فهرست مطالب علی ایمان زاده

The purpose of the research content analysis of the fist secondary school text books( thinking and lifestyle) in regard to self- care. The current research is a quantitative content analysis.  In this research, the research community, the content of the thinking and lifestyle textbooks of the first secondary school (7th, 8th) academic year of 1402-1401 were selected.  The statistical sample of the research included the seventh and eighth grade thinking and lifestyle textbooks (common for boys and girls) and the method of sampling was also targeted.  Content analysis techniques (checklist) were used to collect information.  The initial form of this checklist is prepared from the literature and theoretical foundations of the research.  In order to check the validity of its content, the prepared checklist was given to the tutors and advisors as well as five experts in this field for modification and after applying their opinions, the content analysis checklist was finalized.  The unit of analysis and review in this research was all the components of the book "Thinking and Lifestyle" of the first secondary school (content, pictures, activities, questions) and the unit of registration was a theme.  In this research, the Shannon entropy method was used to analyze the data.  In this order, the data were normalized and the importance coefficient, information load and standard deviation of each component were calculated.  The findings of the research showed that the seventh and eighth grade thinking and lifestyle books paid little attention to self-care.  Among the studied components, the most frequency is related to the physical component (observing proper clothing and according to the seasons), emotional (being kind to yourself and others), psychological (feeling of sufficient self-confidence).  The lowest frequency is related to the components of spiritual self-care, and most of their sub-components (such as reciting and listening to the verses of the Qur'an and participating in religious ceremonies and rituals, doing good deeds, helping the needy, giving thanks for God's blessings) have not been paid attention to.  Self-care skills can be realized by including the components of self-care in educational books and taking a balanced look at it in books of the first secondary school, especially books on thinking and lifestyle.

Information anxiety is one of the emerging challenges of human life, which has emerged and expanded with the development of rhizomatic thinking under the shadow of post-structuralist thinking. Information anxiety actually comes from the growing gap between the amount of available information and our ability to process and understand it, and this type of anxiety is fundamentally different from concepts such as library anxiety and internet anxiety. The aim of the present research is to presenting the information anxiety management model of students of Tabriz University based on grounded theory approach.

The research method is qualitative content analysis, based on grounded theory approach, and in-depth semi-structured interviews were used. The statistical sample included 18 students of Tabriz University, and the sampling continued until the theoretical data saturation stage. The analysis was done through manual coding inspired by Glaser's theory, and after extracting the primary and core codes of related categories, extraction and pattern design was done.

Based on the findings of the research, in open coding there are 367 primary codes, in axial coding there are 59 core codes and in selective coding there are 23 core categories in the form of causal, contextual, intervening conditions, strategies/actions, results and the main phenomenon (management information anxiety) were classified.

Considering the growth and spread of information anxiety among students, by using this model, it is possible to control and manage students' information anxiety and keep them away from its possible harm.

The main goal of the research is to study the experience of teachers of practical lessons that using synchronous and asynchronous electronic learning methods during the corona virus epidemic. This research is qualitative and phenomenological. The statistical population includes teachers of practical lessons in Tabriz city. Therefore, based on the purposeful sampling method, semi-structured interviews were conducted with 21 teachers of practical courses in Tabriz city regarding their experience of using synchronous and non-synchronous electronic learning methods. To achieve the validity of the questions, the experiences of experienced teachers were used, and to ensure the reliability of the data, the method of repeated study, continuous comparison of data, summarization and categorization of information was used without harming the data, and the data were used It was analyzed by the method proposed by Smith. After analyzing the data, 7 main themes including different perceptions of the necessity of prior familiarity with the e-learning environment, the weaknesses of synchronous and asynchronous e-learning for providing practical lessons, the strengths of synchronous and asynchronous e-learning for providing practical lessons , evaluation of practical courses in electronic education system, effective factors on the performance of teachers of practical lessons in electronic education, fraud in electronic education system and processing of requests were obtained, each of the main themes had several sub-themes.

