hossain hassani

Intervention programs focused on character empowerment provide teachers with the tools to achieve personal well-being and develop resilience in challenging situations.

This study aimed to investigate the effectiveness of character empowerment training on the emotional responses of primary school teachers in Yazd city during the 2021 - 2022 academic year.

The research employed a semi-experimental design with a pretest-posttest approach and a control group. The statistical population consisted of primary school teachers in Yazd, from which 30 individuals were selected using convenience sampling. These individuals were randomly assigned to either the experimental group (15 teachers) or the control group (15 teachers). Teachers were first paired based on their teaching experience, prior participation in similar courses, and educational level. One individual from each pair was then randomly allocated to the experimental group, and the other to the control group. The research instrument used was the Teachers' Emotions Questionnaire. The experimental group underwent character empowerment training over two months, comprising 12 sessions of 50 minutes each. Data were analyzed using SPSS software version 26, employing an ANCOVA model and MANCOVA test.

The findings revealed a significant difference between the two groups in terms of the emotions of pride (32%), anxiety (18%), and anger (47%). Specifically, character empowerment training increased the emotion of pride (P < 0.01) while reducing anger and anxiety (P < 0.05). However, there was no significant difference between the experimental and control groups regarding the emotion of enjoyment (P < 0.01).

Enhancing awareness of character empowerment and integrating it into daily practices can help teachers experience heightened pride, reduced anger, and lower anxiety levels, while also enabling them to recognize and appreciate their positive attributes.

The purpose of this study was to investigate the perceptions of male medical sciences students at Yazd University regarding the positive aspects of dormitory life and its impact on academic quality during the 2022-2023 academic year.

Using a qualitative and phenomenological method, 11 Yazd University dormitory students were chosen for the study using a criterion-based purposive sample technique. Semi-structured in-depth interviews were used to gather data, and they were conducted until data saturation was achieved. The Smith method was used for data analysis, and triangulation was used to ensure the accuracy of the results.

Three primary topics and seventeen supporting themes on students' experiences living in dorms and how it affected the quality of their education were found in the study. These themes, which were acknowledged as beneficial aspects of living in a dorm, included: Having a supportive atmosphere; Developing personal and professional capacities; and Ease of education and life.

Research indicates that policymakers and planners can improve the quality of education and create more capable graduates for society by capitalizing on the advantages of living in dorms for medical students.

Tafaal with Divan Hafez is a traditional culture of Iranians to know the fate that has been set for humans and creatures in the unseen world. The aim of the current research was to study the perception of professors and teachers of Persian language and literature from Tafal to Divan Hafez. The research approach was qualitative and phenomenological. The field of research was professors and teachers of Persian language and literature. Sampling in a purposeful and criterion-oriented manner was preferred and continued until the theoretical saturation of the data, and finally 15 people participated in the research. The research strategy was semi-structured in-depth interview. The data were analyzed using the seven-step Claysey method. Based on the findings of the research, 70 primary codes and 19 sub-themes (including: connection with the Qur'an, saints of God, exaltation, innate extraordinary talent, sanctification of a part to Hafez's Diwan, the place of filth among people, factors influencing the filth of Hafez's Divan, history Tafaal to Hafez's court, Hafez's belief in horoscopes, Tafaal to other divins, the role of Tafaal in the power of choice, the root of horoscopes, language and poetic art, coding and rich symbolism, excitement and hope, expression in poetry, attention to the moods and thoughts of the audience, The music of the words and listening to the words and paying special attention to the problems of different verbal and spiritual industries) were counted in the form of 5 main themes (including: Hafez's personality traits, the place of Hafez's Divan, the place of the relationship with Hafez, the specialties of Hafez's poetry , the form and form of Hafez's poetry) were classified. In general, Iqbal for Hafez is not exclusive to a special group, and understanding and understanding of Hafez's verses, especially for those who are natives of the Persian language and literature and teach it, is more meaningful and rich. Sometimes the interpretation and interpretation of the themes and talking about the meaning of Hafez's words from the perspective of experts, professors and teachers of this field deciphers deeper angles and more complex thoughts of Hafez's words.

The main goal of the current research was to analyze the problem of private tutoring and the associated challenges in Yazd. The research also expands the theoretical perspectives on private tutoring. The findings of this research can be beneficial for teachers, educational institution planners, parents, and students in practical applications.

