mohammad javad liaghatdar

New information and communication technologies in the current era have caused fundamental changes and developments in educational systems and have created new ways to communicate between educators and learners under the title of online education. Since online education is widely used, it has created the need to pay attention to the specific issues of this relatively new field in the design and revision of existing curricula. One of the essential issues is paying attention to the sense of presence and the methods of creating it. Therefore, the present study was conducted to identify the basic elements of the curriculum based on the sense of presence and its validation, to investigate the factors that should be taken into consideration in each of the four main elements of the curriculum (objective-content-teaching and evaluation methods) to create a sense of presence.

This applied study which employed a mixed approach (exploratory) was carried out in two phases: 1. Identification of elements and 2. Validation. In the element identification section, data was collected in two steps: content analysis of documents related to the sense of presence and semi-structured interviews with experts who have articles, books, or theses regarding the sense of presence in online education. In the content analysis step, all scientific research studies from 2008 to 2024 in both English and Farsi languages were examined. A total of 25 documents were reviewed in this step. In the interview step, a semi-structured interview was designed around the main research question and conducted with 14 experts who were selected by snowball sampling technique. The data from these two steps were analyzed at the same time and were obtained through open, central, and basic coding of sub-codes of communication and entered into the second phase of the research. In the second phase (validation), based on the data of the first phase, a checklist was prepared, and after examining the validity (content and form) and reliability (through Cronbach's alpha) was distributed among the research participants. The participants comprised 19 professors and 64 students of Isfahan University, who were selected through a purposive sampling technique (with at least two semesters of online class experience). The data of this phase of the research was analyzed using SPSS software with the aim of validation of the inter-rater consensus coefficient (CVI). The score ≥ 0.8 was considered as a validation criterion for each item in the checklist.

The results of the study showed that the elements of the curriculum based on the sense of presence in all items have high credibility from the point of view of both teachers and learners (above 0.8). The findings of the study showed that in each of the four elements of the curriculum, it is possible to create a sense of presence by paying attention to a series of solutions. In the element of goals, identifying the basic elements of goals, clarity and transparency in expressing goals in the form of a briefing session, and setting goals with the help of learners are among the solutions to create a sense of presence. In the content element, multimedia content production, cognitive load management in electronic content production, paying attention to the needs and facilities of learners in identifying content elements, increasing the quality and accessibility of content, objectifying and adapting content to the facilities of the online learning environment are some of the solutions to create a sense of presence. In the teaching element, the self-disclosure of the teacher, the creation of intimacy with the learners, the support provision for learners, the creation of facilitating conditions, and the foundation of education based on interaction and dialogue were found to be effective. In the evaluation section, the use of formative, oral, self-assessment, and peer assessment techniques, providing timely, accurate, and descriptive feedback was suggested. Professors must use these strategies to create and maintain the sense of presence in online learning environments and pay attention to recent changes and developments in the field of educational technology. It is also suggested to analyze and revise the higher education curricula under the basic elements of creating a sense of presence in online learning environments.

Organizational training could play a significant role in keeping the knowledge, skills and attitudes of employees updated, if it is conducted based on scientific principles and methods and considered as an empowering factor. In this regard, the present study seeks to evaluate and identify the limitations of the organizational training of engineers in the water and electricity industry. To this aim a mixed method was used including survey method in the quantitative phase and phenomenology in the qualitative phase. The research tool in the quantitative part was a researcher-made questionnaire and in the qualitative part it was a semi-structured interview. The participants in the quantitative part included trained engineers, 900 individuals in the year 2021, and in the qualitative part there were teachers and employers in the water and electricity industry. In the quantitative section, 269 individuals were selected by simple random sampling using Morgan's table, and in the qualitative section, 20 individuals were interviewed based on the theoretical saturation level. For analyzing the quantitative data, SPSS software was used and for qualitative data analysis, thematic analysis method was used. According to the findings of the quantitative part of the research, the current state of organizational training of engineers in the water and electricity industry in all 5 dimensions of education is at the average and below average levels. On the other hand, based on the findings of the qualitative part, the main limitations of the organizational occupational training system include process limitations, motivational, cultural and administrative structure. The results revealed that the organizational training of the water and electricity industry does not meet the desired quality levels; cultural problems and inattention to the academic degrees, lack of motivational incentives, structural-administrative problems and process problems and non-compliance of organizational trainings with scientific and logical approaches could be mentioned as some of the factors leading to the current situation.