The aim of this study was to investigate the characteristics of project-based curriculum elements, design and validation of its model with a qualitative approach and documentary research method, using qualitative content analysis and analytical-inferential method. To identify and extract curriculum themes, project-based curriculum documents and resources and the views of curriculum experts were used. The method of data analysis was description of the basics and theoretical analysis and inference. Themes for curriculum goals rely on improving thinking skills and creating lifelong learning and cultivating scientific and practical knowledge in line with students' real-life lives. In the field of content there was an emphasis on richness and activity-oriented and its integrated organization; in the section of teaching-learning strategies the use of research methods and group exploration and problem solving were emphasized. And finally, the use of continuous and diverse evaluation and process-oriented, multiple and performance-based methods in the evaluation section was considered by this model. The validity of the proposed model was evaluated and confirmed using the content validity ratio formula and the Lawshe table.

Social skills are developed through exposure to social environments and a part of the education process that is implicit and unteachable (hidden curriculum) available to learners. This study aimed to represent the formation process of social skills in primary school students with the focus on hidden curriculum.

Therefore, a semi-structured interview was conducted using a qualitative method based on the Foundation's data theory, using a targeted sampling of 15 elementary school teachers in Mahabad city, until the theoretical saturation of the data. Data analysis was also done by continuous comparison method, through open, central and selective coding in the form of 9 general categories and 23 sub-categories under Max Kyuda version 2020 software. The data pattern of the foundation in this study was depicted through the graphic model (outputs of Max Kyuda).

The final model in the form of contextual factors includes; family, school and peers, process factors including; interaction with the environment, skill learning, changing and modifying behavior and training methods and consequent factors; including desirable social skills and undesirable social skills were extracted and categorized based on the three elements of the Strauss and Corbin (2008) model.

The results showed that social skills in students is a multi-dimensional process that requires a comprehensive and multi-faceted look at the educational system in the form of open curricula with an emphasis on the hidden curriculum and its functions (structure of educational centers, social atmosphere and family).

Although there is general agreement about care and the place of self-care in personal development and excellence, but a model that can express the process of care and how self-care is formed in students, has not been presented and a clear theoretical explanation has not been provided. The present study seeks to design and develop a self-care model for high school students.This research has been done in the framework of a qualitative approach and by applying grounded theory method. Data collection tools were semi-structured interviews and in order to collect information, 25 high school students of jolfa were interviewed using purposive sampling method. Data analysis was performed in three stages of open coding, axial coding and selective coding.The results of the present study show the extraction of 487 codes or basic concepts from interviews as well as the enumeration of 38 sub-categories and 9 main categories in the form of a paradigm model including: self-care process as a central category and causal conditions (2 cases), contextual factors ( 4 cases), intervening conditions (2 cases), strategies (5 cases) and Subsequent outcomes (1 case). Acquainting students with the concept of care, its limits and its types and its consequences in different fields can play a fundamental role in the institutionalization of self-care activities..

Societies are faced with newly emerging environmental and ecological crises. The current study aimed to design an optimal model for ecological citizen education curriculum for junior high school. In this mixed-methods research, the analyticalinferential and synthesis research methods were adopted to develop the optimal model based on Aaker’s model. The model was then validated to ensure its efficiency. Expert sampling was performed in this stage. Based on the findings, the designed model provides specific guidelines about the elements of the curriculum and possesses important religious, social, psychological, and philosophical foundations. According to the experts, all dimensions of this model have adequate validity.

University curricula should include courses and requirements that enhance graduates' skills and prepare them for the challenging job market. Experiential learning is very positive in this field and internships are increasingly considered an important curricular option. The purpose of the present research is to design the ideal model of internship curriculum for university technical-engineering fields based on the ten elements of Akar. The current research is practical in terms of purpose; In order to design the ideal model of the internship curriculum, the synthesis research method (thematic analysis of interviews and document study) has been used. The population and statistical sample includes professors of educational sciences, technical-engineering fields and scientific resources including books, articles and treatises related to research. The sampling method was criteria-based and documentary studies and semi-structured interviews were used to collect data. The method of data analysis is thematic analysis. According to the Akar curriculum design model, the logic of the technical-engineering internship curriculum will enable students to solve challenges and apply what they have learned. Acquiring qualifications and continuity and sustainability of students' job performance should be one of the goals of the internship curriculum. Internship curriculum evaluation should be done in the real environment, based on accurate criteria and by direct observation of students' performance. It is necessary for planners and employers to pay attention to the indicators specified in the internship program template in order to improve the efficiency of internship courses.

 This study was conducted to identify the components of Rights of the Child in the International Convention and to compare it to the upstream documents of the educational system of Iran.

