کیوان صالحی

The objective of the current review research was to determine the criteria and indicators that are associated with the decline in the psychological well-being of homeless women. The research was practical in terms of its purpose and systematic review of data collection. The pertinent documents were reviewed in the domain of 2012 to 2024 by employing the specialized keywords of psychological health in homeless women, psychological injuries in homeless women, and Elsevier, Scopus, Web of Science, SID, Magiran, and Sage in domestic and foreign databases. The statistical population of this research consisted of 101 Persian and English articles that were identified through keyword searches. 33 documents were included in the final review of this research based on quality assessment criteria. The six-step thematic analysis method of Braun & Clarke (2006) was employed to analyze the data. The findings showed that in general, negative physical characteristics and related diseases, psychological problems, addiction and drug use, and emotional problems have a significantly higher prevalence in this group. Additionally, the results revealed that 42 indicators, including 8 criteria of attachment patterns, family relationships, personality traits, meaninglessness, trauma, physiological problems, environmental stimuli, and psychological problems, predicted low psychological well-being in homeless women. From the results, it can be concluded that homelessness is a phenomenon that is influenced by negative stimuli in an individual's family and social life.

The aim of this research is to present a theory to guide a comprehensive and quality counselor training program in Iran.

By adopting a qualitative approach and grounded theory method, data were collected through semi-structured interviews, in the context of counselor training programs in Iran with purposeful sampling; open, central and selective coding was used to analyze the interviews.

The findings identified the core category of "personal growth and continuous professional development of the counselor and improvement of the quality of counseling". Other important categories and subcategories were "cognitive excellence" (strengthening critical thinking, strengthening creativity), "enhancing professional performance" (strengthening appropriate evaluation and effectiveness, continuous growth and development of communication and counseling skills) and "intern-oriented active learning" (educational and professional interactions, developmental assignments, continuous self-improvement).

As a result of this research, a middle-range theory was formulated to facilitate the guidance of a comprehensive counselor training program, which helps the beneficiaries to ensure the quality and adequacy of this program, also improve the rate of graduates who are ready to enter the counseling profession field and reduce the waste of resources. Policy makers and administrators of various counselor training programs can use this theory as a reference to provide a rich and supportive educational and training environment to help the personal growth and continuous professional development of future counselors; This will ultimately lead to the improvement of the quality of education and counseling services.

Quality culture, with its diverse roles, impacts organizational performance and mission achievement. Alignment with missions, conditions, resources, and organizational maturity is crucial. Effective integration drives excellence and intelligent progress. The present study was conducted with the aim of analyzing the concept of quality culture in order to develop the quality of education. This study employed an advanced mixed-methods approach, comprising four sequential phases: qualitative, qualitative, quantitative, and quantitative. The qualitative phase, grounded in interpretive phenomenology, explored the lived experiences of stakeholders across four categories: faculty members, employees, managers, and students from various faculties at the University of Tehran. Participants were selected using criterion sampling, and data saturation was achieved after conducting in-depth interviews with 61 stakeholders, representing the entire University of Tehran. Subsequently, a quantitative survey was administered to 50 stakeholders from the technical and engineering faculty. In the stage of people's perception of quality culture, 83 indicators, 19 sub-themes and three themes agreed upon by all were identified and categorized. In analyzing the difference in the perception of teaching assistants, the prevailing perception in the technical and engineering faculty was "quantity-oriented quality culture," and the prevailing current culture was also quantitative-oriented quality culture. The study findings reveal that quality culture is a complex construct with varying levels, influenced by intricate relationships spanning individual, group, organizational, and extra-organizational dimensions within each organization. Shifting away from the simplistic, static view of quality culture as merely present or absent, and instead focusing on aligning the dominant level with organizational goals, resources, and maturity can pave the way for progress. By fostering integration and striving for advancement towards higher levels, organizations can lay the groundwork for development, excellence, and strategic advancement.