The research methodology employed in this study was qualitative and based on Grounded Theory principles. The target group was the parents of students who applied for private tutoring in the academic year of 2001-2001 in Yazd. Using the purposeful sampling method, 12 parents participated in the research. Sampling continued until the theoretical data saturation stage. The research tool was semi-structured in-depth interview. The data was analyzed by Strauss and Corbin (1998) open, axial and selective coding method. In order to ensure the accuracy of the findings, based on "Triangulation" techniques, matching by members, peer review, collaborative research, and researcher rethinking were used.

Finally, 29 sub-categories were classified in the form of 6 components of the systematic grounded theory. Causal factors with 5 subcategories, background factors with 5 subcategories, intervening factors with 5 subcategories, positive consequences with (5) subcategories and negative consequences with (9) subcategories and (1) central phenomenon were identified. The results indicated various favorable outcomes, including enhanced student performance in examinations, improved results in entrance assessments, better overall test performance, job opportunities for special educators leading to increased income, and the alleviation of educational deficiencies through compensatory actions. Various strategies have been proposed to address the challenges and negative impacts associated with the prevalent practice of private tutoring among families and students. These strategies encompass a range of approaches, including conducting private tutoring sessions at home or within school premises, offering private counseling services, integrating private tutoring with formal educational programs, addressing issues and assessments within educational institutions, improving the quality of education in mainstream schools to tackle deficiencies, reducing the societal emphasis on entrance examinations, guiding students towards technical fields, and increasing oversight of educational activities in such contexts. The adverse effects of private tutoring include limitations on creativity and critical thinking, neglect of skill development and vocational training, commercialization and elitism in education (in conflict with the principles of inclusive education), psychological and physical harm to students leading to anxiety, stress, and depression, perpetuation of social stratification, and maintenance of educational inequalities.

Research findings indicate that various internal and external factors contribute to the development of private tutoring, influencing both its supply and demand. It is recommended to study this phenomenon from diverse viewpoints to guide micro and macro-level decision-making and policy formulation for efficient administration.

This study explores the perceptions of elementary school teachers regarding the challenges and opportunities for promoting Islamic culture, with an emphasis on modesty and hijab, in the Iranian education system during the academic year 2023–2024.

The study employed a qualitative phenomenological approach. Participants included all elementary school teachers in Yazd city, selected through criterion-based purposive sampling until data saturation was reached. Finally, A total of 15 teachers participated in the study. The participants were required to have at least three years of teaching experience in elementary schools and must be officially employed by the Yazd education department. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis method. To achieve credibility according to the ‘triangulation of data,’ techniques such as peer review, member checking, and researcherThe Trojan Horse Infantry: Gradual Infiltration of Liberal and Secular Thought into the Core of the Religious Community of Schools in Iran with an Emphasis on Modesty and Hijab self-reflection were utilized.

The findings were categorized into two main domains: (A) Present Challenges with the Main Themes: (1) Positive and negative effects of the type of encounter and interaction; (2) contradictions between school teachers' and religious teachers' words and actions. (B) Factors of the Neglect towards Modesty and Hijab Culture with Main Themes:(1) Society; (2) Poor management and insufficient governance in cyberspace; (3) Sexual and psychological factors; (4) Limited interaction between the education system and other institutions and organizations; (5) lack of awareness and knowledge; (6) Indifference among families; (7) Political and economic factors; (8) The infiltration of liberal and secular ideologies into the religious community of schools.

Promoting the culture of modesty and hijab and explaining its various dimensions can shield society from these destructive challenges. The Jihad of Explaining hijab and raising people’s awareness of hijab requires collaboration and synergy across all organizations and institutions, particularly the education system, with schools and teachers playing a central role.

The purpose of the present study is to investigate the mediating role of self-system perceptions in the relationship between teaching emotions and a supportive self-concept environment.

The current descriptive research is applied in terms of purpose and correlational studies in terms of methodology. The statistical population consisted of all teachers employed in schools in Yazd city, from which 223 individuals were selected using a multi-stage cluster sampling method. The research tool was Gagné psychological basic needs Inventory (2003); Trigwell teaching excitement training (2012); Autonomy Supportive Environmental Questionnaire Assor et al. (2002 and 2012). confirmatory factor analysis was used to examine the collected data. The data were analyzed using descriptive and inferential statistical indicators and SPSS 25 and Amos 24 software.