This study seeks to analyze the most important obstacles to the successful implementation of the formal technical and vocational education curriculum based on the lived experiences of technical teachers with a background in vocational school training. According to its purpose and nature, this study was a qualitative research with phenomenological design. Data was collected according to the principle of theoretical saturation through semi-structured interview with 18 technical teachers in vocational schools who were selected by purposive sampling. Colaizzi's seven-step method was used to analyze the data. Data analysis indicated that the most important obstacles to the successful implementation of formal technical and vocational education curriculum are in three general themes: technical barriers (inadequate academic guidance, lack of specialized personnel, lack of technical teachers' empowerment, unbalanced distribution of courses, old vocational school space and equipment, and lack of support from technical teachers), political barriers (legal barriers, lack of financial resources, unprofessional decision-making, lack of connection to the labor market, and lack of support from the other organizations), and cultural barriers (lack of cultural contextualization and the presence of a negative attitude).

The scope of education includes all aspects of human existence and morality is one of the areas of education that the entanglement of these two has sometimes led to the identification of these two areas. The purpose of this study is to investigate the curriculum of moral education in Japanese primary schools in order to improve moral education in Iranian schools. The research method is analytical using valid printed and online documents. The result of the research shows that moral knowledge is responsible for expressing values ​​and counter-values ​​and moral education includes cognitive, emotional and behavioral areas and the result is the sustainable formation of human personality. In Japan, the curriculum based on moral education and in Iran, moral knowledge has been considered. In Japan, individual virtue and morality are emphasized along with national and global citizenship education, as students are expected to be able to adapt to the social environment, the ability to think and act effectively by learning about moral education.According to the upstream documents in Iran, which are intended to pay attention to themselves, others, nature and God, the experience of the Japanese moral curriculum can be used to achieve upstream documents.

The goals of higher education are achieved when the curriculum is designed in line with the needs, abilities, and interests of students. Therefore, to assess the effectiveness of the curricula in various fields, it is necessary to heed students’ abilities. Thus, this research aimed to examine the relationship between the effectiveness of the curriculum and students’ abilities by taking into account the moderating role of the quality of learning experiences.

Research Hypotheses:

This study sought to examine two main hypotheses. The first hypothesis posited a positive relationship between the effectiveness of the curriculum and students’ abilities. According to the second hypothesis, the quality of learning experiences played a moderating role in the relationship between curriculum effectiveness and students’ abilities.

This study adopted a descriptive correlational design. The statistical population of the study included all students of Isfahan University of Medical Sciences who had matriculated in 1400. Stratified random sampling was used and 380 students were selected as study participants. To test the research hypotheses, structural equation models were employed using the partial least squares (PLC) approach.

The results of the hypothesis testing showed that the effectiveness of the curriculum had a positive relationship with students’ abilities and its components (i.e., personal, interpersonal, and cognitive). Also, the results showed that the quality of learning experiences played a moderating role in the relationship between the effectiveness of curricula and students’ abilities and its components.

It can be stated that the quality of learning experiences strengthens the relationship between the effectiveness of the curriculum and students’ personal, interpersonal, and cognitive abilities. Therefore, university administrators are recommended to pay more attention to the relationship between curricula and students’ abilities since developing a range of abilities in students can help them cope with academic challenges and achieve scientific and professional growth.

University training for committed and specialized human resources is not provided only through specialized skills training; graduates in any field need high quality soft skills for fulfilling the requirements of the community, so the proper integration of such skills into the curriculum of that profession is essential. Given the significance of soft skills in the success and quality of dentistry and lack of attention to soft skills training in basic sciences courses, the present study aimed to identify the requirements of the process-oriented integration of soft skills training in basic sciences courses of dentistry.

