy progress score derives from inter-school factors. By adding the predictor variables of the teacher level to the model, the inter-class correlation again was 0.36. It means that 36% of the variance of the reading achievement score was caused by inter-school factors, but this variance was not caused by the three variables at the second level.The results of this study highlight the importance of a self-concept in reading literacy and suggest that fostering confidence and positive attitude towards students can help them to improve their reading performance. Therefore, designing educational interventions based on improving students ‘self concept should be considered by those involved in planning educational system.
Yalda Hesari; Mohammad Hossein Heidari; Hassan Ali Bakhtiar Nasrabadi; sayyedjalal hashemi
Abstract
Analyzing Teacher Character from the Perspective of Caring Ethics: Deducing Educational PrinciplesIntroductionThe purpose of this research is to analyze and explain teacher character from the perspective of caring ethics and to deduce its educational principles.The purpose of this research is to analyze ...
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Analyzing Teacher Character from the Perspective of Caring Ethics: Deducing Educational PrinciplesIntroductionThe purpose of this research is to analyze and explain teacher character from the perspective of caring ethics and to deduce its educational principles.The purpose of this research is to analyze and explain teacher character from the perspective of caring ethics and to deduce its educational principles.MethodThis research has been conducted using an analytical-deductive method. In the analytical approach, the concepts and components related to teacher character have been analyzed and recognized in two educational and training dimensions. Then, with a progressive deductive approach, the principles of teacher character based on caring ethics have been extracted and explained.ResultsAnalyses show that the theory of caring ethics includes characteristics such as compassion and kindness to others, situational orientation, detail-orientedness, commitment to meeting the needs of others, and understanding others, the application of which can increase motivation and enthusiasm among students. The research findings show that the general character of a teacher based on caring ethics includes components such as connecting course topics with students' experiences, taking it easy in teaching, communication skills, teaching based on the needs of learners, mastery of the subject, classroom management, participatory evaluation, receiving feedback, diversity in content presentation, the instructor's knowledge of himself and the learner, interdisciplinary thinking, collaborative learning, cultivating critical thinking, receptive listening, being a role model, commitment and responsibility, establishing sincere communication, affirmation, trust, humility, patience, justice, avoiding harmful behavior, honesty, paying attention to cultural and educational differences, respect, and attention to spiritual matters.DiscussionThe derivation of the components and principles of teacher character shows the special attention of the ethics of care to the educational and training dimension of learners, because the teacher's morality, attention, and emotional support can have a significant impact on student performance and create harmony and empathy.Keywords: Caring ethics, teaching character, care, educational principles.
Amin Izadpanah
Abstract
IntroductionIn educational systems, curricula are often perceived as rigid directives that educators must strictly follow, which limits their agency and creativity. This article explores how teachers can critically engage with centralized curricula, emphasizing the ethical responsibility to adapt learning ...
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IntroductionIn educational systems, curricula are often perceived as rigid directives that educators must strictly follow, which limits their agency and creativity. This article explores how teachers can critically engage with centralized curricula, emphasizing the ethical responsibility to adapt learning experiences to meet diverse student needs. Using a philosophical critique approach, it draws on Paulo Freire's ideas of dialogue, praxis, and conscientization, promoting an auto-ethnographic method for teachers to reflect on their practice and challenge centralized norms.Method This article deals with its subject using a philosophical inquiry approach, moving between theory and practice to critique centralized curricula. It utilizes Paulo Freire's perspective and proposes educational Auto-ethnography for teachers to engage critically. Alain Badiou's philosophical concepts are employed to theorize how Auto-ethnography can address the issues of a centralized curriculum.DiscussionFreire advocates for a form of education grounded in social, cultural, and political realities, where praxis involves reflective action against injustice. This process fosters critical inquiry and deep understanding, allowing students and teachers to engage meaningfully with curricula. Auto-ethnography, a qualitative research method, focuses on personal experience and cultural context, encouraging teachers to engage in introspection and critical self-reflection. This approach enhances transparency, enabling educators to evaluate their roles and the impact of curricula on students, fostering proactive engagement rather than passive compliance. By intertwining personal narratives with cultural analysis, auto-ethnography promotes collective knowledge and transformation, aligning with Freirean principles of dialogue and critical awareness.The work of Alain Badiou offers a theoretical lens for understanding the gaps in centralized curricula. Badiou’s concept of the "Event" presents a framework for recognizing the presence and absence of knowledge in educational contexts. He asserts that true change requires recognizing these gaps and working towards redefining structures based on new truths that emerge from classroom dynamics. Auto-ethnography facilitates this recognition, encouraging teachers to engage with the complexities of their roles and cultural networks.ConclusionUltimately, the article argues for a shift in the perception of teachers from mere executors of curricula to transformative agents. Educational auto-ethnography empowers educators to embrace cultural sensitivity and authenticity, fostering a shift towards more decentralized curricula. While systemic change is challenging, engaging teachers as active participants in their educational contexts can promote a more dynamic and meaningful learning environment. Through critical reflection and self-examination, teachers can catalyze significant transformations in both their practice and their students’ educational experiences.
hossein hafezi; Fatemeh Moradian; Mohammadreza Sarmadi
Abstract
Introduction: This research was conducted with the aim of analyzing the lived experience of reflecting the personal values of teachers in the classroom management of elementary schools.Method: The present study, considering its nature and propositions, was applied in terms of purpose and qualitative ...