The findings revealed that the subscales of the supportive self-concept environment (opportunity for choice and opportunity for critique) have a direct, positive and significant relationship with the dimensions of self-concept, self-system, relatedness and competence. The dimendions of the self-system exhibited a negative and significant relationship with negative teaching emotions, while they demonstrated a positive teaching emotions. Based on the results of the path analysis, the self-supportive environment of the follower can be effective for teacher education alone and through the active mediation of the system in different places. The self-supporting environment of the follower with the mediation of his system can affect the negative emotions of teaching in a negative and meaningful way. 

As a result, the self-system is capable of mediating the exciting relationship between teaching and the supportive environment. So, the supportive environment of the follower and the system play an important role in predicting teaching emotions.

The present study was conducted with the aim of investigating the relationship between Employment hope and academic buoyancy with the mediation of academic engagement.

The descriptive research method was of the correlation type based on structural equation modeling. The statistical population of all students of Yazd University in the academic year 2021-2022 was equal to 14470 people, of which 216 people were considered as a statistical sample. The non-random sampling method was available. Research tools include: Qureshirad's Employment hope Questionnaire (2007); Fredricks, Blumenfeld, Paris Academic engagement questionnaire (2004); and Academic Buoyancy questionnaire of Dehghanizadeh and Hossein Chari (2012) were obtained, and the reliability of each of the questionnaires was obtained through Cronbach's alpha coefficient, 0.94, 0.87 and 0.89, respectively. Data were analyzed using SPSS23 and AMOS24 software.

The results showed that hope for employment has a direct and significant effect on academic engagement (β=0.42; P<0.01) and an indirect and significant effect on behavioral engagement (β=0.39; P<0.01), cognitive (β=0.35; P>0.01) and emotional (β=0.32; P>0.01). Employment hope has a direct and significant effect on academic vitality (β=0.29; P<0.01). However, there is no significant relationship between academic conflict and academic vitality, and academic conflict cannot mediate between hope for employment and academic vitality.

Therefore, the hope of getting a job related to the field of study and students' interest is important in their efforts to increase their engagement and academic Buoyancy. It is possible to provide consulting services, hold educational workshops related to the field of study, psychological capital training, introduce successful educated people who are prominent in the field of entrepreneurship and employment, create a safe environment, combined with a sense of hope, trust and confidence, the platforms for increasing engagement and buoyancy. provided students with education.

The purpose of this study was to investigate the role of time perspective and self-compassion in the happiness of exceptional teachers.

This research is a descriptive-correlation type. The statistical population of the research is made up of all the teachers of the exceptional schools of Mashhad in the academic year of 2020-2021, numbering 240 people. The statistical sample of this research included 240 exceptional teachers of Mashhad city using the full number sampling method. To collect information, the Oxford happiness questionnaires of Michael Argyle (1989), self-compassion - long form of Neff et al. (2003) and Zimbardo and Boyd's time perspective inventory (1999) were used. Research data were analyzed using Pearson correlation coefficient, regression, independent t-test and analysis of variance in SPSS 26 software.

The findings showed that there is a positive and significant relationship between all dimensions of self-compassion and happiness (r=0.47 and P<0.01). Also, between happiness and positive past time perspective (r=0.23 and P<0.01), hedonistic present (r=0.35 and P<0.01) and future (r=0.42 and P<0.01) There is a positive and significant relationship between happiness and negative past perspective (r=-0.16 and P<0.05) and the present destiny (r=-0.22 and P<0.01). And there is meaningful. The dimension of self-kindness against self-judgment (ꞵ=0.001, p≤3.65, t=0.28) and the dimension of compassion against extreme assimilation (p≤2.83, t=21/0.01) ꞵ=0) significantly predict happiness in exceptional school teachers.

The perspective of time and self-compassion is effective in the happiness of exceptional teachers, and the authorities of exceptional education can increase the happiness of teachers by holding self-compassion training courses.

Schemas arise due to the failure to fulfill the primary emotional needs of childhood. A person who has mental health can adaptively satisfy these basic emotional needs. The present study was conducted to test the modeling of primary maladaptive schemas in the positive thinking of Yazd nursing students with the mediation of cognitive emotion regulation.