 The approach of the study was qualitative content analysis and the research method is documentary analysis. The research population of this study was the upstream documents of the educational system of Iran, (Document on the Fundamental Transformation of the Education System in Iran, the National Curriculum Document of the Islamic Republic of Iran, and  the Vision Document of the Islamic Republic of Iran for the dawn of the Solar Calendar Year 1404), which was selected as a research sample through a purposive sampling. The data collection tool was observational review and the study of upstream documents. The method of data analysis is the analysis of the content of the above-mentioned three documents and its comparison with the components and clauses of the International Convention on the Rights of the Child.

 This research represented 6 categories of rights (educational, civil/political, social, cultural, economic and health). The results show that the conflict and disorganization in the legal definition of child and children in Iran, the lack of a specific national institution to prescribe and make policies in this field, the duality of the system of thoughts of the institutions in charge of child protection programs, the gap between the definitions of different institutions, including the institution of religion, law and rights relating to children and their rights, the gap between theory and practice in educational programs regarding children's rights, has led to the obstacles in the improvement of children's rights in Iran.

 Therefore, reviewing the definition of a child, making a detailed policy based on the components of children's rights, coordinating legal institutions regarding the strict observance of legal provisions in operational plans is very necessary.
Keywords: child، Rights of the Child in the International Convention, the upstream documents of the educational system of Iran.

Service-oriented learning is a type of active learning in which participation in the community, its improvement and change is central. A type of learning in which social issues are wisely organized with curricula. The National Learning Prevention Center / Network defines service-oriented learning as a "teaching and learning" that can link educational learning experiences, personal growth, and civic responsibility. Studies show that in the field of education system, both in Iran and abroad, no research has been done in this regard and this research is a new and innovative research and designing a service-oriented learning curriculum model in social studies education in addition to expanding the basics Theoretically, service- oriented learning as a new educational method can be effective in solving the challenges of the Iranian educational system. Therefore, the purpose of this study was to design and validate the optimal model of service-oriented social studies curriculum based on the IPARD model for the first year of high school.

Considering that in the present study neither qualitative results reinforce quantitative results nor quantitative results play a role in qualitative findings, naturally in this research there will be a multi-method method which will use the appropriate method according to the questions. In this method, both qualitative and quantitative methods were used and through reviewing and analyzing different sources, trying to discover and identify the content categories and characteristics of the elements of a suitable model for designing a service-oriented social studies curriculum based on IPARD model for the course. The first was high school and its validity and effectiveness. The predominant quantitative-qualitative approach was synthetic research and quantitative method was used to answer some of the questions, so the present study, despite being an applied research, also benefits from the quantitative-qualitative paradigm.

The proposed model of service-oriented social studies curriculum in junior high school is designed based on the Acker model, which has 4 important religious, social, philosophical and psychological bases. The designed model can play an important role in teaching the learning objectives designed for this lesson. The designed model is valid from the perspective of social scientists, educational psychologists and curriculum specialists. The composition of these experts is due to the nature of the issue, and experts in the above three areas could have made a wiser comment. The above experts, who were purposefully selected, estimated the validity of the model at 88%. The experts all believed in the desirability of teaching and learning methods of this model and the place of learning was less among the components of learning.

Considering the content of this type of curriculum in the field of social studies, a wide range of learning resources such as textbooks, publications including magazines, public and specialized newspapers, school and its physical spaces such as laboratories, libraries, mass media and public. Like television and its programs, cyberspace such as social networks, lectures by experts, especially lectures and general and specialized workshops held in this field can be among the materials and learning resources. The use of audio-visual materials such as educational CDs, videos and educational clips and documentaries appropriate to the age of the students can help deepen the students' learning. The appropriate grouping for the service-oriented learning curriculum in the social studies of the first secondary school, in spite of many disagreements in this field, is groups of 3 to 5 people. Although it is possible to evaluate service-oriented projects through standardized tests, this type of evaluation is foreign to the nature of these projects. Schumer et al. (2000) refer to self-assessment in evaluating service-oriented projects so that the student evaluates himself / herself and his / her activities and corrects his / her weaknesses. A curriculum designed based on learning service for junior high school and academic year Seventh, this type of education can eliminate many shortcomings in the education system, such as the gap between theory and practice, students' reluctance to study and scientific activities and education, lack of horizontal and vertical connection between courses and courses, etc. Upstream documents paying attention to this type of training can be fruitful.

