mohammad akbary

The purpose of this research was to identify a curriculum enrichment pattern for top talented students in second elementary level and it was done with systematic grounded theory. The participants included 27 teachers of second elementary level in Birjand city, who were selected with purposeful sampling and their views were investigated with open and depth interview. The data was analyzed with the Corbin and Strauss approach. The findings included 175 open codes, 32 axial codes, 13 selective codes. The results showed the components of curriculum enrichment (core category), intra-school communication, coordination of internal and external organizational factors, culture building (causal conditions), conditions and facilities, supporting top talents (contextual factors), motivational, structural and social limitations (intervening conditions), use of outside school capacities, adapting learning activities and content to individual differences, use of rich learning resources and environments, use of diverse teaching and learning methods (strategies), all-round development of student, improving learning and its application in life (consequences), impress teachers performance in curriculum enrichment.

the current research was conducted to synthesize the components of lifelong learning in order to achieve a deep and comprehensive view.

This research is qualitative type and research synthesis method. The scope of the research is all the articles (374 articles) that are presented in specialized and scientific databases about the subject area. The research sample consists of 30 articles in a targeted manner and based on time criteria, content relation with the research topic and the quality of the articles.

By analyzing the data, the key factors of lifelong learning in 4 dimensions, 13 factors and 56 categories including the individual factor dimension (self-based abilities, attitude towards the dynamics of knowledge and personalization of the learning process); Next, interpersonal factors (connectivity and networking, learner responsibility and understanding of cognitive interactions), program factors (digital skills, attention to the principles of innovation, creating an open range of choice) and strategic factors (attention to cultural strategies in learning, career-oriented and emphasis It was organized based on efficient learning, use of independent learning strategies and attention to constructivism in the curriculum.

The theoretical framework and dimensions identified in the current research can provide a suitable scientific tool for the planners of processes based on lifelong learning and the use of researchers in this field.

The world is constantly changing, and to keep up with these changes, one must be a lifelong learner and have a natural desire to learn in order to adapt to change and enrich skills. The aim of this study was to investigate the factors affecting lifelong learning.

The method of this study using the systematic review method. To achieve the purpose of the study, a regular and extensive review of the research background was conducted. For this purpose, databases of SID, Magiran, Noormags, Eric, Sage, Science Direct & scholar google were searched. After removing the articles disproportionate to the purpose of the research, a complete review was performed on the remaining 27 articles.

Finally, it was revealed that of regular review of research background led to the extraction of 4 general factors. Findings showed that individual, educational, socio-cultural and family factors are involved in lifelong learning. Individual factor including personality factors and mental agency; The educational factor includes factors related to the teacher, factors related to teaching and curriculum, and factors related to educational tools and facilities; The socio-cultural factor also included community relations, integrated team-based learning, and culture structures, and family factors including the relationship between the family and the university and the parent-teacher association. According to the extracted articles, among the many factors involved in lifelong learning, the individual factor and the educational factor are the most abundant. The socio-cultural factor is also the third factor that has the most frequency. Family factors are next, which are effective in lifelong learning. The findings of this study can provide appropriate solutions for education authorities.Based on the results of this study, the effects of the individual, education, family, culture and society on lifelong learning awareness are reflected in the individual's motivation and learning goal, which directly affects the effectiveness of learning. As a result, there will be a guide to the general habit of lifelong learning. Therefore, lifelong learning policy, in addition to a high-level strategy, should create a positive conscious environment with sufficient learning materials and social conditions to stimulate self-learning initiative and strengthen self-directed learning motivations. The findings of this research can provide appropriate solutions to the guardians of education.

The present study was designed and implemented with the aim of investigating the effectiveness of teaching life skills through cartoons on the social adjustment of sixth grade students. This research is quasi-experimental in terms of the data collection method of a pre-test and post-test with a control group. The statistical population of this research includes all sixth grade students in the city of Birjand studying in the 2016-2017 academic year. Of the available students, 20 were randomly assigned to the experimental group and 20 to the control group. Data was collected using the California Shot Psychological Questionnaire . Statistical covariance test of analysis was used to analyze the data. The results of the research indicated that teaching life skills using cartoons plays a role in students' personal and social adaptation.

This study aimed to identify the components of first-course elementary students learning culture by using the ethnography method. The area of ​​the research was the first-course elementary schools of Darab (Fars province) in the academic year 2019-2020. In this research by using the purposive sampling method, 12 classes from 6 schools were selected to observe the classes and ethnographic interviews with teachers and students. To analyze the data obtained from participatory observation and ethnographic interviews, the systematic method attributed to Strauss and Corbin was used. Based on this approach, the data were analyzed at three levels of open, axial, and selective coding to figure out the students' learning culture. The validity of the adjusted codes and the verifications were calculated using the peer review method and member control. The degree of agreement of the coders using the Kappa Cohen coefficient was calculated at 0.88 and 0.86. According to the findings of the present study, Components of students’ learning culture include assessment, classroom relationships, academic motivation, the psychosocial atmosphere of the classroom, students’ educational behaviors, and management of teaching-learning activities. In general, the students' learning culture is teacher-centered and the teacher is the main center of the classroom and directs and controls the teaching-learning processes.