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Introduction: This research was conducted with the aim of analyzing the lived experience of reflecting the personal values of teachers in the classroom management of elementary schools.Method: The present study, considering its nature and propositions, was applied in terms of purpose and qualitative in terms of the type of data collected and based on a phenomenological (descriptive) approach. The research participants included 5972 elementary school teachers in Arak in the academic year 1402-03. Among these individuals, 24 teachers who had sufficient knowledge and familiarity with the research topic were selected based on predetermined criteria and criteria such as authorship of books and related scientific and research activities using a purposive sampling method with an emphasis on theoretical saturation of the data. The research data collection tool was semi-structured interviews. Thematic analysis method was used to analyze the data in this research.Results: In the process of coding and analyzing data on important teacher values in the classroom, twelve primary open codes were identified, including self-confidence, cheerfulness and positive energy, creating a conducive psychological environment for learning, respecting students' rights, respectful and humane interaction, valuing individual differences and needs, commitment to effective teaching, observing ethical principles in teaching, adherence to professional principles, and using digital tools to enhance learning. These codes were then transformed into secondary open codes such as teachers' psychological values, teachers' social and human values, teachers' educational and professional values, and values related to the use of technology in teaching. Regarding the conditions and conditions for considering teachers' personal values in the classroom, twenty initial open codes were identified, including flexibility, respect and empathy, ability to communicate effectively, sensitivity to students' individual needs, respect for students' rights, honesty, transparency in behavior, observance of justice and fairness, observance of laws and regulations, transparency in managerial behavior, commitment to educational principles, time and space management, cooperation with colleagues, cooperation with parents, development of team spirit in the classroom, shared responsibility in the learning process, cooperation and accountability. These codes were then transformed into secondary open codes such as teachers' personal and social characteristics, ethical considerations in classroom interactions, managerial and organizational considerations in the classroom, teamwork and collaboration in the educational environment, and attention to educational technologies.Discussion: These findings show the importance of paying attention to teachers' personal values in improving classroom management and the teaching process.
reza jafari harandi
Abstract
according to what was said, this research was conducted in order to answer the question, is the method of teaching mathematics based on Fulen's approach effective on the creativity and academic progress of elementary school students ?The research method was semi-experimental with a pre-test-post-test ...
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according to what was said, this research was conducted in order to answer the question, is the method of teaching mathematics based on Fulen's approach effective on the creativity and academic progress of elementary school students ?The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population was male students of elementary school in Isfahan city in 2022. From the six districts of Isfahan city, one district and from that district an elementary school for boys were randomly selected and from that school, two fourth grade classes, each with 31 students, were randomly considered as experimental and control groups. The math scores of the students of the previous semester of two classes were recorded and in the next step they were asked to complete the creativity questionnaire (TTCT). In the following, the experimental group was taught this subject in one academic semester according to the math teaching method based on Fulen's approach, while the control group received conventional education. Finally, after the end of the academic semester, the post-exam was conducted. Data analysis was done using SPSS software and the method of covariance analysis .The results showed that by controlling the pre-test scores of both groups, the math teaching method based on Fulen's approach to creativity and learning progress is significant and this teaching method increases the creativity and learning progress of students in math lessons. The results of the eta coefficient show that 51.9% of the difference in creativity and 47.2% of the difference in academic progress between the two control and experimental groups was caused by the method of teaching mathematics based on the Fullen approach (p<0.001) .Therefore, the method of teaching mathematics based on Fulen's approach can be used as an efficient method in elementary school mathematics education .
Mostafa Hosseini; Mehdi Mohammadi; Qasem Salimi; Maryam Shafiei Sarvestani; Massoumeh Mohtaram
Abstract
IntroductionOrganizational tasks are becoming more dynamic and decentralized, and this characteristic requires organizations to rely on their talented employees to identify and solve problems. This has led to the fact that the level of proactivity and initiative of this group of employees becomes a determining ...