pseudo-psychologicy refers to a way of presenting false, improper or misleading psychological information that lacks scientific and professional evidence or credibility and often includes misinterpretations of behavior, baseless ideas, and seductive and simplistic explanations of complex psychological phenomena and harms and injuries. It creates risk in emotional, financial, moral levels, unprincipled intervention and stigma for clients. The current study sought to answer the question, why is pseudo-psychology and pseudo-psychologists trusted? In other words, efforts have been made to investigate the factors related to people's tendency towards pseudo-psychology, to achieve a deep understanding of this phenomenon and to prevent the occurrence and severity of the consequences.

In this study, the phenomenological redearch method was employed. Semi-structured, interviews were conducted with 24 participants selected purposively based on their direct experience with pseduo-psychology and The data were analyzed using the Colaizzi (1978) analysis method.

Through data analysis, 132 significant statements were identified, which were categorized into 21 sub-themes. These sub-themes were further classified into three main themes: "Attractiveness of psuedo-Psychological Services," "Accessibility," and "Weak Performance of the Psychology Community and Related Organizations." These themes were revealed as basic components contributing to the growing public preference for psuedo-psychology.

The result of this study shows that when the psychology community and related organizations are weak in providing scientific and effective psychological services, as well as dealing with and preventing the spread and increasing influence of pseudo-psychology, people fall into the trap of pseudo-psychology in order to meet their need for psychological services. And pseudo-psychologists fall. The consequences of this lack of attention to accurate and comprehensive information to the people and insufficient supervision and laws and non-deterrent actions have created the basis for the emergence and escalation of risks for the society and damage to the clients and the culture of referring to specialists

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.

The evolution in contemporary approaches toward Educational Assessment led to the appearance of Assessment as Learning Approach (AAL), aiming to establish and strengthen Learning based on comprehensive Self-regulation and Independence. The paradigmatic evolution inferred from the decayed Assessment basis into the Assessment as Learning. The present research was performed to recognize and contrast the quality criteria of Classroom Assessments in higher education based on Assessment as Learning.

To perform a systematic literature review, related documents were researched during 2005-2024 in databases such as Elsevier and Web of Science (WOS), 40 documents provided the appropriate quality of Critical Appraisal Skills Programme (CASP) were studied and analyzed.

The data analysis led to the recognition of Classroom Assessment Criteria in a) the Assessment Of Learning Approach (including Reliability, Fairness, Validity and Transparency), in b) the Assessment For Learning Approach (including Participation, Validity, Fairness, Transparency, Consistency and Accuracy, Efficacy, Authenticity, Congruity and Practicality) and in c) the Assessment As Learning (including Assessment Literacy, Participation, Self-regulation, Metacognition, Validity, Reliability, Efficacy, Transparency, Practicality and Congruity).

The Assessment Criteria (Of, For, As) Learning helps support students in the learning process and gives the students and faculty professors more executive procedures to enrich the Classroom Assessment Criteria. The utilization of these results can create opportunities for the education and empowerment of faculty members, enhancing the quality of instructional performance in the realm of classroom assessment at universities. This approach aligns with the pursuit of equity and fairness in assessment and the improvement of the teaching and learning process.

Improving the quality of scientific writing is one of the most important concerns in the current era, receiving special attention among the scientific community members. Dissertations are one of the examples of scientific writing. Identifying features related to thesis writing, especially writing coherence as the heart of writing activities, is considered one of the most basic steps in teaching and developing writing activities. This research identified the system of indicators for measuring the writing coherence in behavioral science theses. In this research, a qualitative approach and an interpretive phenomenological method were used. The key informants were 12 faculty members of the Faculty of Psychology and Education of the University of Tehran who were selected by snowball sampling in 2022; In the ninth interview, the data reached the saturation level, and three more interviews were conducted to be sure. data were collected using a semi-structured interview and were analyzed according to Dickelman and his colleague's Data analysis led to the identification of 61 indicators and their classification in the form of six criteria including: "intratextual coherence", "simple writing", "appearance attractiveness", "writing order", "methodical order" and "sourcing order". The results indicate that compliance with the criteria and indicators identified can significantly contribute to the quality improvement of scientific writing thus making it more valuable. Also, in the end, solutions were presented to improve and enhance the quality of coherence in thesis writing.

