رضوان حکیم زاده

The purpose of this research was to analyse the implementation barriers of qualitative-descriptive evaluation in the virtual platform from the point of view of teachers and students of the primary school and was carried out with a qualitative approach and descriptive phenomenological method. The research field encompassed all teachers and elementary school students from Educational Region 18 in Tehran. A total of twenty participants from each group were selected using purposive sampling and a criterion-based, accessible, and snowball strategy, followed by semi-structured interviews. The data analysis, through Glaser's seven-step coding strategy, led to the identification of four main themes and 16 subthemes for the teachers' group and 12 subthemes for the students' group. The results indicate that the matter of descriptive assessment in virtual education poses serious challenges from the stakeholders' perspective

The purpose of this article was to investigate the extent to which student teachers acquire soft skills through the curriculum of Farhangian University, as well as to investigate the importance and order of priority of these skills from their point of view, which was carried out using a survey research method. the statistical population, which included all the students and teachers of the entry elementary education field in 2018-1400 of Farhangian University of Mashhad, numbering 237 people, was considered, and using the Cochran formula, 173 people were randomly selected as a sample. The standard questionnaire for assessing the soft skills of student teachers was used as a research tool and its reliability was obtained based on Cronbach's alpha then the findings from the data analysis were analyzed using a one-sample t-test. The results showed that from the perspective of student teachers, the amount of soft skills they acquired through the university curriculum was lower than the average in all 5 soft skills. Another part of the results regarding the importance and priority of soft skills also showed that from the perspective of student teachers, all five macro soft skills are considered important and needed soft skills in the teaching profession

The current research was carried out with the aim of developing the curriculum framework of educational-career guidance in Iran's education system using a mixed approach (qualitative-quantitative) in two stage. In the first step, in order to identify and explain the elements and components of the educational-career guidance curriculum framework, using the systematic review method, 81 international study sources from among all the books, articles, research reports, reliable documents in the field of academic guidance curriculum between 20001- 2022 were selected as sample. In the second step, 15 experts were selected using available sampling method to measure validity of a survey method. In the first step, the data collection tool was the Note worksheet, and in the second step, the researcher-made verification worksheet was used. In the first step, data analysis was done using the Corbin & Strauss method during three stages of open, axial and selective coding. The findings of the research, the elements and components of the educational-career guidance curriculum framework in Iran's education and training system in 6 elements and 17 components including; Logic (why, what), goals (development of educational, career, individual-social insight), content (learning areas, content organization pattern, content selection criteria), implementation (time, teacher-consultant, learning approach and activities, infrastructure and requirements) ), evaluation (role, process, tools and techniques) and learning outcomes (self-awareness, exploration and educational -career). Finally, the analysis of subject experts' opinions, the validity of each of the elements and components separately, as well as the validity of the final curriculum framework of academic-career guidance in Iran's education system with 12 indicators including; Comprehensiveness, macroscopic view, foresight, need-based, being native, internal consistency, descriptive ability, comprehensibility, action guide, process optimization, regularization and update and development capability were confirmed. Results of the research indicate that due to the necessity of preparing and equipping the students with knowledge, skills and attitudes to choose the educational-career field, the developed curriculum framework can be a suitable alternative for the current educational-career guidance program in the education system and through this, the challenges in clear this field.

This research was conducted with the aim of comparative study of the strategies and challenges of the selected countries in facing the overloaded curriculum in the primary school. The comparative research method is of a qualitative type based on the Bereday approach and the selection of countries was based on the strategy of "different social systems, different educational outcomes ". The method of data collection was documentary searching the Ministry of Education websites, reliable databases and international reports. The findings indicated that similar strategies in both selected countries were in terms of expanding the content, adopting an integrated and interdisciplinary approach, and in terms of content overload, content rearrangement in the areas of learning, clarity and simplification of early childhood documents and programs. Australia's strategy is to use key concepts and big ideas, reduce the scope of content, experimental implementation and interactive curriculum, and Ireland's strategy is spiral approach and self-evaluation of schools. Similar challenges in the content expansion dimension, adding new topics to the demand of influential groups, and in the content overload dimension, content and documents are repetitive and voluminous, and different challenges are the lack of vertical communication and the difficulty in prioritizing content at the local level in Ireland. Finally, suggestions were presented for Iranian curriculum planners, the most important of which is to use an interdisciplinary approach to include new content in available subjects and to identify and remove unnecessary repetitions of content between subjects and grades.