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IntroductionOrganizational tasks are becoming more dynamic and decentralized, and this characteristic requires organizations to rely on their talented employees to identify and solve problems. This has led to the fact that the level of proactivity and initiative of this group of employees becomes a determining factor of the success of the organization, because it can lead to the effectiveness of the organization and increase the quality of its performance. proactive behavior is self-directed and future-oriented action in an organization in which the individual intends to make changes in various dimensions, including changes in the situation (for example, introducing new ways of working, influencing organizational strategy) and or change within oneself (eg, learning new skills to cope with future demands). This feature highlights both a future focus (anticipation) and a change focus (taking control). Employees with proactive behavior play an active role, try to change/shape their work environment and react to the events that happen to them by adopting different behaviors.MethodDue to the fact that in this study, the explanation of Shiraz University's talent magnet model and the proactive behavior of its faculty members has been discussed, the research method is a correlational descriptive method. The statistical population of the research included faculty members of Shiraz University. 168 people were selected by random stratified sampling method from all academic staff members. To measure the level of talent magnet in Shiraz University, the university talent magnet scale (Mohammadi, Hosseini, Salimi, Shafi'i Sarvestani & Mohtaram, 2024) was used. To measure the proactive behavior of faculty members from the 11-item proactive behavior scale of Marler (2008) and Yi (2009); Bolino (2010) and Belschak, Den Hartog, & Fay (2010) were used. To analyze the construct validity of this scale, exploratory factor analysis was performed using principal component analysis with varimax rotation. One-sample t-test, Pearson correlation coefficient, and structural equation model were used for data analysis.ResultsThe results of this section showed that Shiraz University has a relatively good ability to magnet talent and the faculty members of Shiraz University have performed optimally in the dimensions of group and individual proactive behavior. In general, university talent magnet is a positive and significant predictor of proactive behavior of faculty members. Based on the structural equation model, with the increase in the university's ability to magnet talent, the individual, group and organizational proactive behavior of faculty members increases.
Masume Kiyani; seydeh chenoor hashemi
Abstract
IntroductionThe purpose of the current research is to exploring the concept of child's agency and examine its place in the Document of the Fundamental Transformation of Education. Method:This is a qualitative research. The descriptive-analytical method was used to explain the concept of child's agency, ...
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IntroductionThe purpose of the current research is to exploring the concept of child's agency and examine its place in the Document of the Fundamental Transformation of Education. Method:This is a qualitative research. The descriptive-analytical method was used to explain the concept of child's agency, and the analytical-inferential method was used to examine the position of the concept of child's agency. Results: The findings showed that the components related to looking at the child as an agent are: will and authority, freedom, being a thinker, being a doer; Child agency in the teaching-learning process regarding components such as children's active participation, possibility of selection by the child, lifelong learning, paying attention to the student-centered approach; And childs agency in the evaluation process refers to components such as formative evaluation, participation in evaluation, individual differences in evaluation, and self-evaluation. In the second part, the amount of attention to the components related to the view of the child as an agent in the Fundamental Transformation Document are: authority and will, (31.51 percent), freedom, (26.31 percent), being a thinker (17.10 percent) and being a doer (5.26 percent); The amount of attention to child agency in the teaching-learning process in the Fundamental Transformation Document are: active child participation (18.04 percent), child choice (21.05 percent), lifelong learning (6.01 percent), interaction between students and teachers (18.79 percent), paying attention to the student-centered approach (21.05 percent); The amount of attention to childs agency in the evaluation process in the Fundamental Transformation Document are: formative evaluation (35 percent), participation in evaluation (5 percent), attention to individual differences in evaluation (10 percent), and self-evaluation (40 percent).Discussion:Child agency is essential for early learning and that children have the right to autonomy and freedom and to fully participate in and influence the issues related to them. Due to the importance of this issue, it is expected that those involved will pay more attention to the child's agency in the upstream documents of education. Not hearing the voice of the students and not considering their abilities and controlling the children's freedom and authority too much can cause irreparable damage.
Hamid Ahmadi Hedayat; Behnam Rasouli
Abstract
Post-phenomenology of Human-Artificial intelligence Collaboration in Instructional designIntroductionThis study investigates the post-phenomenology of human-Artificial intelligence collaboration in Instructional design. Given the recent advancements in artificial intelligence technologies, the research ...
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Post-phenomenology of Human-Artificial intelligence Collaboration in Instructional designIntroductionThis study investigates the post-phenomenology of human-Artificial intelligence collaboration in Instructional design. Given the recent advancements in artificial intelligence technologies, the research aims to analyze the role of these technologies in enhancing educational processes and Instructional design. The study seeks to identify the impacts of Artificial intelligence on the components of Instructional design from a post-phenomenological perspective.MethodThe research comprises three main stages:Literature Synthesis: In this phase, six reputable databases were reviewed, and 20 relevant studies were selected based on specific criteria.Survey: A checklist containing 14 questions was used to gather opinions from 20 experts in educational technology and philosophy of education. The designed checklist included components such as needs analysis, content, feedback, and interaction.AI-Assisted Search: In this section, various Artificial intelligence software tools were utilized to collect information and analyze data. The data were coded using thematic analysis methods.ResultsThe findings indicate that AI can play a significant role in each component of Instructional design, particularly in areas such as needs analysis, content, feedback, interaction, and evaluation. Various mediating relationships between humans and AI, including embodiment, hermeneutics, and alterity, were identified.DiscussionThis study demonstrates that integrating AI into Instructional design can enhance interactions between learners and educational environments. Based on the findings, it is suggested that Instructional designers actively utilize AI as a strategic tool. This approach can lead to the creation of personalized and optimized learning experiences. Additionally, the findings emphasize the need to address the ethical and social dimensions of using AI in education. Ultimately, this research opens avenues for future investigations into human-AI collaboration in Instructional design and contributes to a deeper understanding of the impacts of this technology on the learning process.Keyword: Instructional design, phenomenology, human-technology relationship, artificial intelligence
Fateme Jafarpoor; Mohammad Ali Mazaheri Tehrani; Saeed Ghanbari; Jalil Fathabadi
Abstract
IntroductionThe quality of the teacher-student relationship is pivotal in influencing academic and non-academic student outcomes. Recognizing its significance, numerous programs have been designed and implemented globally to enhance this relationship. This meta-analysis aims to evaluate the effectiveness ...