To assess the impact of including design thinking within the work and technology curriculum on students’ mental habits, a semi-experimental study with pre- and post-tests was conducted. Participants in the study were junior high school students totaling 120 in six classes across all three grades. One of the two classes of each grade was taught utilizing design thinking. The data on students’ mental habits were collected using a translation of a known questionnaire with acceptable validity and reliability. However, the internal consistency of the translation was calculated to be 0.85. Covariance analysis of the collected data revealed that the experimental groups across all grades exhibited improved mental habits and the inclusion of design thinking in the curriculum can help students with habits such as problem solving, creative thinking, critical thinking, lifelong learning, flexibility in thought and behavior, empathy, and mutual understanding.

Problem statement: 

the history of world architecture is full of little-used and unfamiliar words related to historic structures and buildings. The breadth of information and the complexity of the concepts of historical monuments, as well as the traditional lecture-based teaching methods, have made it difficult for students to analyze and organize the cognitive and metacognitive fields of the art and architecture of ancient civilizations in the history of world architecture classroom.

The present research aimed to explain group discussion in a flipped classroom can improve the quality of learning in the History of World Architecture Course.

This research was conducted using an intervention mixed methods, in which the constructivist grounded theory introduced by Kathy Charmaz was used in the qualitative part and the experimental method was used in the quantitative part. Qualitative data collected from the notes of the experimental group members, behavior observation, and interview with some of them were analyzed using the initial and focused coding method. Then, in the quantitative part, the amount and quality of learning in the experimental and control groups were compared using a quasi-experimental design. The subjects of the present research consisted of 43 students studying architecture at Shahid Rajaee Teacher Training University, who were placed in two classes with relatively equal conditions using the convenience sampling method, one as the experimental group including 22 people and the other as the control group including 21 people, forming two intact groups. The instrument used for collecting quantitative data was the researcher-made test, the content validity of which was confirmed using expert judgment, and its internal consistency was confirmed with Cronbach’s alpha coefficient of 0.82. Quantitative data was also analyzed using the Mann-Whitney U test and SPSS-22 software.

The findings of this research led to seven focused categories in the qualitative part. The categories of cognitive construction and collaborative knowledge construction for the difficulty of learning unfamiliar and underused words, the categories of visualization and graphic expression of textual content for the impossibility of visiting historical monuments abroad, and the categories of agency in learning educational content, linkages and networking between the contents of each chapter, promotion of effective communication skills, and resilience in learning abstract concepts for the breadth of information and the complexity of concepts were formulated. The findings of the quantitative section indicated that the simultaneous application of flipped classroom strategies and group discussion had a statistically significant effect on improving the quality of students’ learning in the history of world architecture course (p<0.01). Therefore, the calculated effect size is 0.399, which indicates a 40% effect of this teaching method on improving the quality of students’ learning. These results emphasize the importance of modern teaching methods in improving the quality of students’ learning, and further research in this field may provide a deeper understanding of their  effects.

this research was carried out with the aim of identifying the requirements for the implementation of the mentoring process of faculty members in Ferdowsi University of Mashhad.

This research was written with a qualitative approach and using a theoretical research method based on thematic analysis. The population is all faculty members in all faculties of Ferdowsi University of Mashhad, who are working at the academic levels of assistant professor, associate professor, and professor. Purposive sampling method was used for sampling and semi-structured interviews with 19 faculty members of Ferdowsi University of Mashhad were used to collect the data.