The purpose of this research is to analyze the various dimensions and components in the performance evaluation of effective schools from the perspective of both domestic and international experts using a qualitative meta-synthesis method. The statistical population of the study includes relevant English books and articles from the years 2013 to 2022 and Persian articles from the years 1392 to 1402. The findings indicate that out of a total of 117 identified articles, after three stages of screening and content review, 39 articles were selected for final analysis. These articles were examined using the meta-synthesis method to identify the various dimensions and components in the performance evaluation of effective schools. The results showed that the performance evaluation of effective schools includes five dimensions: active participants such as effective managers, effective teachers, effective parent-teacher associations, and effective teaching and learning processes; components and elements of performance evaluation including setting standards and evaluation indicators, determining evaluation methods, identifying evaluators, defining areas of performance evaluation, selecting evaluation tools, scheduling, and conditions for conducting evaluations; principles and values of an effective school including alignment with Iranian Islamic criteria, wisdom, establishing balance and coherence, respecting educational actors, and foresight; and finally, the results of the evaluation include identifying the current and desired educational status.

The main purpose of this study is to explain the current state of educational change in the micro (educational area and school) based on the life experiences of primary school teachers, according to the theory of Michael Fullan (2007) and determine its distance from the desired situation. The research approach is qualitative and its main method is phenomenology. The study population is elementary school teachers who were selected (10 people) as the criterion-based sampling method, criterion-type, until the theoretical saturation. Also, in order to validate the findings, 2 additional interviews were conducted and therefore, 12 people were selected. The research tool includes face-to-face interviews of semi-structured and unstructured type. One of the most important achievements of the present study is to prove the importance of the combination of two types of individual and social agency in the teacher and also his three-dimensional role in educational change.

The rapid penetration of technology has transformed all aspects of life and caused tremendous changes. Education, teaching, and learning, important aspects of people's social lives, have been greatly influenced by these developments and have developed with the growth of technology. Despite extensive research on the benefits and capacities of the e-learning environment, the teaching and learning process in this new environment is still challenging. This research gap prompted the researcher to study the framework of the teaching and learning process of elementary schools in the electronic platform. Therefore, the purpose of this study was to identify the dimensions, indicators, and markers of the desirable teaching and learning process of the elementary school in the e-learning environment with a meta-synthesis approach.

According to the purpose, a qualitative research design of the meta-synthesis type was used. Research data were collected using the seven-step model of Sandelowski and Barroso (2007). Therefore, the studies were searched in the desired time range in the databases (2010-2023). After screening the identified studies according to the inclusion and exclusion criteria, among the 673 studies related to the research field, 40 studies, that directly examined the teaching and learning process of elementary school in the electronic platform, were selected in a purposeful way using the Critical Assessment Skills Program (CASP) and entered the analysis stage. At this stage, the data were analyzed through the thematic content analysis (TCA) method. To check the validity and reliability of the findings, the researcher's self-review criteria and the peer review method (the agreement coefficient of the evaluators) were used.

The in-depth analysis of previous studies resulted in the representation of 9 dimensions, 12 indicators, and 41 markers. Based on the research findings, the proposed model of the current research includes structured goals (setting goals based on the SMART model, setting goals based on Bloom's classification, defining goals by considering educational design components); standard content (compliance with SCORM model) and optimal content (personalized content, multimedia content, simulated content, categorized content, content with appropriate difficulty, relevant and coherent content); interactive teaching method (method based on digital storytelling, method based on digital game, collaborative virtual teaching, online questioning); empathic interactions (active conversation, establishing an emotional relationship, use of humor) and purposeful interactions (educational interactions, social interactions, supportive interactions); developmental assignments (zone of optimal confusion, scaffolding and assignments based on real issues); effective feedback (positive and encouraging feedback, corrective/interpretive, personal and immediate, fast feedback); quality time (planning and management of the time, special time for learning, flexibility in time); user-friendly technical platform (visual appeal, easy to use, proportional, interactive graphics) and the technical platform based on pedagogical principles (possibility of personalization and independence of learners, competences and technical qualifications of teachers and learners, providing opportunities for interaction and cooperation, appropriateness of educational platforms) and finally comprehensive evaluation (formative evaluation, e-tests, class survey, e-portfolio, peer evaluation). In this study, the highest frequency of extracted codes is assigned to the dimension of interactions, and it indicates that how to communicate in an e-learning environment is the most challenging issue in previous studies. Finally, this study emphasizes the importance of considering appropriate criteria and indicators in the process of teaching and learning the elementary school in the electronic platform, and its proposed model with the provided coordinates could be used as a guide for planners and teachers to enrich their education with the requirements and requirements of the new environment and to take steps towards improving it.

