فصلنامه آموزش در علوم انتظامی
سال نهم شماره 1 (پیاپی 32، بهار 1400)

Adaptation enrichment is an educational approach based on skills training to promote and improve couples' adjustment. The aim of this study was to develop and validate an educational model for enriching the marital life adjustment of the police.

The research was qualitative in nature and practical in terms of implementation, which was done using the grounded theory method. The statistical population in the first part consisted of couples referring to NAJA counseling centers who were selected using purposive and voluntary sampling. 10 couples who scored high on the Marital Adjustment Test (DAS) and 10 couples who scored low were interviewed. The research tool was an in-depth interview that continued until theoretical saturation was reached. The second part consisted of 10 professors of family counseling and NAJA psychologists who were selected by purposive sampling and snowball to validate the educational model. To determine the validity and reliability of the findings, continuous involvement, continuous observation, verification by participants and the steering committee were used to evaluate and implement the interview program. Grounded theory method was used to analyze the findings.

The analysis of the interviews led to the identification of 109 open codes, 4 central codes and 1 selected code. The categories of the educational model of enriching the police marital adjustment were individual adjustment strategy, source family adjustment strategy, couple adjustment strategy, and job adjustment strategy. The category of "compatibility and stability of marital relationship" was considered as the core nuclear category.

The results showed that enrichment of couples resulted in marital adjustment and stability of marital relationship. A couple's relationship is always vulnerable if left unattended. Therefore, care is needed to witness its preservation, growth and prosperity.

Critical thinking is recognized as one of the best skills that students need to live outside of school. The purpose of this study is to develop educational strategies for the development of critical thinking in the curriculum of the first secondary school in Kermanshah.

The method of this study was exploratory in two phases: qualitative and quantitative. In the qualitative stage of the research, data collection method was used. In the quantitative stage, a questionnaire containing 80 questions was designed based on the findings of the qualitative stage. The statistical population in the qualitative part includes 12 experts and specialists in curriculum planning of Kermanshah University (government, free, cultural) who were selected by purposive sampling method and in the quantitative part was the statistical population of teachers in Kermanshah in the first year of high school Using available sampling method, 320 people were selected as the sample size. The study tool was a semi-structured interview technique in the qualitative part and a researcher-made questionnaire in the quantitative part. The face and content validity of this tool was confirmed by 4 relevant experts. The reliability of the tool was calculated by a pre-test on a sample of 30 people to be 0.93. The data analysis method in the qualitative part was content analysis and in the quantitative part were descriptive and inferential statistics and confirmatory factor analysis using SPSS 18 and LISREL software.

In the qualitative section of 14 codes, 3 criteria were identified. In the quantitative part, the calculated CMIN / DF value was 2.143. Also, the RMSEA value was 0.026. Indicators (GFI), (AGFI), (CFI), (NNFI), (TLI), (IFI) and (RFI) are also higher than 0.90 in the present model. The data of this study have a good fit with the factor structure of this scale.

Therefore, developing critical thinking skills is one of the main and ultimate goals of the educational system and is not possible except through the strategy and strategic plan of curricula in critical thinking. The most important effective strategies for developing critical thinking skills include; Questions and answers were participatory methods, teaching how to think and reason, storytelling, role-playing and metacognitive strategies.

The aim of this study was to investigate the effect of interactive classroom management style on students' academic self-concept and academic adjustment.

This research was performed in terms of quasi-experimental research using pre-test-post-test design of experimental and control groups. The statistical population of the study included all female students in the sixth grade of elementary school in the 19th district of Tehran in the academic year of 1397-98 in 2019. The sample size was 71 people and sampling was done by purposeful and available method. Data were collected using the Yi- Hsin Chen (2004) Academic Self-Concept (2004) and Clark (1957) Academic Adjustment Questionnaire. Descriptive and inferential statistical methods including multivariate and univariate analysis of covariance were used to analyze the data. The validity of the questionnaire in the present study was confirmed by expert professors and the reliability of the questionnaire was calculated based on Cronbach's alpha coefficient of 0.74.

