mohammad javadipour

In recent years, many educational systems have paid attention to spiritual citizenship education as one of the most fundamental methods of educating responsible citizens. The purpose of the current research was to provide a model of the curriculum of the spiritual citizen in the second secondary school. To serve that end, a qualitative approach and Grounded theory method were used. The participants were selected based on purposive sampling (snowball) method. Data were collected through semi-structured interviews with 21 professors and experts including 12 males and 9 females, aged between 41 and 62, hoding PhD degree with 6 - 25 years of experience, who had valuable experiences and research related to the research topic. The collected data were analyzed in the three main stages of open, axial and selective coding. Interview data analysis revealed five main categories which affect spiritual citizen model; namely, causal factors, underling factors, intervening factors, strategies, and advantages. The findings suggest that the proper implementation of spiritual citizenship education can lead to development of responsible, informed, and accountable citizens in society.

The aim of this research was to compare the effectiveness of an aerobic exercise program, a mindfulness training program, and a integration of aerobic exercise and mindfulness training on the academic performance of fourth-grade female students. The research method was quasi-experimental with a pre-test and post-test design including a control group. The statistical population consisted of all fourth-grade female students from public elementary schools in Amol city during the academic year 2020-2021, from which 90 students were selected through convenience sampling and assigned to four groups: aerobic exercise program, mindfulness training, integration of aerobic exercise and mindfulness, and a control group (each experimental group consisting of 23 participants and the control group consisting of 21 participants). Subsequently, 18 sessions of 30-minute training were designed and conducted every other day. To collect data in the pre-test and post-test, the Academic Performance Questionnaire by Fam and Taylor (EPT) was used. The data were analyzed using multivariate analysis of covariance and SPSS22 software. The results indicated a significant difference in the academic performance of participants in all three groups: aerobic exercise program (Eta=0.59), mindfulness training (Eta=0.49), and the integration of aerobic exercise and mindfulness (Eta=0.56) compared to the control group (P≤0.05). However, participants in the integration group of aerobic exercise and mindfulness performed better than the other two training groups. These results suggest that integrating mindfulness training and aerobic exercise can be an effective strategy for improving the academic performance of fourth-grade female students.

The current research was carried out with the aim of developing the curriculum framework of educational-career guidance in Iran's education system using a mixed approach (qualitative-quantitative) in two stage. In the first step, in order to identify and explain the elements and components of the educational-career guidance curriculum framework, using the systematic review method, 81 international study sources from among all the books, articles, research reports, reliable documents in the field of academic guidance curriculum between 20001- 2022 were selected as sample. In the second step, 15 experts were selected using available sampling method to measure validity of a survey method. In the first step, the data collection tool was the Note worksheet, and in the second step, the researcher-made verification worksheet was used. In the first step, data analysis was done using the Corbin & Strauss method during three stages of open, axial and selective coding. The findings of the research, the elements and components of the educational-career guidance curriculum framework in Iran's education and training system in 6 elements and 17 components including; Logic (why, what), goals (development of educational, career, individual-social insight), content (learning areas, content organization pattern, content selection criteria), implementation (time, teacher-consultant, learning approach and activities, infrastructure and requirements) ), evaluation (role, process, tools and techniques) and learning outcomes (self-awareness, exploration and educational -career). Finally, the analysis of subject experts' opinions, the validity of each of the elements and components separately, as well as the validity of the final curriculum framework of academic-career guidance in Iran's education system with 12 indicators including; Comprehensiveness, macroscopic view, foresight, need-based, being native, internal consistency, descriptive ability, comprehensibility, action guide, process optimization, regularization and update and development capability were confirmed. Results of the research indicate that due to the necessity of preparing and equipping the students with knowledge, skills and attitudes to choose the educational-career field, the developed curriculum framework can be a suitable alternative for the current educational-career guidance program in the education system and through this, the challenges in clear this field.

Objective:

The primary objective of this study was to examine the educational damages faced by children of divorce. Divorce is a significant life event that imposes stress on the entire family, especially on children.

 This study employed a systematic review of existing literature to identify key educational damages faced by children of divorce. A total of 3,296 articles were initially retrieved from databases, and through a rigorous selection process based on relevance, 27 studies were chosen for in-depth analysis. The indicators were categorized into 9 criteria using a coding framework, with each indicator representing a unique educational challenge or damage.

