فصلنامه تعلیم و تربیت
سال سی و نهم شماره 1 (پیاپی 153، بهار 1402)

The present research has aimed to find out how authorities see the boundaries of student involvement in the curriculum. To do so, first viewpoints of authorities on student involvement in the curriculum were described and categorized using documentary, library and conceptual analysis research methods. Subsequently, while criticizing the points of view provided, the aspects of student involvement in the curriculum which authorities agreed upon and had overlooked were indicated. Then, having examined the status quo, authorities' views on the boundaries of having students participate in the curriculum were pointed out. The participants in this research were thirteen authorities and policy-makers on curriculum who were selected purposefully based on their attitude toward student involvement in curriculum. The results obtained by analyzing authorities' points of view showed student involvement in the curriculum to be possible in all aspects of the curriculum. However, the theoretical and practical mechanisms required for students' actual involvement in the curriculum have not been prepared yet. Having conducted various studies, the negotiated curriculum model was determined to be an appropriate approach for students to participate in the curriculum, based on which a fundamental change in attitude toward students as "aware and effective individuals" who can be involved in the process of curriculum improvement has been pointed out.

The present research has made a comparative study of textbooks used for science and chemistry and the environment in Iran and those used for science and chemistry in the United States of America, India and Australia. The statistical population consisted of the textbooks used in the four countries mentioned above. George Bereday’s method for comparative research has been used. The sources used for data collection have been the textbooks and curricula of the countries mentioned above, acquired by means of the Internet or library resources. Then, the content was categorized into sub-components in numerous checklists based on the elements of the curriculum and the main designated environmental components, and the relevant content was extracted and studied. The results of this study pointed out that, although Iranian textbooks have covered most of the topics relevant to environmental education, their content is seldom practical. Moreover, based on the findings of this research, the content pertaining to environmental education in Iranian textbooks is generally informative and news-like in nature and very little attention has been given to critical thinking, analysis or examining environmental issues from various aspects. Therefore, it is recommended that the environmental content in Iranian textbooks be enriched and modified by paying attention more attention to practical topics and also critical thinking, problem-solving skills, real, domestic case studies, and the analysis of environmental events from various aspects.

The present study has aimed to predict research spirit in female students based on transformational teaching and the intermediary role of positive youth development and classroom emotion.  For this purpose, 247 female tenth- and eleventh-grade students from private schools in District 4 in the city of Tehran were selected by means of stratified random sampling and asked to complete questionnaires devised by Beauchamp et al. (2010) for transformational teaching, Shirzad et al. for research spirit (2016), Geldhof et al. (2014) for positive youth development and Titsworth et al. (2010) for classroom emotion. Data analysis, using PLS software, pointed out transformational teaching to exert a direct, positive effect on students' research spirit. Moreover, the indirect, positive effect of transformational teaching is only significant, among the components of positive youth development, in the component of care when it comes to research spirit. As of the classroom emotion components, only the emotional capacity component proved to have an intermediary role in the correlation between transformational teaching and research spirit. The indirect effect of transformational teaching upon research spirit is also positive by means of the arbitration of this component. The results obtained from the research indicate the significance of learners' perceptions of the educational environment and classroom emotion in enhancing research spirit.

The present research has aimed to study the effect of project-based learning on the academic performance of Farhangian University physics student teachers in electricity and magnetism. A quasi-experimental research, along with pretest-posttest control group design, was used. The statistical population consisted of student teachers at Farhangian University in the academic year 2018-2019. The statistical sample of the research included students of four classes majoring in teaching physics at the Allameh Amini and Fatimah Zahra Campuses in Tabriz. One class from each campus was selected through convenience sampling and randomly put into test groups and control groups (a total of 132 individuals). The measurement tool was a researcher-made test used in order to assess the academic performance of physics student teachers. The academic performance of both groups was assessed prior to intervention. During the term, the test group were taught electricity and magnetism by means of the project-based learning method for 16 sessions (one session per week), while the control group were taught in the traditional fashion. After the intervention, the academic performance of both groups was assessed. The data obtained were analyzed using one-way covariance analysis. The results indicated a significant difference between the test group and the control group in academic performance (P < 0.001). The results obtained from the research pointed out the effectiveness of project-based learning upon the academic performance of physics student teachers.