The aim of the current research was to identify the criteria of the self-development program of academic faculty members' competencies to guide student theses and theses. According to the main purpose of the research, the grounded theory method was used. The field of research was the faculty members of Tehran University, and the theoretical saturation of the data was achieved by using theoretical sampling in the 25th interview. Atlas TI software was used to analyze the research data. The findings of the research showed that the criteria of the self-development program were identified as the central category of the study, and the causal factors included the professor's commitment and the university's supervision, the up-to-dateness of the professors, and the skill of the research process. Also, the strategies include the formation of the research council in terms of form and title, moving towards writing excellent theses and treatises, dynamic environment and sufficient facilities and contextual factors including differences in fields, the university professor as an actor, the vision of the self-development program, how to implement the self-development program and Intervening factors include experience gathering from veteran professors, attention to the policy element in the self-development program and the transformation of politics into a self-development program, and the consequences include the way of looking at writing theses and dissertations, empowerment of students, empowerment of faculty members, empowerment of universities, faculties and educational groups, awareness The science of individuals, the doctoral thesis as the intellectual birth of a doctoral student, creating a background instead of riding on a background, moving towards doing cluster specialized doctoral theses, paying attention to the quality of research works, not their quantity, and specialized doctoral dissertations for tomorrow and future generations.

Although some studies have been done on major issues of foreign language teaching in Iran, a large-scale qualitative study is still required to be done particularly with regard to the newly introduced English as a Foreign Language (EFL) curriculum. Therefore, the present study aimed to discover what challenging problems, in-service English teachers encounter in EFL classes and what solutions to these challenges can be suggested based on 169 Iranian EFL teachers' opinions. Data were collected through a written, open-ended questionnaire and semi-structured interviews, and they were thematically analyzed using MAXQDA (Version 2022). Findings revealed that (1) policy makers' ambivalence towards English Language Teaching (ELT), teacher burnout, lack of facilities in schools, lack of teaching aids, and unmotivated students were the main reasons behind the gap between planning and practice of EFL curriculum in Iran; and (2) lowering the starting age of ELT, solving teachers' financial issues, and CLT-based examinations were the most frequently brought up solutions to this gap. Findings were discussed in the area of EFL teaching and some pedagogical implications were also proposed.

The present study was conducted with the aim of analyzing the work adjustment process of elementary teachers during the Coronavirus pandemic period. To conduct this research, a qualitative approach and the method of grounded theory based on the systematic design of Strauss and Corbin (2015) were used. The field of research included all elementary teachers in Qeshm who were selected 18 of participants by theoretical and convenience sampling in the findings. Research tool was a semi-structured interview and for the data analysis the three stages, open coding, axial coding and selective coding were used. In order to get assured of the validity of the data, the four criteria of Lincoln and Guba including: credibility, dependability, confirmability and transferability were used. The theory derived from the findings was created around the category of "incompatible orientations of beneficiaries". According to the findings, the incompatible orientations of beneficiaries towards virtual education are not mainly related to its nature and functions, but are more influenced by the conditions and context of providing virtual education. In such a way that most of the teachers have taken contradictory measures to adapt themselves to virtual education.