The requirements for mentoring faculty members in Ferdowsi University of Mashhad were identified in 3 main categories of organizational, individual and managerial requirements, and they contain 14 subcategories, which are under the category of Organization 6 is under the category of cultural, institutional, communicative and interactive, social, administrative, occupational and incentive requirements. The individual requirements of the faculty members' mentoring process include 3 sub-categories of personal, professional and specialized requirements and impersonal orientation. Managerial executive duties also include 5 categories of identifying and using opportunities, identifying and using challenges, policy making and decision making, management and leadership, and implementation and execution.

In order to implement the Mentoring, in addition to the importance of the implementation process, attention must be paid to the underlying factors and components that influence this process so that the Mentoring program of the faculty members in the university can be implemented successfully.

Creating the groundwork for worthy education of students who are capable, active, knowledgeable and independent and respect values ​​and cultures is one of the most important concerns of knowledgeable trustees in educational systems. The approach of assessment as learning as the newest approach, by targeting and providing suitable conditions, provides the basis for the formation and strengthening of students' competencies as independent, flexible and critical citizens. The current research was based on the qualitative research approach and descriptive phenomenological method with the aim of identifying the criteria and indicators of assessment as learning in multi-grade classes. For this purpose, using the criterion sampling method and semi-structured interviews with 14 participants, the data was collected and analyzed using the colaizzi method. In order to make the findings believable, three methods of external audit, review of results by informants and long-term engagement were used. The results of the research led to the identification and classification of 3 criteria and 17 indicators for the approach of assessment as learning in multi-grade classes of elementary school. It seems that the criteria and indicators identified for multi-grade classes can provide the necessary basis for making a suitable tool for measuring the assessment as learning approach in determining the performance quality of multi-grade teachers and providing improvement solutions.

The current research endeavored to discern factors leading to the sense of purpose among male elites in school and university. The study implemented a grounded theory research design with the objective of conceptualizing the ordering process, utilizing a constructivist worldview and a qualitative approach. The investigation concentrated on males aged 25 to 45 who were members of the Iranian elite community and resided primarily in Tehran. Data were gathered through 2022 to 2023 through online or in-person semi-structured interviews with sixteen participants who were purposively selected. The Charmaz method was employed to execute analysis and coding in two stages:initial and focused coding, which was facilitated by the MAXQDA 2018 software. In general, three primary themes were identified, along with their respective categories and subcategories: Diversity, effective relationships, and the experience of agency. Effective relationships are defined as the dynamics and individuals that exist within the context of the purposeful individual, including teachers and professors. Taking responsibility in school and university is an example of the experience of agency, which is characterized by self-efficacy and a sense of influence. Experiencing diversity, the final term, denotes an understanding of various scientific and practical disciplines. The results obtained indicate that in order to establish an environment that is conducive to purposefulness, schools and universities must offer contexts that incorporate a variety of scientific, practical, and relational experiences. This will encourage their audience to engage in problem-solving and activation within each domain, thereby enabling students to develop a more autonomous level of self-awareness and contextual understanding, as well as to establish meaningful objectives and actively pursue them.

The national university entrance exam (Konkur) has been the most important exam and assessment conducted in Iran in its 60-year history (from 1968 until today). Therefore, it is crucial to understand what the test actually evaluates. . In this article, our goal is to examine the ergodicity assumption by examining the condition of homogeneity of the phenomenon in question in society. This is important because if the ergodicity assumption does not exist in the factor structure of the Kankor, these factors cannot be interpreted as intra-individual causes.

The present research was designed as a cross-sectional study to investigate the hypothesis of ergodicity in the national exam of mathematics and physics. The statistical population included all subjects who participated in the mathematics and physics entrance exam in the year 2021, from which 12,699 people were randomly selected as a sample. The variables used in this study were the grades (in percentage) of the candidates in mathematics and physics courses, including Persian literature, Arabic, Islamic studies, English language, mathematics, physics, and chemistry. In the process of data analysis, exploratory factor analysis was initially used to identify the underlying factors of the entrance exam and indicators related to each factor. Subsequently, the fit of the obtained model was examined using structural equation modeling. Following this, hierarchical cluster analysis was employed to create five clusters of candidates participating in the entrance exam based on the percentages of different courses. Finally, the invariance of the factor structure obtained in these clusters was tested.