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IntroductionThe quality of the teacher-student relationship is pivotal in influencing academic and non-academic student outcomes. Recognizing its significance, numerous programs have been designed and implemented globally to enhance this relationship. This meta-analysis aims to evaluate the effectiveness of these programs and identify critical moderators that influence their success.MethodA meta-analytic approach was employed, adhering to the PRISMA guidelines to ensure a systematic and comprehensive review. Programs were selected based on stringent inclusion and exclusion criteria from national and international electronic databases. The screening process yielded 24 eligible studies, contributing 55 effect sizes. The data were analyzed using CMA3, and a random effects model was applied to determine the overall effect size.ResultsThe overall effect size was 0.246, calculated using a random effects model. This moderate effect size indicates a meaningful, yet relatively limited, change in the quality of teacher-student relationships. The moderator analysis did not find significant effects of factors such as gender, the nature of the program (individual or group), or the study design (randomized controlled trial or quasi-experimental). However, programs implemented in elementary schools showed higher effectiveness compared to those in preschool settings. A notable finding was the scarcity of programs targeting middle and high school students, highlighting a gap in the literature.DiscussionThe findings showed that current theoretical frameworks like attachment theory may not fully address the diverse needs of students across different cultures and developmental stages, pointing to the need for further refinement. Notably, the analysis found that while elementary school programs are more effective, there is a significant lack of programs designed for middle and high school levels, highlighting a global challenge in addressing teacher-student relationships beyond early education. While other countries may lack programs for middle and high schools, Iran has a critical gap in implementing programs, even at the preschool and elementary levels. Moreover, the existing programs, primarily developed in Western contexts, can only be directly applied to Iranian schools with proper cultural adaptation. This underscores the importance of designing culturally relevant programs or modifying existing ones to align with Iran's unique cultural, social, and educational needs. Developing tailored programs could bridge this gap and improve educational outcomes across various developmental stages. The findings of this study are significant for researchers, policymakers, and teachers, offering insights to enhance teacher-student relationships and improve educational programs.
heshmatollah nazari; Ebrahim Talaee; Javad Hatami; Abdolzahra Timas
Abstract
Introduction: A writing rubric is a type of guideline that outlines the criteria and levels of performance for a writing-specific task. The research discussed in the passage focused on designing and validating a rubric specifically for writing in upper elementary school.Method: The study was generally ...
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Introduction: A writing rubric is a type of guideline that outlines the criteria and levels of performance for a writing-specific task. The research discussed in the passage focused on designing and validating a rubric specifically for writing in upper elementary school.Method: The study was generally a type of measurement research, specifically a type of scaling research. The study explains the methods and main stages of designing and implementing a scale in detail.Results: After reviewing the rubrics used in primary education and determining custom rubrics for different types of writing (descriptive, narrative, explanatory, and argumentative), the researcher extracted the objectives of the Persian language curriculum in the field of writing. Then, from among the components of each type of writing, they selected general components and finally designed a 9-component rubric. After designing the rubric, its validity was examined.Discussion: The lack of a standard rubric for writing is one of the reasons for the unclear situation of elementary school students writing skills in Iran. The presence of a rubric not only provides a clear view of the student's writing skills but also makes them aware of the expectations and goals of the writing curriculum. This awareness leads to an improvement in their writing skills.Introduction: A writing rubric is a type of guideline that outlines the criteria and levels of performance for a writing-specific task. The research discussed in the passage focused on designing and validating a rubric specifically for writing in upper elementary school.Method: The study was generally a type of measurement research, specifically a type of scaling research. The study explains the methods and main stages of designing and implementing a scale in detail.Results: After reviewing the rubrics used in primary education and determining custom rubrics for different types of writing (descriptive, narrative, explanatory, and argumentative), the researcher extracted the objectives of the Persian language curriculum in the field of writing. Then, from among the components of each type of writing, they selected general components and finally designed a 9-component rubric. After designing the rubric, its validity was examined.
Ali Noferesti; Bakhtiar Shabani Varaki; Rezvan Hosseingholizadeh
Abstract
IntroductionThe educational organization, a crucible for managing teaching and learning processes across the annals of human societies, has undergone two distinct epochs marked by the Industrial Revolution since ancient Greek times. In the contemporary era, amidst the ramifications of the Industrial ...