The aim of the this study is to identify the meaningful experiences of Ph. D college students in city of Tehran based on their academic identity based on the concept of academic aspiration. The meaning of academic identity is a collection of views, thoughts, decisions, behaviors and motivations through academic content and in connection with the elements of higher education such as professors, students, issues related to activity is teaching-learning. The meaning of the concept of academic aspiration is a characteristic or ability through which students and graduates have stepped beyond what is designed for them in the curriculum of higher education, whether hidden or overt. And they discover and cultivate new dimensions of themselves.Method This research was conducted with a qualitative approach and using interpretive phenomenology method. A semi-structured interview was conducted with sixteen PhD students and graduates who were selected by the criterion sampling method. In line with data analysis, interpretive phenomenological method adapted from Ricoeur and MAXQDA2020 software was used.ResultsIn the results section, two types of academic identity were obtained: The academic identity that is forming and the academic identity has been formed.Discussion and Conclusions The findings show that the most influential experiences on the formation and emergence of the academic identity of the participants were the result of their placement in extracurricular situations and in a place other than the university. Especially when there was an opportunity to do things related to the responsibility assigned to them or accepted by them. The reason for this is explained in the way that they felt powerless and confused in converting the learned knowledge into action. But the existence of academic aspiration features that gives the ability to cross the set limits has started to create and additional learning along with responsibility.

The purpose of this research was to investigate the impact of a positive education program grounded in Seligman's PREMA model on the self-efficacy and engagement of students enrolled in online courses. In terms of objective and methodology, this study was experimental research employing a repeated measurements design; it was also an application of research. During the 2019-2020 academic year, secondary public elementary schools in the eleventh district of Tehran comprised the statistical population of the present study. A secondary elementary school located in the 11th district of Tehran was selected using the convenient sampling method. The research was carried out on the entire student body of this elementary school, which consisted of 315 female students. The instruments utilized for data collection were the online student engagement scale (OSE), and online learning self-efficacy scale (OLSES).  SPSS software was utilized to conduct multivariate analysis of variance for repeated measures on the data. The outcomes demonstrated that the implementation of a positive education program increased online students' engagement and self-efficacy. The findings of this study may provide educational psychologists and school counselors with valuable insights for developing and executing initiatives that foster student motivation and flourishing.

Overloaded 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 dimensions and characteristics; Therefore, the current research was conducted with the aim of identifying the dimensions and features of the Overloaded curriculum in the primary school.

The approach of qualitative research and its method was a systematic review based on the seven-step strategy of Wright et al (2007). The research community consisted of 71 studies that were collected from valid internal and external databases in the period of (2000-2023) and after quality assessment, 38 articles were selected and analyzed through coding.

The findings of the research showed that the overloaded curriculum has three dimensions: individual, organizational and educational. The individual dimension, including hoarding of content by subject experts, threatening the physical and mental health of students, job burnout of teachers, creating a dual status for principals and changing the role of teachers and parents; The educational dimension includes the excessive amount of goals, adding new content without reducing the previous content, multiple assignments and activities, time limit and multiple and time-consuming evaluations, and the organizational dimension including hasty decisions without research support, a tool look at the curriculum to achieve political goals and Social was the volume of curriculum documents and numerous plans and programs.

The results showed that the overloaded curriculum is a multidimensional phenomenon, the prevention of which requires attention to curriculum elements, stakeholders, and organizational decisions.

The present study was conducted with the aim of analyzing the implementation of descriptive evaluation of primary school students in virtual education from the perspective of teachers, parents and students and with a qualitative approach and descriptive phenomenological method. For this purpose, among the teachers, parents and students of the elementary school in the 18th district of Tehran who were present in the research field, with the purposeful sampling method and by using the criterion strategy, accessible (easy) and snowball, the number of participants depending on the theoretical saturation is twenty teachers, twenty The parents and twenty students arrived, semi-structured interviews were conducted. Data analysis with the seven-step Claysey strategy led to the identification of four main themes and 26 sub-themes for the group of teachers, four main themes and 15 sub-themes for the group of parents, and three main themes and 22 sub-themes for the group of students. The results show the different views of the three groups in the field of implementation methods, which are necessary to know and be aware of in order to take the necessary measures in order to optimally implement descriptive evaluation in virtual education.