This was a descriptive and correlational study. The statistical population included all Yazd Paramedical University nursing students in 2021-2022. Among the 800 students, 183 females and 77 males were selected using the Random sampling. The research tools included Garnevsky's Emotional Cognitive Questionnaire (2001), SF-SQ Early Inconsistent Schemas Questionnaire, Yang and Braun (2005), and Ingram and Wysinski's Positive Thinking Questionnaire (1998). Descriptive and inferential statistics methods (Pearson correlation, Path analysis, and Structural Equation Model) were used to analyze the data using SPSS ver. 25.0 and AMOS 24 software. P = 0.01 was considered significant.

The findings showed that cognitive emotion regulation can significantly mediate between the primary maladaptive schemas and students' positive thinking. The results of structural equation modeling showed that none of the primary maladaptive schemas could directly and significantly predict positive thinking. Positive cognitive discipline directly, positively, and significantly (0.69) predicts positive thinking in nursing students. Negative cognitive discipline directly, negatively, and significantly (-0.17) predicts positive thinking in nursing students.

The results showed that it is possible to increase positive thinking in nursing students by using schema therapy techniques and modifying maladaptive schemas. Considering the mediating role of cognitive emotions, it is suggested that universities of medical sciences help students increase their positive thinking by holding educational workshops on cognitive regulation of emotions.

An animation with content and positive and pleasant themes can create a good future for generations or, with inappropriate content, raise a bad generation. The aim of the current research is to identify the appropriate and contradictory themes of Iranian-Islamic culture in the dialogues, characters and scenes of the most popular animations from the point of view of the "C" age group. The research was conducted with a qualitative and descriptive approach of a survey type and conventional and summary content analysis. The statistical population of this research included all primary female students of the 4th, 5th and 6th grades (age group C) in the academic year of 2021-2022 in public schools of district 2 of Yazd city. Based on the table of Morgan and Karjesi, 502 students were selected as the sample group using available sampling method. The research tool was researcher-made questionnaire and watching animations. The unit of analysis of animations, "Scene" was selected. Among the 15 famous domestic and foreign animations selected by these students, 4 animations were analyzed. The data were analyzed using Excel 2019 software and observation coding based on conventional content analysis and summarization. The findings showed that among the 15 most popular animations, 12 are foreign animations and only 3 domestic animations. Despite this, the animation of life skills (internal) with 180 frequency has attracted the most audience. Positive dialogues, characters and scenes outweigh negative ones and themes. Themes such as: the importance of family status, effort and continuity in acquiring skills, the importance of books and reading books, truth and honesty, peace of mind, sacrifice and sacrifice, cooperation and cooperation, etc. are seen to be positive and appropriate to Iranian Islamic culture, and themes such as : Disrespect, arrogance, non-observance of laws and regulations, recourse to magic, etc. are seen as negative and contrary to Islamic Iranian culture.

The aim of the current research is to analyze and study the experiences and perceptions, needs and how to spend free time of female students in Yazd University dormitory. The approach of the current research is qualitative and targeted sampling is used. The participants in this research were 12 undergraduate female students of Yazd University, whose information was collected through semi-structured interviews and the data was analyzed using thematic analysis method. Based on the results, 17 main themes and 112 secondary themes were identified. Students' positive experiences and perceptions of spending free time included 4 main themes: increasing social capital, improving psychological characteristics and practicing ethics, self-confidence and individual flourishing, acquiring skills and recognizing capabilities. In analyzing the negative experiences and perceptions of students' free time, 4 main themes have been identified including: cultural differences and stressful relationships, lack of communication skills, difficult and unstable environmental and psychological conditions of the dormitory, moral abnormalities. In the study of leisure time needs, 4 main themes including: social-cultural reforms, lack of services and equipment, interactive and intelligent planning, education and job creation have been obtained. In the study of the way of spending free time, 5 main themes including: education and learning, fun and entertainment, art-skill activities, intellectual-sports activities, cultural-social activities were obtained.

In Iran, from the academic year 2021-2022, it was decided to reopen all schools. It is of great importance that the activities of schools be accompanied by principles, solutions, and requirements; so, concerns about students and school staff contracting this disease will be reduced. The present investigates the experiences of elementary school principals in Roodan city, in Hormozgan Province, Iran, about health requirements of school activity during post-corona era.

This was a qualitative and phenomenological study. Data were analyzed by Smith's method after theoretical saturation of data obtained from an in-depth semi-structured interview. The interview contained 12 principals of elementary schools in Roodan city in the academic year of 2021-2022, who were selected through purposive sampling.