The absence of measurement invariance indicates the heterogeneity of the phenomenon among the subjects, which means that the Ergodicity assumption is not met. Therefore, the intra-individual interpretation of factors is not possible. This challenges the traditional interpretation of factors obtained from latent variable models as individual causes. It suggests that the obtained factors may be emergent properties of the population, but this claim faces challenges related to empirical justification and alignment with the purpose of using the entrance exam. In summary, discussing the technical aspects of the entrance exam without considering its theoretical and conceptual dimensions is analogous to "milking a sheep whose gender has not yet been determined": it may yield results, but the type of the product cannot be guaranteed.

The current research was conducted with the aim of designing a suitable pattern for assessing the level of readiness for entering the profession of an elementary teacher.

A sequential exploratory mixed-methods study was designed and executed in two stages to address the research question. In the initial phase, Grounded Theory was employed. Participants, chosen through the criterion strategy, consisted of experienced teachers and subject experts, with data saturation achieved after conducting 19 interviews. Data were gathered using a semi-structured interview technique and subsequently analyzed through open coding methods.

After analyzing the data in the first part, the identified pattern had 8 main dimensions and 69 criteria; The main dimensions of the model include cognitive knowledge, metacognitive knowledge, cognitive ability, non-cognitive ability, internal insight (identity), external insight (social), individual demeanor and interpersonal demeanor.

The results show the wide range of necessary attributes for the teaching profession, and it is necessary to develop a scientific, evidence-based, and integrated mechanism to accurately measure such characteristics before entering the teaching profession.

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.

 Marriage is the most significant bond that occurs between two individuals, and after marriage, sexual intercourse and intimacy are naturally and mutually expected from each couple. In some cases, couples are unable to engage in complete sexual relations, or in other words, vaginal intercourse, a condition defined as an "unconsummated marriage." The aim of this study was to determine the factors associated with unconsummated marriage through a systematic review of existing research.

 The present study employed a systematic review of previous data and included a comprehensive and organized search of existing literature related to the topic in published works in the form of articles and theses in both Persian and English. Relevant keywords were searched in databases such as Google Scholar, ScienceDirect, Scopus, Irandoc, Magiran, and the Scientific Database of Jihad University from 1962 to 2023. In the initial search, 171 English and Persian articles were obtained. Then, using the PRISMA checklist indicators, 27 articles were selected for study and analysis. Relevance to the research objective, having a structured research framework, full-text availability, and publication in reputable journals were among the criteria for including research articles in the review process.

 The findings from the review indicated that the main factors associated with the formation or exacerbation of unconsummated marriage include sexual dysfunctions, misconceptions, unfamiliarity with sexual issues, performance anxiety, and unreasonable social or cultural pressures and expectations related to marriage.

 These results emphasize the urgent need to correct individual, social, and cultural misconceptions and emphasize the importance of proper and timely education on sexual issues, particularly in pre-marital counseling. Additionally, they highlight the necessity for immediate action by relevant authorities to reduce this issue.

Explanation, as one of the most basic goals of science, is an important part of every scientific article that seeks to find the basic causes of any phenomenon or fact, and reports the relationship between various aspects of that phenomenon or fact, and helps readers to gain a deeper and more scholarly understanding about the topic. In spite of this, the introduction of its nature and functions has not been sufficiently considered. Therefore, the present study was conducted to identify and introduce the criteria and indicators for measuring the quality of explanation in medical science articles through a systematic review of scientific documents.