The purpose of the current research is to describe and describe the educational journey of the first author of the research in the curriculum text, in the position of past comprehensive, current teacher and future curriculum expert, and to reconceptualize the teacher's educational practice based on the educational metaphor of the journey. The current research design is of qualitative type, and in terms of method, it is included in the category of narrative research. The general method of the work is that the first author of the research, as a teacher and in fact, a subject for analysis, subjected himself to deep introspection and presented his personal narrative of the phenomenon in question (here curriculum) in the narrative style of "auto-ethnography" and then, in order to validate his narrative, he has used the narrative of three other teachers, who were selected using the purposeful sampling method (criterion-oriented preference), along with his own narration. The main process of extracting the key concepts and themes has also been done using the seven-step method of Colaizzi (1987). The findings of the research indicate the necessity of turning the theory and practice of the curriculum and redefining the components of the curriculum from simple to complex and from quantitative to qualitative.

The present study was conducted to investigate the typology of orientations of primary school teachers towards virtual education during the Coronavirus pandemic. To this end, the qualitative approach of descriptive phenomenology was used. The research population included all primary school teachers in Qeshm, of whom 31 teachers were selected as the sample by purposive and theoretical sampling. The research tool consisted of semi-structured interviews. The criterion for selecting the participants was having at least three years of teaching experience in the face-to-face education before the pandemic. Data was analyzed using Colaizzi’s seven-step coding. To validate the findings, two strategies of member check and peer debriefing were used. According to the findings, the types of orientations of primary school teachers towards virtual education were as follows: Avoidant-harmful, deficit-insufficient, contingency-realistic, and supportive-experimental. Findings showed that the factors of role image, educational context, and structural, and infrastructural barriers have played a significant role in the formation of this orientation.

The aim of the present study was to identify the self-developed maps and approaches of faculty members' competencies to guide student theses and dissertations. This research has been applied in terms of purpose, which has been done by the method of review-type study using Sandolowski and Barros (2006) steps. Sample selection was done using the criteria for acceptance and non-acceptance of the Critical Assessment Skills Program (CASP). To achieve the purpose of the study, an extensive review of the research background was conducted. For this purpose, the databases of Google Scholar, Eric, Science Direct, Megairan, Civilica, Jihad Daneshgahi, Irandak, Alamnet and Noor databases were searched. In this regard, by examining the scientific studies that were conducted in this field between 1390 and 1400, 325 documents were identified, of which 37 documents were selected and analyzed in a targeted manner as research samples. For the selection of studies and articles, criteria were considered, including that only studies published in Iran's prestigious journals and having a scientific-research grade were reviewed. Atlas TI software version 9 under Windows was used for data analysis. Documents related to scientific studies were described in the research context by studying the scope of research in the form of concepts and themes deductively. Findings showed that desirable or universal approach, configured or structured approach, managerial approach, welfare approach, political approach, organizational improvement approach, need-based or systematic approach, reactive approach, preventive approach and active learning approach are important approaches. Which can contribute to the self-development of faculty members' competencies to guide student theses and dissertations.

The purpose of this study is to Designing an Intercultural Curriculum Framework for Teacher- Students at Farhangian University. The present study was based on a qualitative approach and phenomenological method with the presence of 18 participants among curriculum and sociology specialists using purposive sampling method and semi-structured interviews. The analyzes were based on open, axial and selective coding. In-depth analysis of the interviews resulted in identifying and categorizing the features of intercultural education curriculum. It can be argued that Intercultural training curriculum framework consists of 4 elements of purpose, content, teaching-learning methods and methods of evaluation. Themes oversee the objectives of the Intercultural education curriculum in three basic dimensions (cognitive, emotional / attitudinal, and skill). Promoting respect for values and differences in the educational content section; Emphasis on the preservation and transmission of cultural heritage; Emphasis on social interaction; The disadvantage of emphasizing the avoidance of racism; Adaptation to the local historical identity of different ethnic groups; Paying attention to the role of Iranian ethnic groups in maintaining national independence; Attention to national and ethnic cohesion; Attention to cultural diversity; Attention to teaching indigenous and local languages; Attention to cultivating cultural self-awareness; Promoting justice and equality; Attention to different heavenly religions; Accept differences. In the section of teaching-learning methods, role-playing; Demonstration method; Project method; Collaborative teaching method; Scientific teaching method; Reliance method; Brain Enhancement Method; Problem solving method; The method of the courts; Group discussion method. The element of evaluation, as the last element in the intercultural curriculum from the perspective of the study groups in the form of: functional test; Observational evaluation; Oral evaluation; Paper pencil test; Skill-based tasks; Self-assessment; Peer assessment were identified.