Service learning is one of the emerging paradigms in the field of learning. The aim of the present study was to design and validate the optimal model of service-oriented social studies curriculum based on the IPARD model for the first year of high school. The method of the present study was combined or mixed (quantitative-qualitative). The research method in the model design stage was synthesis research. The statistical population of the research for this stage was all available documents and library documents and sampling of this stage was a purposeful and criterion-based theory that used various tools such as filing and library studies. In the second step, validation was used to ensure the efficiency of the model. The statistical population of the present study was curriculum specialists and experts, experts in the field of social sciences and experts in educational psychology. The opinions of 18 people were used by sampling method based on the opinions of experts. Finally, the collected opinions of individuals were analyzed

The aim of this study was to investigate the main elements of the project-based curriculum in elementary school, design and validate its model with a qualitative approach and content analysis method. In order to identify and extract the subjects of the curriculum, the documents of the elementary curricula, project-based curriculum and the viewpoints of the specialists of the curriculum and elementary education were used. The method of data analysis was description of the basics and theoretical analysis and inference. Themes for Curriculum Objectives in this curriculum relies on improving thinking skills, creating lifelong learning, and cultivating scientific and practical knowledge in line with students' real-life lives. In the field of content on richness and activity-oriented and its integrated organization; In the section of teaching-learning strategies, the use of research methods and group exploration and problem solving was emphasized. The use of continuous and diverse evaluation and process-based, multiple and performance-based methods in the evaluation section was considered by this model. The validity of the proposed model was evaluated and confirmed using the content validity ratio formula and the Lawshe table.

This study was conducted as an interpretive research paradigm through grounded theory method to provide a model for teaching analytical literacy in Iran. Data was collected by Semi-structured interview technique from experts and professors of educational sciences and curriculum planning whom selected by purposeful sampling way. The research data were analyzed by open coding method from which were extracted conceptual, main and macro categories. Finally, the model of communication literacy training was provided; including causal, structural, intervening factors, as well as the necessary strategies for communication literacy training and the consequences of implementing the correct training system. The main category includes teaching general topics, training and observation, which can be used to design, develop and implement a communication literacy training program. After analyzing the findings, these factors were identified: Family cultural conditions, reading and storytelling in the family, reading poetry to family and classmates, avoiding the consequences of unipolar education, organizing information, psychological skills, semantics, emotions, attitudes, role expectations, non-verbal messages, verbal messages, face-to-face messages, In-person messages, voice and text messages for causal factors; subculture of country, province and city, country education system, family culture, communication network for structural factors; complexity of communication components, inherited traits such as intelligence, cultural background, physical characteristics and psychological skills for intervening factors.

The present study aims at identifying the components of economic education in the Holy Quran and the extent of its reflection in the superior documents.

The research method is descriptive (analysis of qualitative content) and of comparative type with reference to the text of the Holy Quran, superior documents as well as the scientific and research sources. The statistical society included all chapters and verses of the Holy Quran, their translations and interpretations, and superior documents, including the Document of Fundamental Evolution of Education and the National Curriculum. Considering the nature of the study, the sample was equal to the society. The tool for data gathering in this study was the checklist for investigating the Quranic verses and the superior documents whose validity was confirmed by five professors in educational sciences, the department of Islamic teaching and the Quran teachers in Tabriz University. Its reliability was assessed through Lawshe agreement coefficient with comments by the same professors. For analysis, we extracted the components of economic education from the Quran.

These components were classified in three spheres of production, distribution and consumption. In the production sphere, 9 main components and 119 secondary components, in the distribution sphere, 24 main components and 56 secondary components, and in the consumption sphere, 6 main components and 52 secondary components were identified. In the next stage, identifying the components of the superior documents and the extent to which the components extracted from the Holy Quran reflect the superior documents were investigated.