The present qualitative study employed a semistructured interviewing technique for data collection. The research population consisted of 39 basic sciences faculty members at Isfahan and Mazandaran Universities of Medical Sciences and education experts selected by a purposive sampling technique. The content analysis method was used to analyze the data.

For the process-oriented integration of soft skills in basic sciences courses, the current study identified four central requirements: providing background conditions (provision of socio-cultural contexts in society; development of educational and evaluation platforms in pre-university courses), providing professionalism (development of professionalism in the doctoral course of basic medical sciences; improvement in the model of faculty members), providing conditions for changing the curriculum (modification of curriculum and objectives in the basic sciences courses in dentistry; development of the attitude and knowledge of basic science faculty members towards soft skills training), and providing conditions for university pedagogy (provision of interactive and communication conditions; benefitting from diverse and appropriate learning activities; development of faculty members’ pedagogical abilities).

Medical sciences curriculum planners can integrate the soft skills of dentistry in the basic science courses of the field by providing the conditions for the identified requirements.

One of the most important issues for those in charge of education; Especially the officials of the higher education system is the academic performance of the students. Successful people in education achieve a position and position that use their maximum internal and external force in line with educational goals and acquire the necessary conditions for a successful social life.

The aim of this study was to investigate and compare the components of emotional intelligence based on gender and field of study in students of Isfahan University of Medical Sciences. Another purpose of this study is the effect of emotional intelligence components on academic performance of students of Isfahan University of Medical Sciences.

The research method was descriptive-correlation and the statistical population was all students of Isfahan University of Medical Sciences in the academic year 1399-1400. The sample size is 180 students of the University of Medical Sciences who have been randomly selected by class. The SPSS20 software was used to analyze the data using statistically related techniques.

The results showed that there is no significant difference between the mean components of emotional intelligence of medical students in terms of field of study and gender. The results also show that optimism has a major role in students' academic performance.

By providing trust, support and cooperation among students, it can increase empathy and social awareness among students, which is a component of emotional intelligence, which in turn will increase the quality of life.

Universities can be divided into four generations based on some specific approaches and executive structures corresponding to such approaches. First generation universities, or educationbased universities, second generation universities, or research-based universities, third generation universities, or innovative, technology and entrepreneurial universities, and fourth generation universities, or universities which place emphasis on improving technology and innovation, valuing creation, and promoting welfare. Concerning fourth generation universities are the center of all scientific, technological and cultural developments in each country and have an active and initiating role in connecting the country to the world. Universities can achieve their missions and goals only if they design and implements their curriculums based on the existing facts, capacities and facilities and the appropriate standards and if they take the rapid development of science and technology into account. One of the main goals of higher education is to harmonize the elements of the curriculums with the specialized development and requirements of the society. Such requirements are evolving in line with the development of knowledge and technology. Fourth generation universities provide the ground for encouraging improvement, and thus the curriculum, as the heart of higher education, should be in line with the indicators of the academic objectives. Previous studies have focused on different dimensions of social responsibilities of universities. A number of studies have also investigated different roles of universities in local and regional development. However, it seems that few studies have considered the subjects of fourth generation universities and fourth generation university curriculums and its related elements in higher education. Given the scientific and practical background of the fourth generation university, the present study sought to identify the indicators of the objectives of the fourth generation university curriculums in Iran. This study benefitted from a qualitative approach to research. The statistical population of the present study were experts in the field of higher education, fourth generation university and curriculum development. Snowball sampling was then used for the seclection of the participants in this study, i.e. 20 experienced and knowledgeable professors in the field of curriculum development and fourth generation university. Among the participants, 6 were females and 14 were males. Furthermore, of them, 5 were assistant professors, 9 were associate professors and 6 were professors. The data of this study was collected through carrying out semi-structured interviews with participants. Participant were interviewed individually and each interview took between 44 and 58 minutes. Data collection continued until data saturation was achieve, i.e. when no new information was provided. Vaidity and reliability of the collected data was then assessed and approved. The findings of this study, which was based on the perspective of Iranian professors, revealed that the most important indicators of objectives of the fourth generation university curriculums in Iran are employers' interaction and participation in the process of setting goals, attention to self-employment, and student entrepreneurship. Curriculum goals should be formulated based on international standards and competencies of fourth generation universities, interdisciplinary teaching approaches, innovative perspectives and new knowledge, futuristic approaches and social accountability. Given the components of the emerging discourse of fourth-generation universities, higher education is no longer confined to any specific spatial or geographical space. Today, some main concerns of universitries are to provide solutions for overcome National, regional and local crises, to reduce unemployment, to eradicate poverty, and to promote welfare for local communities. All of these can happen through the formation of a knowledge-based society which can operate with a global perspective at the regional level. As it was aforementioned, curriculum is at the heart of higher education. Furthermore, for being effective in today's world, curriculums need to be aligned with the components of fourth generation universities. From among the the curriculum components, the curriculum objective is especially important due to its comprehensiveness and its capacity for action. Based on the obtained results, it is recommended that interdisciplinary approaches be used for establishing curriculum objectives. It is further recommended that fourth generation university curriculums be examined in terms of their objectives. Furthermore, curriculums need to be continually updated based on characteristics of fourth generation universities. Finally, experienced faculty members in different departments, and industry, technology and art employers are encouraged to participate in developing curriculums.