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IntroductionThe educational organization, a crucible for managing teaching and learning processes across the annals of human societies, has undergone two distinct epochs marked by the Industrial Revolution since ancient Greek times. In the contemporary era, amidst the ramifications of the Industrial Revolution, the educational organization grapples with challenges, prompting a critical reexamination of its conceptual underpinnings.MethodThis study embarked on an exhaustive exploration of the developmental trajectory of the educational organization concept from ancient Greece to the present through meticulous document reviews. Subsequently, employing a conceptual analysis method, a novel perspective on the educational organization emerged.ResultThe investigation traces the evolutionary phases of the educational organization, unveiling two historical periods characterized by turbulence and dependence. In the pre-industrial revolution era, the educational organization lacked distinct characteristics, and education was dispersed among various institutions and individuals. Post-industrial revolution, under the influence of management theories and organizational structures, the educational organization assumed a more defined form. An alternative interpretation of the educational organization is posited using the neurophenomenological approach to learning and cognition.DiscussionIn our redefined paradigm, the "place" element expands in both environment and society, "time" sheds its constraints, the definition of the "learner" becomes contingent on learning conditions, paths, time, and place, and the concept of the "teacher" transcends a mere human role to encompass anything facilitating the learning process. The "teaching-leadership method" undergoes a transformation from static to dynamic, monophonic to polyphonic, and centralization to decentralization. The innovative educational organization aspires to reintegrate the elements of "humanity" and "life" into the educational realm.This study contributes to the ongoing discourse on educational organization evolution by presenting a nuanced perspective that accommodates contemporary challenges. The proposed redefinition, drawing from neurophenomenology, opens avenues for dynamic, inclusive, and decentralized educational practices, fostering a holistic approach that prioritizes the fundamental elements of "humanity" and "life" within the educational sphere.
Hassan Jorfi; gholamhossien ebadi
Abstract
IntroductionLearning is a fundamental and adaptive function for humans. Compared to other creatures, humans are more flexible learners who actively acquire knowledge and skills. Currently, science refers to new concepts in the learning process that require the development of cognitive capabilities and ...
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IntroductionLearning is a fundamental and adaptive function for humans. Compared to other creatures, humans are more flexible learners who actively acquire knowledge and skills. Currently, science refers to new concepts in the learning process that require the development of cognitive capabilities and abilities, problem solving and reasoning power. When it comes to education, concepts such as teacher and especially teaching appear far more than other related topics. Based on this, one of the biggest goals of today's education systems is to develop and change teachers' teaching methods in order to provide conditions for learners to acquire knowledge and information through research methods instead of direct information transfer. The aim of the current research was to investigate the effectiveness of the teaching method based on the constructivist approach on motivation to progress, academic progress and reading performance of fifth grade students in Ahvaz city. MethodThe current research design is a semi-experimental type of pre-test-post-test-follow-up with experimental and control groups. The statistical population of the research includes all fifth grade male students of Ahvaz city in the academic year of 1402-1403, who were selected through the multi-stage cluster sampling method of two classes (25 people in each class) and were randomly assigned to two experimental and control groups. The research tools included Hermans (1970) achievement motivation questionnaire, Pham and Taylor (1999) academic achievement questionnaire and Karami Nouri and Moradi (2007) standard test of reading performance and dyslexia, the number of sessions and teaching topics were the same in both classes and only in The teaching method that has been applied has been different. In the first group, the teaching method was based on constructivism and in the second group, the lecture method was implemented. In this research, in order to test the hypotheses, repeated measures variance analysis has been used.ResultsThe results showed that the constructivist teaching method is effective in improving students' progress motivation, academic progress and reading performance.DiscussionThe teaching method based on the constructivist approach is an effective method in motivating progress, academic progress and reading performance of students. It is suggested to consider teaching courses based on constructivism approach for teachers. One of the limitations of this research was that some teachers showed a little resistance to new teaching methods due to getting used to traditional methods.Keywords: The Teaching Method based on the Constructivist Approach, Motivation to Progress, Academic Progress, Reading Performance
javad pourkarimi; mahsa azizi; seyed hosein mousavi
Abstract
IntroductionIn today's rapidly changing world, teachers play a crucial role in fulfilling and promoting educational objectives. The present research was conducted with the aim of identifying the self-development competencies of teachers.MethodThe present research used a qualitative approach and a meta-synthesis ...
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IntroductionIn today's rapidly changing world, teachers play a crucial role in fulfilling and promoting educational objectives. The present research was conducted with the aim of identifying the self-development competencies of teachers.MethodThe present research used a qualitative approach and a meta-synthesis method. All scientific documents found between the years 2016 to 2023, totaling 267 scientific documents, form the population of this research, which were found in seven foreign databases and four domestic databases. Ultimately, 22 scientific documents were selected and analyzed after reviewing their titles, research methods, and findings. The analysis of the findings was conducted using thematic analysis method, and in order to control the research quality, the analysis and review of documents were meticulously documented; furthermore, the Critical Appraisal Skills Program (CASP) tool was used to evaluate the quality of the findings by expert evaluators. ResultsThe self-development competencies of teachers were categorized in five dimensions of skills, abilities, knowledge, attitudes, and personal and professional organizational characteristics. The skill domain encompasses components of professional self-regulation, leadership in the teaching-learning process, professional networking, self-directedness, and technological skills. The ability domain includes components of self-awareness, self-management, self-motivation, cognitive and emotional maturity, and the knowledge domain consists of pedagogical knowledge and extrinsic organizational knowledge. Enthusiasm for change and improvement, and occupational motivation are components included in the attitude domain. Personal and ethical professional and organizational characteristics are also identified components in the characteristic’s domain. In conditions of continuous changes and turbulent educational environment, the key to the quality of the teaching-learning process and the professional advancement of teachers is the Self-Development competence.DiscussionThis research discovers the components of self-development competency, its results can be used to recruit and educate competent teachers and can be helpful in teaching and learning. In the conditions of continuous changes and a turbulent educational environment, self-development competence is the key to the quality of the teaching-learning process and the promotion of the professional status of teachers.