The experiences of elementary school principals about school activities were obtained in the form of 3 main themes including executive measures (provision of disinfectants, improvement of school infrastructure, absence of sick students and teachers in school, safe distance, creating a happy and safe environment for students to attend, and seeking support from benefactors and parents counseling sessions), educational and promotion-interventional measures (holding classes and remedial measures, teaching health issues to students, informing parents, environmental and virtual information, and counseling sessions), and supervisory measures (supervision of students, teachers, principals, and assistants of the school).

The results of examining the experiences of elementary school principals about reopening of schools in the post-corona period showed that there is a need for many facilities and measures. Moreover, capable principals face various challenges and need to work with organizations, officials, students, and families.

The present study was conducted with the aim of determining the effectiveness of self-compassion training on academic emotions in sixth grade male elementary school students of Zarch City.

The research method was quasi-experimental with a pre-test and post-test design and a control group. The study population consisted of all the male students of the sixth grade of elementary school in Zarch city during the academic year 2021-2022. The sample was 30 people according to the experimental research, who were selected randomly and 15 of them were randomly assigned to the experimental group and 15 of them to the control group. Pekrun et al.'s (2002) academic emotions questionnaire was used to measure the research variables. The experimental group received self-compassion training in eight 60-minute sessions, but the control group did not receive any intervention. The data were analyzed with SPSS 22.

The results of multivariate covariance analysis (MANCOVA) showed that there was a significant difference between the experimental and control groups in positive and negative academic emotions of post-test.

Self-compassion training is effective in improving academic emotions of elementary school students, and school counselors, psychologists, and other professionals in the field of working with students and education can use self-compassion training as a useful intervention to help students.

This research aimed to determine the effectiveness of mindfulness training on job stress and teaching emotions to primary school teachers. The current research was quasi-experimental research and a pre-test-post-test design with a control group. The statistical population of the research included all the primary school teachers in Yazd city in the academic year 2019-2020, of which 30 were selected by random sampling. Thirty of them were selected by random sampling. The research tools were the Teaching Emotion Questionnaire, known as the Teaching Emotion Inventory (TEI) (2016), and the ten-item job stress questionnaire by Kyriako (1978). Fifteen teachers intervened based on the MBCT training package, and the control group received no intervention. SPSS26 software and the Analysis of Covariance method were used to evaluate the data. The results showed that mindfulness training has reduced teachers' job stress. Also, mindfulness has not affected the positive emotions of teaching, including love and pleasure. Still, mindfulness has affected the negative emotions of teaching, including sadness, anger, and fear, and has reduced them. When the environment has emotional support, teachers achieve higher levels of positive emotions and eliminate negative emotions. As a result, despite mindfulness, teachers can reduce their stress and control the emotions of teaching about students and their work environment. Therefore, a mindfulness therapy strategy can be used to reduce stress and regulate teachers' emotions.

The present study was conducted with the aim of investigating the role of positive adolescent development and self-compassion in the aggression tendency of female students of high schools in Yazd City.

The research design in this study was descriptive and correlational. The participants in this research were 362 female students in the second grade of high school in Yazd City in the academic year of 2020-2021, who were selected based on random cluster sampling In order to collect data, Goldhoff et al.'s Positive Development Questionnaire (2014), Self-Compassion Questionnaire (2003) and Bass and Perry's Aggression Questionnaire (1992) were used. Data analysis and correlation method based on the approach Structural equation modeling was done using AMOS software, version 21.

The results showed that the positive transformation of adolescence has a direct, positive and significant effect on self-compassion (β = 0.66 and P < 0.01) and a direct, negative and significant effect on aggression (β = -0.33 and P < 0.01) and self-compassion have a direct, negative and significant effect on aggression (β = -0.29 and P < 0.01) in the female students of the second grade of high school in Yazd City.

self-compassion plays a mediating role in the relationship between the positive development of adolescence and aggression of female students in the second grade of high school in Yazd City and by increasing the positive development of adolescence and self-compassion in adolescents, their tendency to aggression can be reduced.

This study aimed to analyze the textbooks of Heavenly Messages and Religion and Life in the secondary high school based on the components the Michel Burba’s theory of moral intelligence.

The study was descriptive and content analysis type using ‘Shannon’s entropy’ method. The statistical population included 9 textbooks of heavenly messages and religion and life of secondary high school, published in 2023, which were analyzed using the census sampling method. In addition, the text of the lessons, pictures, sentences, poems, stories and verses were analyzed. The unit of analysis of written texts was sentences, and thematic analysis was used to examine the images. The tool of study was the verification form of the seven components of Burba’s theory of moral intelligence. The validity of the study was obtained based on the university professors’ and experts’ views, and its reliability was obtained through the Scott’s reliability coefficient, pi, equaled with 0.73. Data analysis was carried out using Excel software, and frequency distribution table, percentage, and importance coefficient were utilized.