The results show that the extent to which the components of economic education reflect the superior documents is about 22 percent in the production sphere, 12 percent in the distribution sphere, and 20 percent in the consumption sphere, which are at a low level.

one of the best approaches in regard with the youths' health is paying attention to self-care and its principles in proportion to the physical and mental development. The objective of this study is a representing an experience in self-care among the students in senior high school.

the present study is a qualitative one from the interpretative phenomenological type. The research community consists of female students in senior high schools in Marand city. The community consisted of 25 students who were selected through sampling based on objective. The decision to end the sampling was based on theoretical saturation. A semi-structured interview was used to gather data. The interviews were recorded and analyzed using the method of Streubert and Carpenter. To assess the strength and rightness of the data, four criteria were used as follows: acceptability, reliability, verifiability, and transferability.   

from the perception and experience of self-care of students in senior high school, seven themes including meaning and conception of self-care, limits of self-care, necessity of self-care plan, teaching self-care, curriculum of self-care, consequences of self-care, and strategies for promoting self-care as well as twenty eight secondary themes were identified.   

despite existence of comprehensive religious teachings regarding self-care, the students' perception of self-care is not quite perfect, and we may take good steps in promoting their self-care by taking proper educational approaches.

Ecological citizenship as an emerging type of citizenship means specific human responsibilities to protect the environment in a way beyond limited personal interests and thoughts. This study aims to analyze the content of the level of attention to the components of ecological citizen education in social studies textbooks in junior high school. To achieve this goal, the content analysis method has been used. Descriptive statistical methods such as frequency and percentage were employed to analyze the data. Frequency charts were used to present the data. Findings showed that in the social education textbooks of junior high school, a total of 63 cases have been paid to the education of ecological citizens, of which, 21 cases (33.33%) were related to Ecological knowledge, 19 cases (30.15%) were related to Ecological beliefs and attitudes, and 23 cases (36.50%) were related to Ecological behavior. The lowest frequency of prepending to ecological knowledge was in the 7th and 8th grades of junior high school (0.00). The highest frequency related to personal environmental behaviors was in the 7th grade of junior high school (44.44%), and for the sense of responsibility towards nature and its elements, the highest frequency was in the 9th grade of junior high school (44.44%). Based on these findings, many components in all aspects of ecological citizen education have been neglected. Given the existing crises in the field of human ecology and the effective role of curricula in resolving these crises, it is suggested that ecological education be given more attention by educational officials and policymakers.

The aim of this study was to design a STEM project-based curriculum model in primary school based on synthesis method. The statistical population included all valid scientific researches related to the subject that by regular searches in databases and based on inclusion and exclusion criteria 67 researches were selected for final review. A researcher-designed worksheet form was used to collect, record and report the initial research data. Findings were analyzed using Hurd (1983) seven-step model and open and axial coding method. To confirm the reliability, the Cohen's kappa coefficient formula was used, which was 79% of the agreement between the evaluators. Research findings show that the STEM project-based curriculum is a student-centered curriculum that defines a completely different role from the traditional curriculum elements in all curriculum elements.

