فصلنامه تعلیم و تربیت
سال سی و هشتم شماره 3 (پیاپی 151، پاییز 1401)

A broad term, citizenship can guarantee an individual's rights and responsibilities in the society. The growth and dynamism of a society depends on citizens who feel responsible to participate in social and political affairs and have the necessary knowledge and insight to do so. Various school subjects make a significant contribution in this area. The present research has studied the evolutionary path of the concept of citizenship in the elementary school curriculum for social studies. A descriptive method involving content analysis of the subject material – elementary school textbooks for social studies from the 1980s up to the 2018-2019 school year – has been used. A checklist for the components of citizen education – three areas consisting of knowledge, skill and citizen attitude) as well as the quantitative method (Shannon's entropy) – have been used as the unit of analysis for the pages (texts, questions, exercises and pictures). Specialists have confirmed the validity of the checklist, and the research findings based on the load of data obtained from the three components of knowledge, skill and attitude indicate that while the concept of citizenship has the smallest coefficient of importance (0.318) through the years 1981 to 2002, while during the years 1981 to 2013 and in 2015 it rose to 0.326, and enjoyed its highest coefficient of importance and attention in 2013 (for third and fourth grades) and 2015 (for the fifth grade), 0.345. The rise in attention toward the concept of citizenship in the curriculum for social studies is a good omen implying the attention it enjoys as a significant part of the curriculum.

This research has aimed to study the effectiveness of training in cognitive-metacognitive strategies upon the cognitive load and working memory of senior primary school students with specific learning difficulties in reading by means of a semi-experimental method and using pre-tests and post-tests with a control group. The statistical population consisted of senior primary school students from the city of Miandoab in the school year of 2018-2019; using a random multi-stage sampling method, 30 students with specific learning difficulties in reading were selected and randomly divided into test and control groups. To collect data, The Wechsler Adult Intelligence Scale (Fourth Edition), whose content validity has been verified by experts and shown to have a split-half reliability coefficient of 0.71 to 0.86, the Dyslexia Symptoms Checklist devised by Mikaili and Farahani (2005), whose validity has been verified by experts and has a reliability of 0.92, the Paas Cognitive Load Test (1994), whose validity has been confirmed by experts and has a reliability of 0.89, and the N-back Working Memory Test, whose validity has been verified by experts and shows a reliability of 0.78, were used. The examinees in the test group received eighteen 90-minute sessions of training on cognitive-metacognitive strategies, while the examinees in the control group just received ordinary school training. Covariance analysis indicated a significant difference (p<0.001) between cognitive load and working memory grades between the two groups after training. Therefore, training on cognitive-metacognitive strategies as an intervention method can lead to reduced undesirable cognitive load and increased capacities of working memory in students with specific learning difficulties in reading.

Man is a social being, and social life cannot endure without the enforcement of regulations and laws by the government. By assuming abnormal behaviors as criminal, criminal laws seek to protect social values. Disobeying criminal laws will lead to punishment, the most intense form of guarantee possible for the enforcement of laws. As rights and responsibilities are interdependent and correlative, committal to the observance of laws must come with rights for members of the society. Without sociability, awareness of rules and respect for the rights of others, being responsible for obeying laws and rules will be a mere one-way street. One of the human rights which serves as the basis for criminal liability and plays a fundamental role in empowering humans, awareness of rights and responsibilities, sociability, and tolerance is education. The main aim of the present research is to examine the effect of the right to education as a fundamental right upon balanced criminal liability and whether its absence or lack can influence criminal liability or the deserving of punishment. A library research, this study has taken a document-based approach, making use of books, articles, domestic rules as well as international documents on the right to education in a reasoning-based, analytical-descriptive fashion. This applied research can pave the way for legislators to pay more attention to education when it comes to criminal liability. The findings indicate that even though the right to education has been advocated constitutionally, Iran's criminal laws have paid no attention to its effect as a basis for criminal liability, and no defense has been provided for the absence of lack of the right to education.

The present research has endeavored to identify the flaws in the human resource management system in Iran's educational administration and resent suggestions for improvement. Quantitative in nature, this study has taken a descriptive approach regarding its objective while the approach toward data collection has been of the survey kind. Teachers and principals of state-owned schools in the province of Tehran constituted the statistical population, and the sample has been selected by means of random multistage clustered sampling. The system flaws have been identified in four areas – recruitment and securement, training and improvement, maintenance and the deployment of human resources. Thus, exploratory interviews were conducted with experts on Iran’s educational system, and the research questionnaire was devised based on relevant theoretical foundations. For data analysis, LISREL and SPSS software were used, and confirmatory factor analysis and the one-sample T-test were used. The findings indicate that, as seen by teachers and principals, when it comes to retaining staff, the most important flaws occur in the components of salary, benefits and security, while in the domain of training and improvement, performance assessment is the main component, and in the field of deployment, motivation is the main component. Inappropriate indices of ranking and performance assessment, inadequate salaries and benefits compared to other executive branches of the government, the lack of legal support such as civil liability insurance for teachers and the absence of a career path system can be named as some of the flaws.