The present research has aimed to study the correlation between innovative organizational climate and teachers' job performance according to the intermediary role of innovative work behavior in vocational high schools in the province of Gilan. This was an applied study regarding the goal, while regarding data collection, it was a survey study, and descriptive-correlational in nature. The statistical population consisted of vocational school teachers in the province of Gilan, 287 of whom were selected by means of simple random sampling as the research sample. Questionnaires were used in order to collect data. The questionnaire devised by Yeoh and Mahmood (2013) was used to measure innovative organizational climate, and the questionnaire devised by Ang et al. (2007) was used to measure job performance. SPSS 20 and SmartPLS 2 software have been used for hypothesis testing. Hypothesis testing results have pointed out that innovative organizational climate has a positive, significant correlation with teachers' job performance and teachers' innovative work behavior. Innovative work behavior has a positive, significant correlation with teachers' job performance. The correlation between innovative organizational climate and the job performance of vocational school teachers in the province of Gilan, given the intermediary role of innovative work behavior, has been verified. Moreover, as the direct correlation between innovative organizational climate and the job performance of vocational school teachers in the province of Gilan has been confirmed, innovative work behavior thus plays a partial intermediary role. Innovative work behavior does not play a moderating role in the correlation between innovative organizational climate and the job performance of vocational school teachers in the province of Gilan.

The present research has aimed to study the role of optimism and buoyancy in teachers’ innovative behavior with flexibility as an intermediary. A descriptive research method of the correlational kind was used, and the statistical population consisted of 1500 primary school teachers in the city of Birjand in the school year 2018-2019, 306 of whom were selected as the sample by means of stratified sampling (based on gender and privilege) and in accordance with Morgan’s table. The optimism and flexibility questionnaire devised by Luthans (2007), the innovative behavior questionnaire devised by Kanter (1988) and Shirom's questionnaire for buoyancy (2004) were used in order to assess variables. The content validity of the questionnaires was confirmed by experts. Using Cronbach's alpha, the coefficient of reliability was shown to be 0.80 for the optimism questionnaire, 0.88 for the innovative behavior questionnaire and 0.72 for the buoyancy questionnaire. Data analysis has been done at descriptive (frequency, mean, and standard deviation) and inferential (Pearson correlation, regression and structural equation model) levels. The results showed that optimism, with a beta of 0.42, and buoyancy, with a beta of 0.61, and flexibility, with a beta of 0.50, predicted innovative behavior, and optimism with a beta of 0.39 and buoyancy with a beta of 0.42 predicted flexibility. As indicated by the findings, flexibility has the intermediary role here.

In order to achieve the goals physical education pursues in schools, creative teachers are required, and the present research has endeavored to study the effect of the leadership styles undertaken by school principals upon the creativity of physical education teachers with self-efficacy as an intermediary. The research has followed a descriptive-correlational approach, and structural equations have been used. The statistical population consisted of all of the 1413 physical education teachers in the province of East Azerbaijan in the 2019-2020 school year, 303 of whom were selected as the sample by means of Krejcie and Morgan’s table and stratified-cluster sampling. Eventually, once data collection was completed, 291 questionnaires were analyzed. Assessing the variables has been done using multifactor questionnaires – for leadership devised by Bass and Avolio (2000), for creative self-efficacy devised by Beghetto (2006) and creativity devised by Torrance (1974) – the reliability and validity of all of which have been verified. Confirmatory factor analysis and structural equations by means of LISREL software have been used for data analysis. The findings pointed out that a transformational leadership style can influence the creativity and creative self-efficacy of physical education teachers, while transactional leadership and laissez-faire styles lead to no effect upon the creativity of physical education teachers. The results also showed that a transformational leadership style by means of creative self-efficacy has an indirect effect upon the creativity of physical education teachers. As indicated by the findings of the research, school principals' use of transformational leadership style can, by means of inspiring, empowering, and enhancing trust and creative self-efficacy in physical education teachers, increase their creativity. Therefore, it is recommended that school principals use a transformational teaching style so as to increase the creativity of physical education teachers.

The main goal of the present research has been to predict the job performance of female high school teachers in Sirjan based on knowledge management components, and correlation research has been used in order to achieve this goal. The statistical population of the study consisted of all female high school teachers in Sirjan, 209 of whom were selected by means of random cluster sampling and then tested. Lawson’s knowledge management questionnaire (2003) and Paterson’s job performance questionnaire (1922) were used for data collection. Cronbach's alpha, calculated for the reliability of the questionnaires, was shown to be 0.95 for the knowledge management questionnaire and 0.82 for the job performance questionnaire. Based on the results obtained, the level of the components being applied by high school teachers was lower than average. Moreover, regarding the level of use of knowledge management and the level of job performance based on teachers' education and major, there was a significant difference among teachers, while based on age and experience, no significant difference between them was identified. Furthermore, the results indicated a positive, significant correlation between all knowledge management components and job performance. The results obtained from regression analysis pointed out teachers' job performances to be predictable based on knowledge management components. The component of dissemination of knowledge showed to have the highest share in predicting teachers' job performances, while the component of absorption of knowledge had the lowest.