it is essential to carry out applied studies to assess the extent to which teachers have professional qualifications. In this regard, the present study was conducted with the aim of examining the professional competencies of first-year teachers in the life skills curriculum based on the student's assessment approach.

This study was conducted in the academic year of 96-95 using descriptive-cross sectional method. The statistical population of the study consisted of first-year students in Shiraz, who were studying in the academic year of 2017-18 and 385 of them were selected using multistage cluster sampling method. Through the Morgan and Krejsi sample size determination formula, they were selected as the statistical sample of the study and participated in the research. The research instrument was a researcher-made questionnaire developed by the teacher's professional qualifications. The data were analyzed using SPSS 22 software and frequency, percentage, mean, standard deviation, variance, confirmatory factor analysis and dependent T-test.

The results of t-test showed that there is a significant difference between the present and the desired status of teachers' professional competencies in all three qualifications (P≤0.05), in other words, to reach the desired situation.

Considering the acquired results of the present study, which indicates that teachers do not have professional competencies, it is necessary to consider such issues as strictly adhering to the principle of choosing teachers, paying attention to the welfare and livelihood components of teachers, holding new courses in service , Organizing workshops and participatory training sessions, developing a comprehensive system of evaluation of teachers' professional activities, conducting organized oversight and conducting corrective actions in this field, and providing a suitable platform for the promotion and development of professional qualifications of teachers, Provided.

The dentistry profession requires a high level of soft skills whose training seems necessary to respond to the community and increase the quality of specialized practice.

The present study was conducted to examine the status of soft skills training in dentistry basic sciences courses and identify the capabilities of each basic sciences course for the process-oriented integration of soft skills in the dentistry profession.

The present qualitative study was conducted in 2018-2019.Semi-structured interviews were used to collect the data. The study’s statistical population included the faculty members of the basic sciences of Isfahan and Mazandaran universities of medical sciences Iran, using purposive sampling. Moreover, the content analysis method was used to analyze the data.

Soft skills training in the dentistry profession was not one of the educational objectives of basic sciences courses in this field, and teaching and evaluation methods used by professors had less capability to develop these skills. Additionally, the results showed that most of the identified soft skills in five domains had the integration capability in most basic sciences courses. Only some differences were observed in the integration of soft skills in the cognitiveintellectual domain.

It is suggested to include soft skills training in the objectives of dentistry basic sciences courses and consider the capabilities of each course and curricula to correct teaching and evaluation methods in this regard. Furthermore, it is recommended to strengthen the capabilities of basic sciences professors to integrate soft skills.