reza masouminejad
Abstract
IntroductionThe present study was conducted with the aim of identifying and explaining the concept of " reparation Narrative " in order to form the true self of teachers in the curriculum based on autobiographical identity. MethodIn terms of the data collection method, the research is of a qualitative ...
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IntroductionThe present study was conducted with the aim of identifying and explaining the concept of " reparation Narrative " in order to form the true self of teachers in the curriculum based on autobiographical identity. MethodIn terms of the data collection method, the research is of a qualitative type with an exploratory nature. In this study, in the framework of the qualitative approach, the narrative research method was used with an emphasis on thematic analysis.The research field included 12 teachers with experience between 5 and 20 years in West Azerbaijan province in the academic year of 1402-1403, which was selected by the purposeful sampling method of the desired type and data collection continued until its saturation. In line with the implementation of the research, reparation narrative was Description and explained as an open attitude of continuous improvement in the teaching activities for teachers. In order to collect information, in-depth narrative interviews were used, in which the teachers' personal experiences were emphasized individually, in such a way that the teachers based on the nature of subjective experiences of lesson concerns, which are considered a stimulus for more activity, draw a work plan in line with resolving the deficiencies and compensating them in the form of narratives were discussed in a reflective manner. To validate the obtained findings, techniques such as researcher self-review, member control method and systematic comparison method were used in data recording.ResultsThe findings showed that 7 components of publishability, comprehensibility, self-discourse, philosophizing, intellectual property, motivationalism, and teacher conceptualization are the main codes, which are effective with 21 core codes and 131 primary codes in the framework of the reparation narrative process in the direction of the real self-development of teachers in curricula. Therefore, as reparation narrative deals with the development and completion of the real self of teachers, it gradually makes the goals of the ideal self a part of the real self by achieving its components, an identity that was defined before, but with the passage of time and the compensation of teaching capabilities It becomes real and forms the autobiographical nature.DiscussionThe results show that the educational system should seek to develop the narrative skills of teachers as a developing mentality in the field of curriculum activities and try to define the reparationary nature of the narrative in the framework of the process of recreating the role of teachers in the curriculum.
Zargham yousefi; Tahereh Azmsha; maryam karimi; Esamaeel Veisia
Abstract
Introduction:In order to achieve important goals in the field of physical education, the country's education and training organization needs teachers with strong communication skills, high social skills, motivated and creative teachers to implement the set programs and realize the objectives of the physical ...
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Introduction:In order to achieve important goals in the field of physical education, the country's education and training organization needs teachers with strong communication skills, high social skills, motivated and creative teachers to implement the set programs and realize the objectives of the physical education lesson.Method: In this research, the mediating role of communication skills in the influence of metacognitive beliefs on the creativity of physical education teachers was investigated. This research was of applied research type and in terms of purpose, it was descriptive-correlation type of structural model type, which was conducted in the field and using a questionnaire. The statistical population of the research included all physical education teachers of the first secondary school in the 4 regions of Ahvaz city, numbering 425 people; According to the table of Karjesi and Morgan, the statistical sample was determined as 182 people. The sampling method in this research was relative random. The data collection tools include 3 standard questionnaires of seven communication skills (Qassimi, 2017), the creativity questionnaire of Lee et al. (2014) and the questionnaire of Beyer's metacognitive beliefs (2011), which were used after checking validity and reliability. In this research, descriptive statistics were used in order to organize, summarize, classify the raw scores and describe the sample sizes, and in order to analyze the data, first the assumption of using modeling, i.e. the collinearity test, was examined, and then in order to test the hypotheses from the structural equation modeling method and specifically from Partial least squares approach was used using Smart-PLS and SPSS software.Results: The results of the research showed that metacognitive beliefs have a direct and significant effect on the communication skills of physical education teachers in Ahvaz. It was also found that metacognitive beliefs have an effect on the communication skills of physical education teachers in Ahvaz city and communication skills had a direct effect on the creativity of physical education teachers in Ahvaz city by 0.38.Discussion: According to the results of the research, holding conferences, workshops and training courses to improve the abilities and creativity of physical education teachers to succeed in teaching and achieve educational goals, as well as planning to design a system for selecting physical education teachers based on appropriate personality traits and planning It is recommended to select and employ teachers with creative talents and communication skills.
Saeed Azadmanesh; Hamideh Khademi
Abstract
The concept of childhood has been the subject of much debate and discussion throughout history. There is no single definition of childhood that is universally accepted, as the concept has evolved over time and varies across cultures. However, there are some common themes that emerge in discussions of ...