The data were collected through a systematic search in Iranian databases, including IranDoc, Scientific Information Database (SID), and Civilica, as well as international databases such as PubMed, ProQuest, Scopus, Web of Science, and Google Scholar search engine. During this process, 52 articles published between 2020 and 2024 were retrieved, and 13 documents were selected for study and analysis using the PRISMA checklist. Data analysis was performed using Altheide's method.

The research identified 14 basic indicators and categorized them in the form of three criteria for measuring the quality of explanation: "pivotal relationship" with two indicators of causality and reason exploration; "evidence-oriented" with four indicators of validity and correctness of evidence, access to evidence, efficiency of evidence and adequacy in quantity and quality, and "theory-oriented" with eight indicators of testability, reproducibility, simplification and being economical, experimental adaptability, theoretical adaptability, adaptability and conformity, comprehensiveness, and predictability. Among the criteria identified, the theory-oriented criterion had the highest number of indicators among the criteria mentioned in the review articles.

By using the identified criteria and indicators, researchers can improve the quality of their scientific explanations and significantly increase the impact of research results.

Parental divorce can act as an emotional storm in children's lives, leading to serious psychological problems such as anxiety, depression, and academic decline, jeopardizing their mental health. Despite these risks, evidence suggests a lack of attention to the education of children of divorce and the creation of conditions to address these harms.This research was conducted with the aim of developing an educational-counseling package to reduce the psychological and educational injuries of children of divorce.

the present research was carried out using systematic review, therefore, the research field under study is all the valid articles and theses published in Persian language in Iranian databases including, Scientific Information Center, Noor Mags and Comprehensive Humanities Portal were investigated in the period of 1385-1402 and 3296 documents were retrieved. To evaluate the quality of the studies, the checklist of the CASP critical evaluation skills program was used and 26 documents were selected. Further, in order to develop an educational-consultative package to reduce the injuries of children affected by parental divorce, based on the review of the background of studies, solutions that included various techniques and concepts were developed. 10 experts in the field of counseling selected and expressed their opinion in order to check the content validity of the package.

Findings In the qualitative section, we identified six categories of harms resulting from the content analysis of the data, including: psychological harms, physical harms and general health, family relationships, academic harms, and risky behaviors in these children, which led to 27 subthemes. After adjusting the content of the educational-counseling package based on the psychological approaches of CBT, DBT, and ACT, and individual and group counseling (integrated), the validity of the developed package was examined by experts, and a content index of 0.8 and a kappa agreement coefficient of 0.71 were obtained. Results of the content analysis of the data.

The findings of the present study indicate a wide range of psychological, social, and educational harms in the children studied. These harms, which have been identified through qualitative data analysis, indicate the need for psychological interventions. Developing an educational-psychological package based on an integrated approach of CBT, DBT, ACT, and individual and group counseling is an important step towards responding to these needs. These findings emphasize the importance of early identification and intervention in children's psychological, social, and educational harms. The integrated approach used in this study, by emphasizing the training of cognitive, emotional, and behavioral skills, can significantly contribute to improving the quality of life of affected children. Also, the high validity of this package indicates the effectiveness of this approach in promoting children's mental health.

The aim of the current research is to determine the cutoff score of the Tolimo test for doctoral candidates applying for study opportunities abroad by applying multiple regression in the Hurwicz method, which is a decision-making approach. The statistical population of this research includes the candidates of one course of Tolimo exam, which were 461 people. The research method of this study is based on a quantitative approach, and in terms of its purpose, it is part of applied research, and in terms of analysis, it is part of secondary analysis studies, and the scores of all 461 candidates in each of the grammar, reading comprehension, listening, and writing sections are used to determine the cutoff score. becomes Based on the results of the study and considering the small amount of classification error, if the total score is used, the average value of the Hurwicz index is the cutoff score of 481, and if the linear regression model is significant, using the results of the Hurwicz index in multiple regression, the cutoff score is 491. It can be used as a cutoff score. The proposed method significantly improves the accuracy of determining the cutoff score compared to Angoff and Bookmark methods. According to the findings obtained from cross-validation and error values, the cutoff score obtained from the combined strategy leads to more accurate results with zero classification error. 