This synthesis research has aimed to identify the features of blended learning environments which support self-regulatory learning strategies in high school students. The statistical population was derived from five foreign databases, consisting of 128 articles from 2017 to 2020. The data obtained were integrated using Sandelowski & Barroso's meta-synthesis method (2005). STROBE Checklist was used to control the quality of the study, and 22 articles were identified and selected for the final analysis. As indicated by the results, first of all, the frameworks used in the studies describe blended learning environments from the point of view of motivational strategies and learning strategies, and based on such a description, a starting point is provided for future research in order to overcome designing problems regarding students' self-regulatory strategies in blended learning environments. Secondly, other studies and research will also benefit from this analytical approach for the description and support of self-regulatory learning in blended learning environments. The capability to describe blended learning environments in a systematic fashion opens doors for a series of practical interventions, this facilitating further studies in the self-regulatory field. This will help designers address learners' self-regulatory strategies with greater accuracy.

The present research has aimed to compile a strategic marketing plan for the Student Sports Federation. Using a mixed research method, the study took a qualitative and quantitative approach. In the qualitative phase, the statistical population of this research consisted of the Student Sports Federation managers and officials, university professors and experts on students' sports (16 individuals), while in the quantitative phase, it consisted of the president, the vice president, the federation secretariat, committee heads and unit chiefs within the federation (11 individuals), heads of sports associations (25 individuals) and heads of provincial boards (32 individuals). The SWOT model has been used in order to identify strengths, weaknesses, opportunities and threats. The study's questionnaire has been designed based on the above-mentioned model, thus consisting of four parts: strengths (12 items), weaknesses (11 items), opportunities (10 items) and threats (12 items). SWOT analysis was used for the inferential analysis of the data. As indicated by the results, "a positive attitude and trust toward the educational system by students and parents" proved to be the most important strength, "lacking relationship with the mass media and the absence of media coverage when it comes to student sports" was the most important weakness, "the tendency of various financial sponsors toward involvement in schools" stood out as the most important opportunity, and "the lack of appropriate infrastructures in student sports" was seen as the greatest threat to Iran's Student Sports Federation. Moreover, sports marketing is strategically situated in the ST area (competition). The results obtained from the analysis and identification of the strengths, weaknesses, opportunities and threats led to the compilation of four ST strategies, three SO strategies, three WT strategies, and three WO strategies.

Educational organizations are among the most important in any society, and teachers are one of the most fundamental pillars of any educational system. Therefore, professional development is regarded as one of the main components engaged in teacher development and used by educational systems to improve teachers. Considering the necessity of attention toward professional development and due to the expansion of organizations, the society is in a state in which educational organizations put in efforts to increase attention to professional development. Thus, the present study has aimed to examine the relationship between teachers' self-efficacy and knowledge management and professional development in teachers in the city of Birjand. The present research has taken a correlative approach. The statistical population consisted of all teachers in Birjand in the school year of 2017-2018, with a volume of 4200 individuals, 351 of whom were selected based on Morgan table and by means of random clustered sampling. Tschannen-Moran and Woolfolk Hoy's Teacher Sense of Efficacy Scale (2001), Nonaka and Takeuchi's Knowledge Management Questionnaire (1995) and Ayyubi Avaz's Teachers' Professional Development Questionnaire (2004) were used for the measurement of the study's variables and data collection. Pearson correlation and regression analysis tests were used for data analysis. The findings of this research indicated a positive and significant correlation between teachers' self-efficacy, knowledge management, and professional development. Based on the findings of this research, it can be concluded that increased self-efficacy and knowledge management on teachers' behalf leads to enhanced professional development for teachers as well.

In the present research, the difference between the quality of life of fourth-grade schoolboys in ordinary schools and those in schools of life in the city of Tehran have been studied. A descriptive, causal-comparative approach was used. The statistical population consisted of all fourth-grade elementary school students in ordinary schools and schools of life in the city of Tehran. The statistical sample was selected based on the Morgan table and by means of random stratified sampling, and assessed by using the questionnaire on the quality of school life by Anderson and Bourke (2000). The validity of the questionnaire has been determined based on face validity through remarks made by experts and academicians, and Cronbach’s alpha was shown to be 0.81.  The Kolmogorov–Smirnov test and the T-test were used for data analysis, and SPSS software was used in all phases of analysis as well. The findings pointed out significant differences between ordinary school students and those studying at schools of life regarding their quality of life, social coherence, adventurousness, opportunism, general sense of satisfaction, and teacher-student relationships at 99% percent confidence interval and regarding students' academic progress at 95% percent confidence interval. The findings of this study also showed, at 95% percent confidence interval, there to be no significant difference between ordinary school students and those studying at schools of life regarding their negative emotions as one of the aspects of the quality of school life.

The present research has been conducted as an effort to predict emotional empathy on the basis of emotion regulation and self-control in teachers. A descriptive-correlative method was used. The statistical population consisted of teachers in the city of Sanandaj in the year 2017, 425 of whom were selected by means of stratified random sampling and asked to complete Gross and John (2003) Emotion Regulation Questionnaire, Self-control Questionnaire (Nikmanesh, 2007) and the Questionnaire Measure of Emotional Empathy (Mehrabian and Epstein, 1972). Pearson correlation and regression analysis tests were used for data analysis. Pearson correlation results pointed out a negative correlation between suppressing emotions and emotional empathy (P<0.05), and that being impulsive, fulfilling simple duties, seeking hazards and being physical in contrast to being mental have a negative correlation (P<0.01). Moreover, simultaneous regression analysis results showed that the variable of suppressing emotions and the variables of fulfilling simple duties, seeking hazards and being physical in contrast to being mental can be named as significant components of self-control (P<0.05). The findings of the study indicate that suppressing emotions and low self-control are factors that can inhibit emotional empathy. Therefore, taking training on emotional regulation and self-control can help enhance emotional empathy among teachers.