Adolescence is a transitional period in life when one's rapid physical growth and development and sexual maturation can lead to their physical capability to reproduce. Based on the definition provided by WHO, adolescents are young people between the ages of 10 and 19 years. Since adolescents and young adults are going through the growth stage, their health can be affected either positively or negatively by their interactions with the environment, their friends and peers, their parents and family members, people in the society, and social rules. In the course of sexual maturation, adolescents undergo fundamental changes and face with different questions and ambiguities and if they do not receive right answers to their questions, they may refer to their peers or media such as satellite TV, the Internet, and cyberspace to find answers. However, they often do not find proper answers. This may also lead to further problems in the future. Considering this, sex education is a necessity for adolescents that must not be overlooked. It is a fundamental right of adolescents and should be provided by both parents and society. Due to its characteristics, sex education is accompanied by a number of challenges in all countries and cultures and unique ethical considerations are associated with it. In many Islamic countries such as Iran, sexual intercourse out of marriage is prohibited both culturally and religiously. In such countries, sex education is insufficient and restricted, and is not often provided by teachers since they do not feel right talking about sextual issues. Furthermore, there is currently no coherent policy on sex education in countries such as Iran. Therefore, the present study was an attempt to describe the processes of sex education of Iranian adolescents through developing a theoretical model. The governing paradigm of this study were a qualitative one. The present researchers further benefitted from a grounded theory research method in carryiong out this study. Accordingly, school conditions and opinions of sex education specialists, teachers, counselors, health educators and parents were considered in this study. Regarding the study participants, 20 specialists in the field of sexual education, curriculum planning, educational psychology, parents and teachers with scientific expertise or practical experience were selected by using theoretical sampling procedure. Then, a number of semi-structured interviews were conducted with participants and the process of data collection continued until data saturartion was reached. The collected data was next analyzed using the paradigm model (the Strauss and Corbin). After analyzing the data, the researcher obtained 169 basic conceptual propositions in the form of 59 open codes, 18 central codes, and 6 selected codes. The findings were further depicted in the form of a model indicating causal factors, namely the need for accurate adolescent recognition, cross-sectoral cooperation and recognition of necessities, the main phenomenon, namely effective sex education, interventionist conditions, namely religious-belief, socio-cultural, and Educational-organizational barriers, contextual factors, namely lack of clear policies, inefficiency of parents and unreliable information resources, strategies, namely overcoming cultural barriers, socio-cultural considerations, capacity building in the educational system, educational strategies and principles of education, and consequences, namely individual and social consequences. The model reflected the pattern of adolescent sex education process. According to the proposed model, necessity and need, education, and sociocultural structures can affect the core component of effective sex education of Iranian adolescents. The main objective of this study was to propse a theoretical model for studying the process of sex education of Iranian adolescents through using a grounded theory method. Based on the findings of this study, 169 basic conceptual propositions were identified in the form of 59 open codes, 18 central codes, and 6 selected codes. Accordingly, it can be suggested that Iranian society can solve its sex-related problems through an effective educational system which pays enough attention to sex education while taking into account the country's Islamic-Iranian culture. Obviously, the absence of a proper sex education system can predispose adolescents to a variety of abusive and high-risk behaviors. Adolescence is one of the most sensitive and traumatic stages of development. Concerning the aforementioned findings, it is recommended that the country's education authorities pay enough attention to sex education and provide the necessary grounds for designing and implementing effective curriculums in this regard. Finally, parents are advised to take a realistic look at sexual-related issues and problems of adolescents, to improve their own sexual education literacy, and to pay attention to the mental and personality conditions of their teenage children.

The present study was conducted to design and effectiveness of social studies education model based on the IPARD model on service-oriented learning skills in junior high school students. The present study is a quasi-experimental study with a pre-test and post-test design with a control group. The study population was all female students of public schools in Tabriz that 30 female students of primary schools in Tabriz were selected by multi-stage sampling method and randomly divided into two experimental groups (15 people) and control (15 people) were replaced. The students in the experimental group were trained based on the service-oriented learning method and the students in the control group were trained based on the traditional method. A researcher-made service learning questionnaire was used in pre-test and post-test. The service learning test was taken from both groups. Cronbach's alpha calculated on this questionnaire at 0.79. The validity of the questionnaire was also verified by experts. The training program designed as an independent variable was performed on them in 11 sessions, two sessions per week. Then, after receiving the training content designed based on the IRARD model on the experimental group, after twenty-four hours, both groups retake the service-oriented learning test. Finally, the data were analyzed using analysis of covariance in SPSS software version 13. In the content implementation program, the method appropriate to the IRARD pattern was used. Findings showed that service-oriented social studies curriculum design based on IRARD model was effective on students' service-oriented learning scores and students performed better in all components of service learning compared to the traditional curriculum.

The main purpose of this article is to investigatethe foundations, principles, and methods of cultivating transcendental self-love from the Islamic perspective. In so doing, a descriptive-analytical,  deductive, and Internal Critique have been used. The findings indicated that regarding the self-love, there are various approaches, such as ethical egoism and psychological egoism that were criticized by reasonable reasons, Based on the Islamic doctrines, "transcendental self-love" seems to have a broad and holistic view towards the self-love. In this regard, building on transcendental self-love, first, on the view of Islam transcendental growth, altruism and divine love principals were deducted, and then, educational methods, God-awareness, self-awareness, upgrade the transcendent self, balanced personality development, open ethical identity, respect for human emotions, love others based on divine love and reliance on God in life were extracted. Based on the findings, it is suggested that according to the components of transcendental self-love governmental documents of the education system be criticized and components of the transcendental self-love be examined in the hidden and formal curriculum. It is recommended that in necessary contexts and motivations to move towards the transcendental self-love, altruism, and open ethical identity be provide.

flipped teaching method. The goal of this study was determining the effect of flipped teaching on students' math anxiety and math performance.