Understanding the family-centere d curriculum requires more than exploring the combination of family activities and interactions, and there should be a focus on the views and intellectual systems that exist behind the norms of Iranian families. The current research was carried out with the aim of explaining the concept of family-centered curriculum. The data was collected using the semi-structured interview technique with 15 curriculum informants who were familiar with the family and the school. The collected data were analyzed and categorized based on the Systematic Approach Strauss & Corbin (2007). Based on the results of the research, 3 main categories (family orientation, hidden and informality and academic support) and 9 subcategories were extracted for the concept of family-oriented curriculum. Based on the findings, it can be concluded that the family-centered curriculum can include a set of hidden and informal functions of parents that are related to the educational and educational activities of children in the home environment, and the set of these functions can play a constructive role in empowering parents and further home and school participation and ultimately could lead to children's academic progress.

This research was written with the aim of designing a mentoring process model for Ferdowsi University of Mashhad faculty members with a qualitative approach and using a theoretical research method based on thematic analysis. The population of this research is all faculty members in all faculties of Ferdowsi University of Mashhad, who are working at the academic levels of assistant professor, associate professor, and professor. Purposive sampling method (combined type) was used for sampling and semi-structured interviews with 25 faculty members were used to collect the data of this research. The findings of the research showed that the mentoring process model of faculty members in Ferdowsi University of Mashhad was formed under three main themes: before implementation, implementation and after implementation. The theme before implementation includes sub-themes related to establishing a platform, creating a mentoring context, and planning and preparation. In the main theme of implementation, primary actions, content and communication actions, and management actions have been placed, and finally, the theme of measurement and evaluation has been formed under the main theme after implementation. As a result, it should be said that mentoring of faculty members is a multi-dimensional and complex phenomenon that for its implementation in Ferdowsi University of Mashhad, various factors and components must be considered in order to successfully implement the mentoring program of faculty members in the university.

School libraries, as key centers in the learning process, face significant weaknesses in engaging and involving students. Consequently, many students distance from libraries, leading to a weak learning process and a decline in the quality of virtual education. The purpose of this research is to determine the role of school libraries in fostering student engagement within the context of virtual education.

The approach of the current research is qualitative and its method is meta-synthesis. The research population consists of 95 articles about the role of school libraries in student engagement in the process of virtual education, which were published in reputable scientific journals between 2000 and 2023. The research sample includes 50 articles that were purposefully collected and selected based on thematic analysis. Data were collected from the qualitative analysis of the studied articles.

Data analysis identified six key roles for school libraries in enhancing student engagement: accessibility of content and tools, information consultation and reference services, teaching information and media literacy, professional development for teachers, teacher collaboration and communication, and integration of new technologies. These roles are associated with educational strategies that can foster student engagement. This study found that school librarians collaborate with classroom teachers to plan student homeworks and conduct collaborative teaching and assessment. Previous research has also highlighted the importance of cooperation between school librarians and teachers. Librarians can share their expertise in emerging technologies with teachers and, through their teaching partnerships, guide educators towards tools and platforms that can be effectively integrated into lessons. Moreover, effective professional development can empower teachers to become technology leaders. Regarding the tools, knowledge and support necessary for teachers in virtual education, educators can enhance their ability to apply skills and knowledge in emerging and advanced technologies. These technologies enable them to locate, evaluate and ethically use information. To strengthen the study, specific examples relevant to educational goals should be provided. On the one hand, the present study showed that content/technology, student and teacher are the three main elements of virtual education. On the other hand, engagement is the main goal of education in the 21st century. Educational engagement is the concept of active participation of students in the education process and an important factor in educational progress, which is associated with the emotional components of passion, motivation and energy. In other words, educational engagement is the quality of effort that students spend on purposeful educational activities that lead to improved learning achievement. Also, in all educational courses, especially in the virtual education process, interaction can increase the efficiency and effectiveness of the educational process and, as a result, engage students. The school library plays an important role in creating a bridge between students and teachers and content, as well as engaging students. A school library can create a communication bridge through information literacy education. Student relationships with the library are enriched through multimedia assignments that enhance student learning. Technology creates more opportunities to deepen student engagement with the library through more and more meaningful contacts with librarians. In all the roles played by the school library, including teacher, consultant, information specialist, and leadership, the basic role of the school library is the relationship builder. Therefore, school library efforts should be focused on helping to create a supportive culture that fosters student success and learning, because active and engaging libraries play a vital role in education.