The present study aims to identify and validate the processes and outputs of the media thinking and literacy curriculum from Isfahan City teachers’ and students’ viewpoints. This applied research employs an exploratory sequential-instrumental mixed-methods design for data collection. The research participants in the qualitative section include experts in the field of media literacy and curriculum from who 20 individuals were selected via purposive and snowball sampling methods. In the quantitative section, the population consisted of teachers of media thinking and literacy and tenth-grade students in Isfahan, from whom 210 teachers and 385 students were selected as participants. Research data were collected through a semi-structured interviewing technique and a researcher-made questionnaire. The validity of the interview and questionnaire was confirmed via content validity, and the reliability of the questionnaire was obtained via Cronbach's alpha coefficient as 96%. Findings indicated that the desired indicators of this curriculum have the necessary validity. Besides, compared to the desired indicators, the current state of the curriculum processes of media thinking and literacy in the category "using new teaching methods" was assessed lower than the expected level. As the research results showed, to improve the processes and outputs of the thinking and media literacy curriculum and to achieve its goals and missions, it is necessary to review the teaching methods of the course, officials, planners, and trustees of the educational system, and pay more attention to content and topics such as the growth of critical thinking in students as well as how they can manage and use the media properly.

The purpose of the present study was to determine the placement of job skills required by students in work and technology courses in upstream education documents. The research method was content analysis and the research population consisted of content of upstream documents. The census method was used in this study and all upstream documents were analyzed. The research tool consists of constructs of content analysis of job skills and researcher-made technology. The findings showed that the occupational skills required by the students in the work and technology courses can be formulated into three main categories (individual, occupational and technology) and 21 sub-categories. It was also found that in the content of the upstream documents, individual skills (45%), job skills (32%) and technology skills (23%) were discussed. The highest coefficient of importance was related to the comprehensive scientific map of the country (41%) and the lowest coefficient of importance was related to general employment policies (12%). Therefore, it is essential to integrate individual, occupational, and technological skills with the primary mission of work and technology lessons that are based on the acquisition of practical life skills.

The purpose of this research was Identifing effective factors on the Quality of Performance of Multi-grade classes Teachers. The researche method was a phenomenological- qualitative. Unstructured interviews were used To collect data, and The interviews continued until data saturation. The Participants were consisted of Teachers, Experts primary education Multi-grade classes and teachers farhangian University with teaching experience in Multi-grade classes were Chaharmahal and Bakhtiari Province, which totally have come to 16 persons. The Interviews were recorded with MP3 Devices and, then, they were written down to be analyzed. Data were analyzed using content analysis. The results showed that effective factors on the Quality of Performance of Multi-grade classes Teachers are teacher training institution (farhangian University), Courses and in-service training (professional development of teachers), Teaching methods and evaluation system, And educational materials and content Multi-grade classes, respectively

Soft skills are the key indicators of success and quality of performance in various professions, including the dental profession. The skills are the main tools for enhancing the quality of technical work in Dentistry. Hence, the aim of this study was to identify and prioritize the soft skills in dental profession.

The study employed a mixed methods research. In the qualitative phase, the dental skills were identified using a semi‑structured interview with faculty members and dental students. In the quantitative phase, the soft skills were prioritized with Analytical Hierarchical Process (AHP). The data analysis was using Expert Choice software.

The results showed that the dental profession to improve the quality of performance needs to 29 soft skills in six categories. In professional ethics, work ethics (with weight of 0.212) and responsibility (0.188); in artistic skills, handicrafts (0.616); in cognitive skills, decision‑making ability (0.290) and spatial thinking (0.249); in communication skills, verbal/nonverbal communication and listening (0.266), and patience (0.240); in individual characteristics, stress management (0.381) and self‑esteem (0.260); and finally, in management skills, time management (0.481) are among the most important soft skills in dental profession.

Identify and prioritize the soft skills can help to improve the quality of performance the dental profession. Therefore, it is recommended to integrate these skills into the dentistry curriculum. Moreover, by increasing the number of studies the essential backgrounds for developing soft skills in dentistry education will be provided.