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The concept of childhood has been the subject of much debate and discussion throughout history. There is no single definition of childhood that is universally accepted, as the concept has evolved over time and varies across cultures. However, there are some common themes that emerge in discussions of childhood, such as the idea that childhood is a time of innocence, play, and learning. In recent years, there has been growing interest in the study of the characteristics of Generation Z and Generation Alpha. These two generations are the first to grow up in the digital age, and their experiences and perspectives are significantly different from those of previous generations. The people of this generation are connected to each other through digital devices and social media. They are the first generation to have known the world with the possibility of having infinite information and the opportunity for infinite connection in the digital age. Technology is deeply intertwined in the lives of this generation. They take for granted the internet, networks, and related digital tools, and have incorporated technology and online activities into everything. As Generation Z and Alpha become the main audience for current and future education, it is crucial to understand their unique characteristics in order to organize education, especially in childhood. Considering this necessity, this research aims to reflect on the concept of childhood in light of the characteristics of these two generations. Using the Conceptual Analysis, we identified ten key characteristics such as “Real Life in the Virtual World”, “Acceptance of New Virtual Behavioral Codes”, “Fluid and Multifaceted Identities”, “Continuous and Lifelong Learning” and “Individualism and Social Isolation versus the Extent of Virtual Interactions”. Based on these traits, we called the concept of childhood as “Netizen” or “Networked Child” which includes conceptual components; “Virtual-Real Dual Life”, “Experience of Living in a Pluralistic World”, “Self-Learning and Self-Articulating” and “Social Isolation within Group Activity and Cooperation” are four conceptual components. Finally, we conclude that “Recognition of the Virtual World in Childhood Education” is essential in educational interaction, ignoring it can create a fundamental gap in the education process and even more importantly lead to the disappearance of childhood.
Aَbbas Ramezani; Ladan Hajianvari
Abstract
IntroductionGeneration Z and Alpha consist of students who, regardless of the legal working age, have not waited to graduate from school. They are actively involved in various capital markets such as Forex, cryptocurrencies, and other new businesses. These include influencer marketing, digital network ...
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IntroductionGeneration Z and Alpha consist of students who, regardless of the legal working age, have not waited to graduate from school. They are actively involved in various capital markets such as Forex, cryptocurrencies, and other new businesses. These include influencer marketing, digital network marketing, internet advertising, etc. Despite the growing interest of students in new businesses and the capital market, and recognizing the importance of exploring this trend, there is a remarkable lack of research in this area. For this reason, the current study aims to identify the factors influencing students' tendency towards new businesses and the capital market.MethodThe current applied research employs a mixed-method, specifically a sequential exploratory type. The research is based on the philosophy of pragmatism. In the qualitative section, semistructured interviews were conducted with 27 experts in the field and students actively engaged in these areas. They were selected through targeted snowball sampling, and after reaching data saturation, the interviews were concluded and themes were analyzed. Based on the insights from the qualitative phase, a researcher-developed questionnaire with 25 items was formulated for data collection in the quantitative section. The quantitative portion of the research focused on a population of 18,357 male and female high school students in Zanjan city during the academic year 2023-2024. A sample of 376 individuals was selected using proportional stratified random sampling based on Cochran's formula. The data from the quantitative part were analyzed using SPSS software version 27 and exploratory factor analysis. Subsequently, a final research model was developed using path analysis.ResultsSubsequently, in consultation with experts, appropriate names were assigned to the variables, leading to the identification of factors shaping students' preferences for new businesses and the capital market. The factors influencing students' interest in new businesses and the capital market encompass individual, economic, demographic, social, technical-technological, and family-related factors.DiscussionThese findings emphasize the multifaceted and diverse nature of the influencing factors, highlighting the necessity for collaboration among economic, cultural, and educational planners to address this phenomenon effectively and in a logical manner. Considering the focus of this research on the factors affecting students' tendency towards new businesses and the capital market, it is suggested that future researchers test the model of this research in a new sample (validation sample) to assess the quality and validity of the model.
Leila Mahooti; Jahanbakh Rahmani; Zohreh Saadatmand; Mozhgan Arefi
Abstract
The study conducted at two levels of design and validation and based on a qualitative method of an exploratory design and from the point of view of the method of data collection, is in the category of descriptive-analytical research. The scope of the research in the qualitative section was 186 articles ...
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The study conducted at two levels of design and validation and based on a qualitative method of an exploratory design and from the point of view of the method of data collection, is in the category of descriptive-analytical research. The scope of the research in the qualitative section was 186 articles published between 1385 and 1402 and 2010 and 2023. In the screening of the articles, the sample volume included 71 sources with the main criteria for targeted selection with thematic connection with the keywords and considering the theoretical saturation criterion, and the contents were extracted from them. The obtained information was coded and analyzed with the method of categorization and categorized in the form of tables. In the validation section, 10 experts in the field of educational and curriculum planning of the first secondary school were identified using targeted sampling.The tools used in the qualitative part included the library method, and a check-list tool of articles, documents and texts related to curriculum and emotional intelligence. In the quantitative section, the researcher-made questionnaire includes validation questions that were presented to the research sample for completion. Thematic analysis method with qualitative analysis approach was used. Based on paying attention to hidden or obvious themes in the text, out of a total of 424 coded themes, 211 codes of basic themes were obtained in the form of 23 organizing themes and finally, by fabricating the organizing themes, in the form of 5 comprehensive themes. . In the second step, validation was done to ensure the effectiveness of the proposed curriculum model. In the analysis of the results in the evaluation section, the examination of the opinions of experts shows that compared to the quantitative teaching method section, the mentioned items are more diverse, and 80% of the experts believed that the extracted items of the multidimensional model of the curriculum based on emotional intelligence were sufficient.