 The review identified 72 educational indicators categorized into key themes such as academic decline, dropout rates, concentration and attention issues, cognitive development impairments, and reduced resources for education. The most frequent issues were poor academic performance, lack of concentration, and dropout rates. Children from divorced families exhibited significantly more challenges in school performance, motivation for achievement, and learning compared to those from intact families. The absence of a stable emotional and financial environment exacerbated these issues, further contributing to academic setbacks.

 The findings highlight the severe impact of parental divorce on children's educational performance and mental well-being. Academic decline, lack of concentration, and emotional maladjustment are common issues, often leading to school dropout. Effective interventions, including parental education and structured support programs, are crucial to reducing the educational damages faced by children of divorce. Schools and counselors must be trained to address these challenges and work collaboratively with parents to create a supportive learning environment.

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

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

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

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

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

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

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

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

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

The aim of this study was to compare the effectiveness of aerobic exercise training, mindfulness and a combination of mindfulness and exercise training on the executive functions of fourth-grade female students. The method was semi-experimental, utilizing a pretest–posttest design with a control group. Subsequently, 18 30-minute training sessions were developed and implemented on intervals of every two days. The data were obtained through the Free Research Executive Function Evaluation (FREE) test. SPSS22 was employed to conduct multivariate analysis of covariance (MANCOVA) on the data. The results indicated that the inhibition of students in all three programs—aerobic exercise training (Eta=0.18), mindfulness (Eta=0.26), and combined mindfulness and exercise training (Eta=0.76)—is significantly different from that of the control group (p<0.05). Additionally, the shifting of students in the combined mindfulness and exercise training program is significantly different (Eta=0.56). However, the students who engaged in the combined mindfulness and exercise instruction outperformed the other groups. The findings suggest that the combination of aerobic exercise and mindfulness can be an effective strategy for enhancing the executive functions of fourth-grade female students.

Divorce of parents is a fateful and risky incident in a child's life. The present study seeks to identify and classify the psychological injuries of divorced children. For this purpose, 3296 documents were retrieved from the Iranian scientific databases including Magiran, SID, Noormags, and Ensani from 2006 to 2023. Then, using the CASP evaluation checklist, 26 documents were selected and analyzed. The findings led to the extraction of 42 criteria to explain the psychological damage of children of divorce, and its classification in the form of 2 intrapersonal (26 criteria) and interpersonal (16 criteria) dimensions. Among the identified criteria, children of divorce are more likely to face a decrease in mental health and self-esteem and an increase in anxiety, anger, and aggression, and they suffer from problems such as incompatibility, depression, sadness, isolation, and loneliness. These psychological injuries are the source of many social problems and dysfunctions, and lack of attention can cause double risks. The continuation of the alarming, exponential and sometimes exponential trend of divorce statistics and the continuation of the current approaches, decision-making, decisions, and actions, which are mainly formal, passive, reactive, insular, and fragmentary, can not only face serious risks to individual and family health but also the foundation of Islamic culture. It brings double damage to Iran in terms of public and national security. It seems that the continuation of this dangerous trend is the biggest soft threat to society, which seriously threatens the foundation, health, growth, and stability of Islamic-Iranian culture.

The aim of the current research was to identify the criteria of the self-development program of academic faculty members' competencies to guide student theses and theses. According to the main purpose of the research, the grounded theory method was used. The field of research was the faculty members of Tehran University, and the theoretical saturation of the data was achieved by using theoretical sampling in the 25th interview. Atlas TI software was used to analyze the research data. The findings of the research showed that the criteria of the self-development program were identified as the central category of the study, and the causal factors included the professor's commitment and the university's supervision, the up-to-dateness of the professors, and the skill of the research process. Also, the strategies include the formation of the research council in terms of form and title, moving towards writing excellent theses and treatises, dynamic environment and sufficient facilities and contextual factors including differences in fields, the university professor as an actor, the vision of the self-development program, how to implement the self-development program and Intervening factors include experience gathering from veteran professors, attention to the policy element in the self-development program and the transformation of politics into a self-development program, and the consequences include the way of looking at writing theses and dissertations, empowerment of students, empowerment of faculty members, empowerment of universities, faculties and educational groups, awareness The science of individuals, the doctoral thesis as the intellectual birth of a doctoral student, creating a background instead of riding on a background, moving towards doing cluster specialized doctoral theses, paying attention to the quality of research works, not their quantity, and specialized doctoral dissertations for tomorrow and future generations.