The fourth generation university defines a new career model for the higher education institution, which creates opportunities for local and regional development. From the point of view of most educational experts, teaching and learning methods are the most important sources of using the indicators of the fourth generation university and cultivating creative graduates. In fact, the implementation of the fourth generation university indicators in the teaching-learning methods continuously improves the quality of the fourth generation university curriculum. This present study was conducted to answer the following question: What are the indicators of teaching and learning methods of the fourth generation university curriculum? This was a qualitative case study whose participants were 20 faculty members of the universities in Iran, who were expert in the field of curriculum design and fourth generation universities. They were selected through snowball sampling method and their number was determined, in accordance with the principle of saturation, after a semi-structured interview. The interviews were then analyzed through qualitative content analysis. Data validity was assessed using the four criteria of acceptability, transferability, reliability and verification and its reliability was assessed using the documentation method. Findings suggest that the most important indicators of teaching methods in the curricula of fourth generation universities are: application of action-based learning approach, facilitating simulated learning opportunities, attention to participatory learning methods, and educational approach based on peer education, as well as exploratory and self-directed learning methods. The results corroborate the application of new teaching methods such as the integration of information and communication technology in the development of teaching methods for learning curricula. The findings also imply that the Institute of Higher Education, by changing its approach to the fourth generation university, can offer effective and efficient human capital training based on local and regional needs to create a better society.

The purpose of this study was to investigate the elements of life skills education curriculum in terms of goals, content, evaluation, educational facilities, place, time and providing solutions for quality of life skills education. The research method is a mix-type method, which has been used as a combination of sequential explanation type. The statistical population in this research included a sample of 2196 first-grade primary school life skill teachers in Fars province, selected by multi-stage cluster sampling proportional to community size in 225 the researcher-made questionnaire was distributed between them and a qualitative sample 18 of the experts and teachers who interviewed were identified. Findings showed that from the viewpoint of teachers, the goals, content and evaluation of the curriculum of life skills education were of moderate quality but the time, space and educational facilities of the curriculum of life skills training of high school were of desirable quality. In the opinion of the expert and teachers, the curriculum of life skills should be designed in accordance with the goals and designed according to the need, interest and ability of students, science and technology of the world, the existing facilities and conditions, and it is necessary to teach the teaching problem-driven students rely on students and teach them how to deal with different social situations. According to the main mission of this lesson, the curriculum is designed to institutionalize life skills in students so that they can use these skills in the real world and interact with issues and problems of life.

The aim of the present study is to investigate the effectiveness of schematic representation-based instruction on 6th grade students' ability of solving non-routine problems in mathematics. It is a content analysis and quasi-experimental design research of the pretest-posttest type, follow up by the control group. After studying and educational designing, 40 sixth-grade male students of an elementary school in the academic year of 1396-97 in Yasouj voluntarily participated in the study. They were randomly assigned to experimental and control group and were educated for 12 sessions (one session per week) using representation-based instruction method. Data collection instruments were developed in the content analysis section of the checklist and in the semi-experimental part of the test. Shannon Entropy technique was adopted in order to analyze data in content analysis, and variance analysis test with repeated measures was used for the quasi-experimental part. The results of the content analysis show that the greatest attention for the distribution and the presence of non-routine problems has been directed to hierarchical presentation, part-whole presentation, and network presentation problems, respectively. It was indicated that matrix presentation problems have no place in textbooks. In addition, the results of the variance analysis with repeated measures reveal that there is a significant difference between the averages of all the components of the ablitiy of solving non-routine problems of control group and experimental group (p<0.05). Therefore, it can be concluded that schematic representation instruction increases students' ability of solving non-routine problems in mathematics. Besides, the results indicate that using these methods repeatedly for solving non-routine problems will be consistent over time. The results of the study emphasize the need for special attention to the schematic representations in the sixth grade elementary mathematics textbook, and the necessity of applying these representations in solving non-routine problems by mathematic teachers.