The statistical population of the study was comprised of all fifth grade female students in Marand City in the academic year of 1397-1398. The statistical sample was targeted I such a way that from two neighboring schools (Atieh School and Rah-e Behesht School) in the same area of Marand City that were selected as a convenience sample. Rah-e Behesht School was selected as the school using the traditional teaching method and Atieh School was selected as the one using the flipped instruction. Rah-e Behesht School with 27 students was selected as the control group and Atieh School with 29 students was selected as the experimental group. Mathematical Anxiety Scale was used to measure math anxiety of the subjects. Moreover, to evaluate the performance of the mathematics course in the form of mathematical problems at different levels of cognitive domain, a researcher-made test with 20 questions that was approved by the experts in this field was used as the pre-test and post-test. Flipped teaching was used as four sessions per week of the fifth grade elementary math course in which two sessions per week were performed at home (during which learning occurred at home by using educational CDs prepared by the teacher) and two sessions per week were performed in the class during which activities were done.

The results of the MANCOVA and t-test showed that the four dimensions of mathematical anxiety (including learning anxiety, problem solving anxiety, math teacher anxiety and math evaluation anxiety) decreased significantly in the class using the flipped teaching method as compared to the traditional class. The math performance of the flipped teaching was also increased compared to that of the traditional class.

To explain the results, it can be said that the flipped class facilitates deep learning through learning activities in the classroom and increases the motivation of teachers and students and makes the classroom more attractive and communicative for them; thus, the students' self-confidence increases in learning math. In the flipped classroom, students experience different skills, such as open and closed questions, active listening, direct questions, addressing inconsistencies, as well as support and encouragement from the teacher which make the students capable of setting goals and solving problems. As a result, such students would have less anxiety in comparison to those who learn math in the traditional way. On the other hand, in this type of learning, more time can be spent in the classroom for thinking skills.  Also, learners are more actively involved in learning and creating knowledge, and, at the same time, they are testing and evaluating their knowledge. The flipped classroom helps learners to gain a broad understanding of their learning styles and practices. Increasing teachers' knowledge in the area of flipped teaching and holding in-service courses for teachers, as well as providing flipped teaching information  are  among the practical suggestions of this article.  

Bullying, as one of the unsolved problems in schools, leads to undesirable consequences. Effective factors associated with bullying, like moral disengagement, are crucial. However, no qualitative study has been conducted to build a model for moral disengagement and bullying.

Identifying fundamental, procedural, and consequential factors of moral disengagement in bullying.

The study was qualitative, based on grounded theory. The statistical population included all male students of middle and high schools of the Abhar city. 17 students and a focus discussion group with the average age of 15.5 were selected through purposive sampling in the 2018-19 academic year. The method was semi-structured interviewing. Data analysis was performed using the Corbin and Straus methodology (2008) and the ATLAS.ti 8 software.

 From initial 630 open codes, 19 secondary subjects and 7 main subjects were obtained. Results showed that the core category of beliefs and functional attitude to bullying are influenced by fundamental factors including determinant experiences, violent atmosphere, and bullying, and procedural factors including weak emotional perception, dysfunctional social perception, and externalization.

 Fundamental and procedural factors and related matters result in leveraging the moral disengagement mechanism and perpetrating bullying.

This was a mixed-methods research, aimed to identify and validate sex education strategies for 12-to-16 year-old Iranian adolescents based on the perspectives of their teachers and parents. Participants in the qualitative phase were 20 sex educators, teachers, and parents with scientific expertise or practical experience, selected through theoretical purposive sampling. Using semi-structured questions, the participants were interviewed about their opinions regarding the principles of sex education and the best and/or most important approach to that. The qualitative data was analyzed using content analysis, which revealed 19 basic themes regarding sex education strategies. Such principles were narrowed down to five basic categories, namely “overcoming cultural barriers", "sociocultural considerations", "capacity building in the education system and parents", "education strategies", and "principles of Education". A questionnaire was designed accordingly for adolescent sex education. To examine its rigor, this instrument was used in the quantitative phase of the study to collect data from a sample of 345 teachers in the middle and secondary schools in Khoy and Chaypareh Cities, selected through stratified random sampling method. Exploratory and confirmatory factor analyses were conducted to examine the validity of the questionnaire. The results revealed sufficient loading for the questionnaire items on the relevant factors, thus corroborating its validity. Cronbach’s alpha coefficient, on the other hand, corroborated the reliability of the instrument in terms of the number of its items. The result of current research can be insightful for educational planning with the aim of strengthening adolescent sex education.