Mojtaba Jahanifar; amir masnavi; afarin Zanganeh
Abstract
Formative assessment is a purposeful process that helps teachers and students identify their strengths and weaknesses and continuously improve the teaching and learning process. In this research, with a conceptual model, the causal structure between the components of formative assessment, competence ...
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Formative assessment is a purposeful process that helps teachers and students identify their strengths and weaknesses and continuously improve the teaching and learning process. In this research, with a conceptual model, the causal structure between the components of formative assessment, competence and motivational beliefs, and science learning behaviors was explained. A sample of 469 high school students in the variables of teacher feedback, and adaptive teaching (components of formative assessment); Intrinsic motivation, instrumental motivation, and academic self-efficacy (components of competence and motivational beliefs); and science learning behaviors were measured. With the structural equation modelling, causal relationships between variables were investigated. The findings showed that formative assessment both directly and indirectly and through motivational beliefs (mediator variable) creates science learning behaviors and strengthens them. Also, the direct and indirect effect of teacher feedback on science learning behaviors is greater than the effect of adaptive teaching. The result is that the suggestion and feedback of the teacher when presenting the material if it fits the learning targets and expectations of the students, will increase students' motivation and academic self-efficacy, and the important consequence of this will be the creation of correct and positive scientific behaviors in the science classroom.Formative assessment is a purposeful process that helps teachers and students identify their strengths and weaknesses and continuously improve the teaching and learning process. In this research, with a conceptual model, the causal structure between the components of formative assessment, competence and motivational beliefs, and science learning behaviors was explained. A sample of 469 high school students in the variables of teacher feedback, and adaptive teaching (components of formative assessment); Intrinsic motivation, instrumental motivation, and academic self-efficacy (components of competence and motivational beliefs); and science learning behaviors were measured. With the structural equation modelling, causal relationships between variables were investigated. The findings showed that formative assessment both directly and indirectly and through motivational beliefs (mediator variable) creates science learning behaviors and strengthens them. Also, the direct and indirect effect of teacher feedback on science learning behaviors is greater than the effect of adaptive teaching. The result is that the suggestion and feedback of the teacher when presenting the material if it fits the learning targets and expectations of the students, will increase students' motivation and academic self-efficacy, and the important consequence of this will be the creation of correct and positive scientific behaviors in the science classroom.
Gholamreza Hajizadeh; Alireza sadeghi; hasan malaki; Hamid Parsania
Abstract
The purpose of the research is to analyze the elements of the curriculum of intellectual education based on the sequential interpretation of the Holy Quran (Tasnim) by Professor Abdullah Javadi Amoli. In this regard, based on the philosophy governing the education system and the definitions of the elements ...
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The purpose of the research is to analyze the elements of the curriculum of intellectual education based on the sequential interpretation of the Holy Quran (Tasnim) by Professor Abdullah Javadi Amoli. In this regard, based on the philosophy governing the education system and the definitions of the elements of the curriculum, seven target elements, content, learning activities, teacher, trainer, The environment and evaluation were selected as the basic components in lesson planning. Then the verses with keywords related to the intellect of statistics and with the help of the sequential interpretation of Tasnim were examined with the method of theme analysis and 43 themes were extracted. The results of the research, based on the definitions of curriculum elements, indicate that the most important characteristic of the goals element in a curriculum aimed at intellectual education is attaining closeness to Allah (Qurb ilallah), religiosity, and rational fear of Allah. The key features of the content element are as follows: the centrality of monotheism (Tawhid), the breadth of existential knowledge, research-oriented learning, the pursuit of reward, love and wrath stemming from reason, and learning through admonition.Regarding learning activities, the most significant characteristics include a comprehensive perspective and steady, gradual progress. The role of the teacher in this curriculum is defined by a broad outlook, knowing the audience, and displaying compassionate discipline. As for the learner, the most essential traits include: avoiding ignorant enthusiasm, establishing justice in society, patience and reliance on Allah, trustworthiness, integrity, abstaining from wrongdoing, keeping one’s promises, discretion, self-restraint, identifying ill-wishers, constant remembrance of Allah, speaking with wisdom, forgiveness, charitable giving, unity, gratitude, resilience, adherence to Shariah, appropriate conduct, repentance, responding to evil with good, knowledge of the self, and steadfastness of character. In terms of the learning environment, the key aspects of an intellectual education curriculum include: maintaining respect, avoiding ostentation, and staying on the path of truth. Finally, the characteristics of assessment are defined by the union of knowledge and action, sincerity, and a presence filled with awareness
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