Originality/value: 

This research has comprehensively examined the role of school libraries in fostering student engagement within the context of virtual education. The findings of this study can serve as a valuable resource for administrators, teachers and librarians seeking to understand the significance and function of school libraries in the field of virtual learning. This research offers a novel contribution by comprehensively examining the multifaceted role of school libraries in fostering student engagement within the virtual education landscape. By employing a qualitative meta-synthesis approach and analyzing a substantial dataset of articles, the study identifies six key functions of school libraries in promoting student engagement, expanding upon previous research. Moreover, the research underscores the critical importance of school librarians as collaborative partners with teachers in creating the engaging and effective virtual learning environments. This study fills a knowledge gap by providing a deep understanding of the strategies and practices implemented to enhance student engagement through school library services, ultimately leading to improved educational outcomes. Given the high cost of information resources, inadequate infrastructure and limited school budgets, it is recommended that non-governmental organizations provide support to strengthen and develop school libraries.

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.

Developing research spirit in children as the most important future human capital of any society is considered one of the smartest strategies to face ever-increasing developments and transformations. Therefore in this research, we tried to identify and present the dimensions of fostering children as researchers using a qualitative approach based on the grounded theory method of dimensional analysis. Semi-structured interviews were used to collect the data. Twenty experts in didactics and education, preschool teachers, and parents from the cities of Qom and Tehran were selected using criterion and snowball sampling methods. Data were analyzed using the natural analysis method. The collected data led to the emergence of five dimensions through the explanatory matrix of the dimensional analysis method. The results showed that reinforcing a research spirit in children is a function of relationships among multiple and multilevel factors arising from the quality of the conditions, context, perspective, and educational processes in which they are fostered.

Problem statement:

 The process-oriented teaching of architectural design courses, which includes mainly a range of activities and essentially involves themes such as subjectivity and objectivity, problem-finding and inference, and induction and conclusion, is guided using critique. Measuring the level of knowledge, insight, design ability, and perception of architecture students in architectural design courses based on understanding absolute concepts on the one hand and the process of relativizing the concepts, on the other hand, is done considering such criteria as formulating and prioritizing the system of design problems, the explanation of problem-solving approaches, and the quality of processing creative ideas in each of the design subjects. The current procedure used in the education system of architecture in the architectural faculties of Iran has led to a kind of ambiguity in the concept of critique, which necessitates researching and scrutinizing the way of criticism and assessments of critique.

The current research aimed to analyze the concepts hidden in critique to formulate the main elements of critique for measuring students’ design ability while explaining, examining, and criticizing the views obtained from interviews with experts.

This research is qualitative employing the grounded theory method and semi-structured interviews. By using the grounded theory, the data obtained from exploratory interviews with 21 experts in the field of teaching architectural design courses in Iranian universities were analyzed in three stages of open (initial) coding and extracting subcategories and categories. The semantic units including 312 headlines and open codes in the form of 42 propositions were conceptualized. Additionally, the subcategories consisted of 12 major propositions, and the categories including 3 cores were extracted in the next step.

The results of the research indicated that critique in the architectural education system is a concept beyond just correcting students’ works. It is based on the three levels of “essence”, “strategy”, and “management methods”.