The purpose of this study was to investigate the relationship between faculty members' teaching style and students' motivation and academic engagement in an online learning environment with the mediating role of participation styles in learning. The current research was carried out using a descriptive method of correlation designs. The research sample included 100 faculty members and 502 university students introduced by them in Teacher Training University campuses of Isfahan, Iran. The research instruments included Grasha and Richman's teaching style questionnaires, Harter's academic motivation, Khaleghinejad's academic engagement, and Grasha and Richman's learning style. The results revealed that there is a significant relationship between the teacher's teaching style and academic motivation. No significant relationship was observed between the teacher's teaching style and academic engagement. Teaching style affects academic motivation and academic engagement through learning style. Although this indirect effect is significant, the relationship between teaching styles and learning styles is weak, and the relationship between learning styles and academic motivation and learning styles with academic engagement is more important in predicting. In addition, learning styles had a strong relationship with academic motivation and academic engagement of students in the online learning environment.

This study aimed to investigate the effectiveness of the positive education program on teachers' teaching self-efficacy and engagement in online classes. This study was an applied research in terms of purpose and an experimental research with repeated measurement design in terms of method. The statistical population of the present research was secondary public elementary schools of the 11th district of Tehran in the academic year of 2019-2020. A secondary elementary school from the 11th district of Tehran with convenience sampling method were selected and all the teachers of this elementary school were trained. Positive education program was designed and presented based on Seligman’ PERMA model and in 12 two-hour sessions and virtually. Data collection instruments were, Klassen et al. (2013) engaged teachers scale (2013), and teaching self-efficacy scale of Tschannen-Moran and Hoy (2001). Data were analyzed using multivariate analysis of variance for repeated measures. The results showed that positive education program had positive effect on teachers' teaching self-efficacy and engagement in online classes and this effect were sustained until a follow-up period of one month. The findings of this research can be useful for educational psychologists and school counselors in designing and implementing programs to promote well-being and motivation of teachers in the teaching process.

The current research was conducted with the aim of comparative study of decision making theories and educational career choice and in order to provide a strategy for evaluating and improving the educational career guidance program of Iran's education system.  This research was done with a comparative approach and with an analytical documentary method. Therefore, the theoretical documents were collected using related keywords and digital libraries and online databases and were analyzed through the researcher's flash capture and data summarization and classification techniques. In order to check the validity of the findings, the researcher's self review criteria were used during the process of data collection and analysis, as well as the development and rich description of the data to ensure transferability. The effective factors in educational career guidance based on the presented theories can be categorized into three parts, including individual factors, social factors and environmental social factors. The results of the evaluation of Iran's educational career guidance program with the statistical classification also showed that, despite paying attention to some of these factors, the educational career guidance program has not been very successful in implementation. The effectiveness of educational career guidance programs requires identifying and considering all the influencing factors in this field. In this context, by designing and implementing the educational career guidance curriculum, all the factors and criteria that have been proposed in the theoretical base as important factors in choosing an educational career can be taken into account during the process and systematic steps in the entire educational levels of the students.

The present study seeks to develop and standardize a measurement tool for effective elementary schools. To this end, as the first step, 70 indicators were identified with reference to the related literature and the opinions of teachers and experts. In the second step, the opinions of 11 experts were employed to check the content validity. The construct validity was further examined based on the opinions of 643 public elementary school teachers in the city of Tehran, Iran, selected by two-stage cluster sampling method, using factor analyses. The reliability of the given tool was also determined through the test-retest method, the Cronbach’s alpha coefficient, and the Omega index. The study results revealed that the developed measurement tool had desirable psychometric properties and it could be administered as a standardized instrument to assess the quality of effective elementary schools.