The results showed that after implementing the interactive management style, the value of F statistic to examine the difference in academic self-concept between the experimental and control groups was 120.30, which was statistically at the level of 0.05 (0.05 ≥ P) is significant. In addition, the experimental group had a statistical value of F to examine the difference in academic adjustment between the experimental and control groups, equal to 17.96, which is statistically significant at the level of 0.05 (0.05 ≥ P).

Considering that the components of academic self-concept after the implementation of interactive management style in the experimental group were significantly higher than the control group, so it can be said that the implementation of this style can increase students' academic adjustment and academic self-concept. , be effective and it is worthwhile to provide scientific and practical mechanisms for its implementation in the country's schools.

Descriptive (qualitative) evaluation is among the innovations which has been carried out in Iran's educational system during the last two decades.The present study aimed at understanding the elementary teachers' living experiences regarding the functions of descriptive (qualitative) evaluation was performed.

The present study has been carried out under the framework of qualitative approach. To recognize the quality of the teachers' intuition of descriptive (qualitative) evaluation functions , semi-in-deepth interview through Semi- structural interview was done by participating 15 teachers of elementry schools of Aran - Bidgol and Kashan. Sampling method was purposeful and data were analyzed based on qualitative content analysis method. 

Of the total findings of the study, 24 codes were extracted. After observing the codes , 6 basic functions of  "identifying students' abilities and giving more latitude to them , detecting weak points and strong points of teaching , detecting weak points and strong points of students during teaching - learning process , involving students in learning process , detecting the outcomes of the students' learning  and improving teaching - learning process" were obtained. 

 "Entangling , reformative and learning detecting evaluation was recognized as the basic chief function of descriptive evaluation (qualitative). It is recommended that the functions of descriptive qualitative evaluation are used in designing and the learning plan of the textbooks so that the evaluation and learning - teaching process are integrated in each other.

There are various factors influencing the use of blended learning, and not paying attention to any of them can lead to the failure of this type of teaching and learning. Therefore, the present study was conducted to identify the factors affecting the application of blended learning in higher education.

The present study was a qualitative research that was performed by Metasynthsis method. The statistical population of the study consisted of internal (1390 to 1400) and foreign (2007 to 2021) researches and studies conducted in the field of factors affecting the application of blended learning in higher education which were collected with specific keywords in internal and external databases and a total of 186 studies were extracted.

By analyzing the data, it was found that the effective factors in applying blended learning in higher education include "learner", "instructor", "educational factors", "environmental factors", "institutional and organizational factors", "support", "rules and regulations", "interactions", and "technology".

According to the research findings, it can be said that the higher education system for the simultaneous use of e-learning and face-to-face learning opportunities should pay special attention to these factors; because it directly affects the application of blended learning

Introduction:

The present study examines aesthetics and art as an approach and perspective for the problem-oriented curriculum to provide its components and teachings as a model. Here, the problem-oriented curriculum is the type of curriculum that emphasizes real and artistic issues instead of pre-determined content and goals, and presents the issue as the axis of organization in the curriculum.Method:This research is a combination of research. For this purpose, first, the written sources of the two disciplines of curriculum and aesthetics, which were obtained by chain sampling, were studied, and then the views of experts in the two disciplines, which were selected by purposive sampling, were examined. Data collection and components in the qualitative stage were extracted and coded from 75 studies and in the quantitative stage, the Delphi questionnaire was used to screen the components. Analysis-interpretation and inference were used to analyze qualitative data, Delphi technique was used for quantitative data, and Demetel network-analysis process was used to determine and prioritize criteria and components.

Findings showed that the effective factors in problem-oriented curriculum planning are composed of sub-criteria, each of which includes a number of indicators. 1- Objective element: including criteria for problem solving, problem thinking, problem description; 2- Content element: including problem dimensions, information sources, problem description tools; 3- The element of teaching and learning

including modeling criteria in knowledge, dialogue and assistance tools, guidance, time working on the problem, context of the problem, support and The evaluation element includes the criteria for evaluating and monitoring performance, which is shown as a conceptual model at the end of the research.

In this study, which for the first time sought to integrate and overlap the problem-oriented curriculum with the aesthetic approach, the results showed that art and aesthetics can provide components for the curriculum and its elements. In this study, 168 components were obtained, all of which They were deemed appropriate for a problem-oriented curriculum based on expert opinion.