The present research has aimed to prioritize ways to develop trans-sectional participations in student sports using the Delphi method, fuzzy screening, and interpretative structural modeling. This research has taken an applied approach regarding the objective, while in regard to data collection, a descriptive approach of the survey kind has been used. To carry out the research, 23 approaches for the development of trans-sectional participations in student sports were extracted by means of the qualitative Delphi method and by using the existing literature as well as 15 interviews made with authorities.  Using fuzzy screening, 22 approaches approved of by authorities were extracted. Then, using interpretive structural modeling, the correlations between the approaches for the development of participation were determined and analyzed in an integrated fashion. Eventually, MICMAC analysis was used in order to cluster the approaches, the results of which pointed out that the three approaches which prove to be the most influential one when it comes to developing trans-sectional participations in student sports are: providing formal infrastructures for participation at macro, organizational and local levels, defining and clarifying macro-level participation in order to create conditions for encouragement, facilitation and support, and setting up a physical education deputy in the structure of offices in charge of education. Therefore, the favorable trans-sectional participations in student sports requires all of the above-mentioned infrastructures to be provided, which is possible if all groups get involved.

The present research aimed to study the correlation between perceptions of classroom environment and academic buoyancy with the intermediary role of school bonding. This descriptive-correlational research was of the path analysis kind. The statistical population consisted of all of the 9321 male senior high school students in the city of Sanandaj in the school year of 2018-2019, 369 of whom were selected as the sample size by means of multi-stage random cluster sampling. Students were asked to complete questionnaires on perceptions of classroom environment (Fraser et al., 2017), academic buoyancy (Dehghanizadeh & Hussein Chari, 2012), and school bonding (Springer et al., 2009), and the data was analyzed by means of the Pearson correlation coefficient and path analysis. According to the results obtained in this research, perceptions of classroom environment have a causal relationship with academic buoyancy  (p<0.01), and school bonding plays an intermediary role in the relationship between perceptions of classroom environment and academic buoyancy (p<0.001). As perceptions of classroom environment and academic buoyancy are causally related and school binding also influences the correlation between them, it is suggested that, in order to achieve as much compatibility as possible in students against academic challenges and assignments, measures be taken so as to make the learning environment desirable for students and allow students to develop a higher sense of commitment toward their schools. For better effectiveness, regional Education and Development managers and offices can conduct in-service courses and workshops in order to clarify the importance and formation of perceptions of school, sense of belonging and commitment toward school in students for educational and executive staff in schools.

The present research has aimed to develop conceptual perceptions of measuring volume in students’ everyday life. The statistical population involved all junior high school students in Kahnouj, in the province of Kerman. The sample studied consisted of 60 female students of grades seven, eight and nine selected by means of purposive sampling. Observations, interviews and classroom discussions were the data collection tools. The methodology of the research was based on qualitative methodology, in which qualitative data analysis was done using the activity theory analysis method. Since the activity theory studies human activities in the framework of a system, and mathematical modeling is done through a cycle, the activity system of the activity theory was integrated with the modeling cycle, thus defining a modeled activity system which has been used as the tool for data analysis. The data for the study were collected over a 9-month period, the sources of which were 2 modeling activities regarding the consumption of water. In the activity systems, two elements were used -- tension (pressure, anxiety, challenge or a dispute students encounter) and modifying it -- in order to develop conceptual perceptions. Analyzing the data obtained by the research pointed out two tensions -- perceiving the formula for measuring the volume of a cylinder and reporting water consumption. The students were able to, using the modeling process and with the guidance provided by their teachers, modify the tensions that had arisen and develop the measurement of volume in their everyday lives. This research showed that mathematical modeling can prove to be an appropriate tool in the integrated curriculum and has a high capacity for the development of mathematical concepts.

The aim of the present research, which has taken a meta-analytical approach, has been to analyze and combine the analyses provided on the factors which influence test anxiety. The statistical population of the research consisted of all articles graded as scientific research, research projects conducted at research centers affiliated by the Ministry of Education and the thesis available at Razi and Mohaghegh Ardabili Universities through the years 2001 to 2015. Among the research studies conducted, 55 cases were selected for further examination. Data analysis had been done using CMA2, Excel and SPSS 22.0 software. Regarding descriptive statistics, frequency and percentage frequency were used, while in regard to inferential statistics, hexadecimal g and the fixed-effect and the random-effect model were used in order to measure influences, and the chi-squared test was used to examine the significance of the frequency, and the combination of Weiner T probability was used in order to combine the influence amounts. The I2 and Q tests were used in order to determine the homogeneity of the studies made, the results of which pointed out the preliminary studies to be not so. The calculated amounts and effects for the studies for both models -- fixed and random -- proved to be significant for both variables statistically. Furthermore, the results of having combined Weiner's t probabilities proved the combined effects to be significantly different. In whole, the study on factors which lead to test anxiety have resulted in 47 factors being identified as exerting large influences, and the factors of target orientation, training on attention control and meta-cognitive therapy have proved to have the highest influence upon test anxiety, a correlation which requires more attention on behalf of those in charge to the variables mentioned.