In the reviewed textbooks, the component of self-discipline (WJ=0.216) had the highest importance coefficient, and followed by the components: fairness (WJ=0.188), patience (WJ=0.176), and empathy (WJ=0.164), respect (WJ=0.122), conscience (WJ=0.106), and Kindness (WJ=025), respectively. The highest importance coefficient for the components was (WJ=0.170) in the textbooks the Heavenly Messages of grade 7 and Religion and Life in grade 10, and followed by, the Religion and Life in grade 12, (WJ=167), the Heavenly Messages in grade 9, (WJ=0.165), the Religion and Life in grade 11, (WJ=0.164), had importance coefficient, and the lowest importance coefficient, (WJ=0.162), was the in the textbook the Heavenly Messages in grade 8.

In general, the components of moral intelligence do not have a balanced distribution when they are compared to each other, and the textbooks reviewed in different grades in secondary high school have also addressed these components in an imbalanced way.

The purpose of this study is Study of Reference Instructors' educational workshops of Farhangian University based on the phenomenological method from their point of view. The research method is based on the study of phenomenology (lived experience). The statistical population of the study was the total number of reference teachers participating in the educational workshops of Farhangian University in the campuses of the brothers and sisters of Farhangian University in the last four years (2016-2017), which were 550 people. The sampling method was purposive and the sample size continued until the theoretical saturation of the data. Data were collected using semi-structured interviews. The content validity of the interview tools was examined by five experts from Farhangian University. The reliability of the interview tool was evaluated and confirmed using the peer review technique, the matching technique by the members and the degree of agreement in coding between the peer and the researcher. Data using the seven-step method of descriptive- Colaizzi's phenomenology (including: studying participants' descriptions, extracting important phrases, compiling meanings from statements, organizing themes / themes, writing detailed descriptions for each theme, formulating structure the basis of the phenomenon (evaluation of results) was analyzed and interpreted. The results showed that five factors affect the quality of workshops, which are: 1- Design, implementation and evaluation of teaching and learning activities (including components: activities and tasks, educational content knowledge; use of technology and Multimedia, Teaching Methods, Teaching Strategies and Learning Interactions, Content, Educational Design; Learning Assessment Management, Needs Assessment); 2- Environmental factors: (including components: structure and policies of higher education and organizational culture and atmosphere); 3- Background (including components: conditions and facilities, place, time); 4- Management issues (including components: organizational support; management and leadership, participant selection method, finance and budget, workshop factors-monitoring and evaluation, workshop population); 5- Characteristics of human agents (including components: characteristics of the audience including: competence, internal and external motivations and human relations and characteristics of the teacher including: competence, scientific ability and specialized disciplines of the audience, selection method Teacher, teacher's reputation, motivation and interest, marginalization in workshops, fruitlessness of courses in terms of knowledge).

This study seeks to analyze the themes and characteristics of one of the works related to the adolescent age group entitled "Rooney swallowed a piano", written by Timur Aghamohammadi to determine how the author of literary works can achieve his goals and ,provide a beautiful language in the form of narrative, thereby enhancing the necessary impact on inclusive education. The research method is content analysis. In this method, the researchers extract the important issues raised in the text. In this method, data collection was done through library and text documents and the structure of the article was the pattern of critique and analysis of the work of art. In the study and analysis of Rooney's novel by theme analysis, 188 initial codes were extracted. These basic open source codes (examples and sentences) were categorized into 157 central themes which were summarized in the form of 16 selective themes. After reviewing the themes, the final theme of Rooney's novel shows that the 4 main themes of this novel include : (educational, social and family, cultural, literary and artistic) and its 20 sub-themes include: ( education, educational, religious, moral, psychology, communication and norms, Iranian culture, culture of other nations, cyberspace, literature, music, daily interactions, economy and livelihood, family, social etiquette, peace and friendship, criticism and demanding, Internet, lifestyle, life skills).