The purpose of this research was to apply a phenomenological approach to teachers’ perceptions of the performance of Tehran's children. This interpretive and phenomenological method was employed in the field of public-school study for females at the 17 Shahrivar school, located in the District 13 of Tehran in 2020, for the purpose of this study. The teachers’ field of study in Tehran’s District 13, from which 20 persons were randomly selected. Using the Colleizi method, a review of notes is set up to analyze review interviews. In this study, there are nine themes and forty-four subthemes titled emotion regulation, learning skills, family, child’s nature, environmental factor, intellectual maturity disorder, communication skill training, and playing, and 44 sub-themes. The research findings addressed the perceptions and perceptions of teachers regarding the concept of resilience in children, the main factors and components of creating resilience in children, the reasons for the lack of resilience in children, the effects and consequences of the lack of resilience in children, and finally the most effective methods for enhancing resilience in children. In light of the present research, it is suggested that parent training programs should also aim to modify educational strategies and behavior patterns and enhance relationships in the structure of equations and connections. Given that environmental and interpersonal conditions play a significant role in children’s lack of resilience and that this study was conducted on a specific statistical population, it is recommended that future research include children of divorce or children with addicted parents.

The purpose of this study was to investigate teachers' perceptions of the opportunities and challenges of the School-Specific Curriculum. This study was conducted using a qualitative approach and phenomenological design. Using purposive sampling, data saturation was obtained after 24 semi-structured qualitative interviews with teachers. Analyzing teachers' perspectives identifies eight strengths, including: students' practical familiarity with different types of skills, increasing students 'motivation to learn, increasing students' social skills, providing a basis for recognizing students 'abilities, creating a basis for lifestyle modification, increasing students' creative thinking, increasing Teachers' job motivation, encouraging teachers to acquire information about professional skills appropriate to local conditions, as well as six challenges, including: time constraints, lack of executive facilities in suburban and rural areas, restrictions on multi-grade classes, and the reluctance of some teachers to perform. There were inconsistencies in the program implementation process and problems related to evaluating the achievements of the curriculum. The findings of this study contribute the authorities in expanding and strengthening school-based curriculum as a strategy in decentralizing the country's curriculum system.

Following the outbreak of covid19, e-learning has provided a unique opportunity to face the limitations of face-to-face education and achieve the ideal of education for all. Since teachers are considered as the most important influential factor in the teaching-learning process, the analysis of their successful and unsuccessful educational experiences can give us a deeper understanding of the current situation and provide solutions to achieve the desired situation and strengthen it. Given the vast amount of research conducted on the challenges and problems of teachers in the electronic context, the present study aims to focus specifically on the strengths of teachers' teaching experiences in the new learning environment. Therefore, the purpose of this study is  identifying and modeling the importance of successful educational experiences of elementary school teachers in the e-learning environment.

This is a qualitative and phenomenological study. Participants in this study include all elementary school teachers who had the experience of teaching in electronic context (Shad Program) in the academic year 2020-2021. Eighteen teachers among them were selected through purposive sampling and semi-structured interviews were used to collect information until the researcher could achieve theoretical saturation. The findings were analyzed, using Colaizzi's seven-step strategy. In-depth analysis of the interviews resulted in the identification of 7 main categories and 25 related sub-categories. In the next step, the identified key categories entered into the Interpretive Structural Modeling (ISM) software. In this section, first the structure of the communications between the categories was drawn in the form of an interactive network and then the importance of each of them was determined.

The research findings showed that successful educational experiences of elementary school teachers in the e-learning environment in the order of their importance  include the development of technological competencies (61 points), progress and modernization of curriculum elements (60 points), paying attention to emotional-psychological needs (53 points), promotion of social skills (51 points), development of scientific education (28 points), paying attention to aspects of biological and physical education (21 points) and strengthening  aesthetic capacities (17 points).

The results of the present study can be considered as a continuum in which, on the one hand, the development of technological competencies is of the highest importance and, on the other hand, the strengthening of aesthetic capacities is of the least importance. Based on the results obtained, a major overhaul of pre-service and in-service teacher training methods is needed to keep pace with the developments in technology-rich environments. In order to improve the quality of the teaching and learning process in the electronic context, teachers should also pay attention to the specific requirements of this new educational environment and its developmental capacities, and instead of using traditional teaching methods, prioritize their focus on educating students in all areas, encouraging group collaboration and participation in the virtual classroom, fostering students' curiosity and flourishing their individual creativity, strengthening students’ motivation students and paying attention to students’ individual abilities, interests, talents and personal differences of students in the new ecosystem so that they teachers could  hope for an effective and active presence of students in their virtual classes.