The aim of the present study is to investigating the effectivenessof illustration representation-based Instruction on 6th grade students' word problem-solving ability in mathematics. This research is based content analysis and semi-experimental design of the pretest-post test type, follow up with the control group. After studying and designing 40 male student of the sixth grade elementary a school in the academic year of 1396-97 in yasouj participated in this study as volunteers. They were randomly assigned to experimental and control group and the experimental group were educated for 9 sessions (one session per week) using representation-based Instruction method. Shannon entropy technique was adopted in order to analyze data in content analysis, and variance analysis test with repeated measures was used for the semi-experimental part. The results of the content analysis show that the greatest attention for the distribution and the presence of word problems is respectively directed to bare representation, essential representation, helpful representation, and finally to useless representation respectively. In addition, the results of the variance analysis with repeated measures reveals that there is a significant difference between the averages of all the components of word problem-solving ability of control group and experimental group (p<0.05). Therefore, it can be concluded that illustration representation Instruction increases students' word problem-solving ability in mathematics. Besides, the results indicate that the effect of using illustration representation will be consistent over time. The results of pairwise comparisons of different representations also show that the effects of different representations are not the same.

The aim of the present study was to investigate the effectiveness of teaching image-based arithmetic problems on students' active memory performance and their processing efficiency. This research is applied in nature, and quasi-experimental design, pretest- posttest- follow up with control group was used as the method of the study.After studying and educational designing, 40 students of an elementary school in Yasouj voluntarily participated in the study. They were randomly assigned to experimental and control group (20 students in each group), and students in experimental group were taught for 9 sessions (one session per week) using representation- based instruction method. Researcher-made test was used as the data collection instrument. Variance analysis test with repeated measures was utilized to analyze data. The results revealed that there is a significant difference in the mean of active memory and processing efficiency (p≤/05) between the control and experimental group; therefore, it can be concluded that teaching image-based arithmetic problems leads to an increase in students' active memory function and their processing efficiency. In addition, the results indicated that the improvement in students' active memory performance and their processing efficiency in answering arithmetic problems are consistent over time. Finally, the results of comparing different representations in active memory performance and processing efficiency showed that the effects of different images are not the same. Therefore, using visual representation in the verbal problems of arithmetic with the priority of helpful images, bare images, useless images, and finally essential representation improves students' active memory performance.

The objective of this study was to examine the current situation of objectives, content, teaching strategies and assessment of the ESP curriculum of education disciplines and its distance to the desired situation.  This descriptive survey was done in Iran and data were collected with a researcher made questionnaire.  The validity of the questionnaire was approved by five English language and education experts.  The statistical population included graduates of four University of Iran.  248 students were selected as a sample through Cohen table.  The data were analyzed through SPSS software using one sample t-test, paired t- test, multivariate F test and Friedman test. The results showed that the current situation of objectives, content, teaching strategies and assessment of education disciplines was not satisfied and there was a significant difference between the current situation and the desired situation of objectives, content, teaching strategies and assessment of the ESP curriculum of education disciplines. At the end, an appropriate strategy was suggested according to the terms of Iran to achieve the desired situation of objectives, content, teaching strategies and assessment of the ESP curriculum.

Nowadays, in the healthcare professions, evaluation of the soft skills is taken into account during student admission process. However, in the Iranian academic society, student admission is only based on scientific criteria and soft skills are not considered in accepting the students. Considering the significance of soft skills in the quality of dental care performance, this study was conducted to clarify viewpoints of the faculty members and students regarding evaluation of the soft skills in dental students admission. The statistical population of this qualitative descriptive study consisted of the faculty members and dental students of Isfahan and Mazandaran Universities of Medical Sciences. The participants were selected through the purposive sampling method. The Data of the study were collected through semi-structured interviewsand data analysis was performed using conventional content analysis method. Analysis of the recorded interviews of the participants in this study resulted in two main categories, namely the theoretical context of soft skills evaluation in admission of dental students and the practical context of soft skills evaluation in admission of dental students. In the theoretical context, most faculty members and dental students had favorable views of the need for soft skills evaluation in admission of dental students. Moreover, Regarding the practical context, the individuals pointed out several cultural-social challenges, such as the reduced justice and increased favoritism in admitting the students. In addition, they mentioned some executive challenges, including the difficulty of evaluating the soft skills, lack of soft skills training in pre-university education, and competence of the evaluators. According to the results of this study, the participants expressed favorable views concerning evaluation of the soft skills during submission of dentistry students. Therefore, we recommend that the dental education planners provide appropriate practical context in coordination with the training measurement organization to evaluate the soft skills in admitting dental students by designing and implementing comprehensive research.