Contemporary Challenges in Elementary Education Curriculum such as Economic Challenges, Economics and Labor, Technology, Social and Personal Challenges, Globalization and Localization, Gender, Environmental Issues, Multi They are cultural, futuristic and futuristic, multiple intelligences, religion and spirituality, internationalization, peace education, linguistic minorities, and so on. The purpose of this study is to investigate the challenges of Iranian elementary education system. The research method is review and libraries. The findings of this study indicate that the challenges of the education system in the Eidahi period can be divided into three general categories, namely: Iran's education challenges globally , Past value devaluation, the phenomenon of inequalities in education, the phenomenon of modern illiteracy, the inattention to mindsets, foreign language education, the challenge of poverty, homelessness and student health), the general challenges of education (including: management and organizational structure). , Teachers, curriculum, resources and allocation) and elementary education challenges.

Action research is one of the manifestations of the research spirit of upbringing executives that connects theory and practice and improves the quality of educational activities. In order to develop their professional competencies, teachers can think seriously about what, how and why they teach, their classrooms and students, and collaborate to identify problems in the teaching-learning process. In fact, research teachers are those who think about teaching goals, and think and ponder to produce professional knowledge. The research method is analytical-explanatory, which used data, existing library resources and internal and external studies to collect information. In this research, while discussing the relationship between opinion and practice, to examine the scientific basis of teaching art, the importance and position of educational research among the main agents of the educational system and the role of teachers in thoughtful curriculum, background and types of research in practice, as well as goals, scope and The consequences of research during the operation were analyzed in the education system. The results showed that thoughtful action requires creativity and thought-provoking, and is incompatible with disinformation, loyal use, and no academic intrusion. On the other hand, a research teacher can always be developing if he is independent enough to make decisions and take responsibility for his own decisions.

The purpose of this paper was the study of congruence of intended and implemented curriculum in pedagogical courses of continuous primary education B.S at Farhangian University. The research method is based on purpose applied and according to the method is descriptive survey type. The statistical population includes all students and professors of primary education at Farhangian University. Random cluster sampling was used for sampling. Accordingly, 30 educators with at least five years of teaching experience and 220 teacher-students of elementary school teaching course from 6 campuses in the country were selected in this study. Six researcher-made questionnaires and teachers' checklist were used to determine status of the curriculum implemented. Cronbach alpha coefficient was calculated for research tools. Collected data was analyzed using descriptive statistics and inferential statistics. The findings of this study showed that the level of consistency of the components of the goals, content, teaching-learning strategies and the method of evaluation of the planned curriculum with the curriculum implemented was moderate from the viewpoint of the professors and less than moderate from the viewpoint of the teacher-students and the results of the behavior list.

Today students entering the education of the young child learning to read and write and learn the different thematic areas require computer literacy skills Until The main objective of the instruction infrastructure "learning to learn" their students develop as independent and lifelong learners work the in community. According to the new approach of the educational system and teaching computer skills in elementary school the last two years, This study aims to study the damage and the obstacles in the way of computer literacy education from the perspective of classroom administrators to identify and review. The research was descriptive survey. The population of the study, all sixth grade teachers (because of the new book Teaching Work and Technology) is a Kabudarahang city that had 98 people. Due to the low volume of all its teachers were selected. Finally able of 73 people it we collect information on the research topic. Gauges, which validated questionnaire with 38 items that validity based on Cornbrash’s alpha coefficient of 0/90 is estimated. In this research, data analysis, descriptive and inferential statistical methods (factor analysis, T single sample and T test independent) are used. The results show that teachers and literacy proficiency and competence required about Computer literacy is not and influential factors such as sixth grade book content, teaching methods, Academic ability and the information of teachers, equipment and facilities schools, Service training of teachers with the weaknesses and shortcomings That requires rethinking and additional support from education stakeholders.

Mental health is of the most important factors of the students’ talent development. Several studies have indicated that students like all other people may be affected by the psychological and emotional disorders. The purpose of this study was to examine the mental health status and its relationship to high school students’ academic performance. The research was descriptive and correlational. The population of the study include all high school students in Hamadan. A sample size of 216 students was selected using multi-stage cluster sampling. Data were collected from 28 provision general health questionnaire (GHQ) of Goldberg and Hiller, also a semester total grades average of courses were used. Data were analyzed using descriptive statistics, Pearson correlation coefficient test, one way ANOVA and hierarchical regression analyses. The results showed that 43/5% of students have mental health, 30.6% of them with suspected mental disorders, and 25.9% of them with mental disorders. The relationship between the students’ mental health and their academic performance is significant.