Flipped classroom is a way to create positive changes in education; therefore, in the present study we tried to offer a comprehensive operating model of implementation of this method based on research synthesis. The corpus of this study consisted of all scientific articles published about the implementation of flipped classroom. From this corpus 1084 papers were identified through constant searching of the scientific data bases and a total of 100 articles were selected for the final analysis. A researcher-made worksheet form was used for the purpose of reporting and submitting information. The obtained data were analyzed through six-step model for meta-synthesis Roberts using Open and axial coding techniques. According to the findings Curriculum Design in the flipped classroom includes a change in the structure of classroom which has defined different and new roles and responsibilities for teachers and learners.

Private teaching and applying expert and experienced teachers by parents in order to enhance the learning quality of students has had a developing growth to the extent that sometimes it led in reducing the teachers professional commitment and decreasing their teaching quality at schools. The aim of this study was to evaluate the implementation of effective math teaching indicators in talented students and public high schools of Isfahān from the viewpoint of students. It was a descriptive-survey research. The statistical population consisted of pre- university students from different educational districts of Isfahān and the research sample consisted of 180 male and female students who were selected using purposeful sampling method. The main research tool was a questionnaire containing 9 components and 49 items (CEQ,2008) and two open-ended questions. The results showed that the talented student and public high school students have estimated the amount of implementation of effective teaching indicators fewer than the medium. All students, regardless of their gender and the type of their schools considered the conflict of thoughts as the best effective teaching indicator. At last, to improve the math teaching quality, there have been some suggestions for the educational authorities; such as developing the interdisciplinary science of math education with its required research on training and the relevant integration of educational sciences with mathematic knowledge. For this purpose, establishing the close relation and collaboration between educational sciences and math faculties could be useful.

The main aim of the present study is to explain the theoretical framework of the concept of the flipped classroom approach and to answer the question that how theflipped classroom approach, which is a pivotal and active learning claim, responds to the challenge of time management in classrooms and facilitates pivotal and active learning. To achieve this goal, systematic review and conceptual analysis methods were employed. The results indicated that each of the basic components of the flipped classroom approach consists of elements comprising the component of instructions inside classrooms, covering learner-centered learning theories and interactive activities, and the component of instructions outside classrooms, including teacher-centered learning theories and direct learning. In addition, the flipped classrooms responds with the transfer of lectures outside the classrooms and the allocation of class time to improve learner's understanding and learning activities for better understanding the lesson concepts and meet the aforementioned challenges. Moreover, the learner-centered learning activities include active learning, peer learning, cooperative learning, problem-solving learning, and participatory learning, which was consistent with theoretical evidence of the flipped classroom approach.

This study seeks to investigate the knowledge, attitudes and skills of professors, and directors and available facilities at Farhangian University for implementing the spiritual curriculum. To this aim, four variables including knowledge, attitudes, skills and facilities are evaluated in two groups of professors and directors. This study is a combination of qualitative and quantitative study. In the qualitative phase, the corpus includes sources and textbooks available for spiritual curriculum among which 20 internal and 10 external sources are identified and analyzed. In the quantitative phase, the population includes all senior students of Educational Sciences (primary education) at Farhangian University in the academic year of 2016-2017. The sample includes 300 students who are selected randomly. In this phase, the researcher-made questionnaires are used as the data collection instrument. Content analysis is used for analyzing the obtained data in qualitative phase. The means indicators and standard deviation are used in quantitative phase in order to describe and one-sample t-test, Friedman and chi-square were used for inferential analysis. The results indicate that the highest average is related to level of knowledge and attitudes, while skill and facilities show the lowest average. This means that university directors and professors who are responsible for implementing the spiritual curriculum have the necessary knowledge and attitudes; however, not sufficient skills. In addition, the facilities of Farhangian University for implementing the spiritual curriculum are not at the desirable level.