The rapid penetration of technology has transformed all aspects of life and caused tremendous changes. Education, teaching, and learning, important aspects of people's social lives, have been greatly influenced by these developments and have developed with the growth of technology. Despite extensive research on the benefits and capacities of the e-learning environment, the teaching and learning process in this new environment is still challenging. This research gap prompted the researcher to study the framework of the teaching and learning process of elementary schools in the electronic platform. Therefore, the purpose of this study was to identify the dimensions, indicators, and markers of the desirable teaching and learning process of the elementary school in the e-learning environment with a meta-synthesis approach.

According to the purpose, a qualitative research design of the meta-synthesis type was used. Research data were collected using the seven-step model of Sandelowski and Barroso (2007). Therefore, the studies were searched in the desired time range in the databases (2010-2023). After screening the identified studies according to the inclusion and exclusion criteria, among the 673 studies related to the research field, 40 studies, that directly examined the teaching and learning process of elementary school in the electronic platform, were selected in a purposeful way using the Critical Assessment Skills Program (CASP) and entered the analysis stage. At this stage, the data were analyzed through the thematic content analysis (TCA) method. To check the validity and reliability of the findings, the researcher's self-review criteria and the peer review method (the agreement coefficient of the evaluators) were used.

The in-depth analysis of previous studies resulted in the representation of 9 dimensions, 12 indicators, and 41 markers. Based on the research findings, the proposed model of the current research includes structured goals (setting goals based on the SMART model, setting goals based on Bloom's classification, defining goals by considering educational design components); standard content (compliance with SCORM model) and optimal content (personalized content, multimedia content, simulated content, categorized content, content with appropriate difficulty, relevant and coherent content); interactive teaching method (method based on digital storytelling, method based on digital game, collaborative virtual teaching, online questioning); empathic interactions (active conversation, establishing an emotional relationship, use of humor) and purposeful interactions (educational interactions, social interactions, supportive interactions); developmental assignments (zone of optimal confusion, scaffolding and assignments based on real issues); effective feedback (positive and encouraging feedback, corrective/interpretive, personal and immediate, fast feedback); quality time (planning and management of the time, special time for learning, flexibility in time); user-friendly technical platform (visual appeal, easy to use, proportional, interactive graphics) and the technical platform based on pedagogical principles (possibility of personalization and independence of learners, competences and technical qualifications of teachers and learners, providing opportunities for interaction and cooperation, appropriateness of educational platforms) and finally comprehensive evaluation (formative evaluation, e-tests, class survey, e-portfolio, peer evaluation). In this study, the highest frequency of extracted codes is assigned to the dimension of interactions, and it indicates that how to communicate in an e-learning environment is the most challenging issue in previous studies. Finally, this study emphasizes the importance of considering appropriate criteria and indicators in the process of teaching and learning the elementary school in the electronic platform, and its proposed model with the provided coordinates could be used as a guide for planners and teachers to enrich their education with the requirements and requirements of the new environment and to take steps towards improving it.

Teachers are main agents in education field. Their learning style can lead to actions differentiate their classroom from other classes. purpose of research is to identify opportunities and challenges of classroom process of teachers with a divergent learning style. qualitative approach and descriptive phenomenological method were used. participants of research were among primary school teachers of Markazi Province in 1400-1401, 15 of them were purposefully selected. In order to collect the data, a semi-structured interview was used, and to analyze data of research, seven-step Clause method was used. deep analysis of interviews resulted in representation of 8 themes and 20 related sub-themes. Based on findings, there are opportunities in six themes, including application of problem-oriented teaching methods, positive educational results, positive educational results, strengthening aesthetic capacities, evaluation as students' learning, flexible classroom management, and research challenges. They were categorized in two parts, including negative feedback of stakeholders to teacher and mismatched expectations of teacher with existing situation. According to results of research, it is recommended for teachers to control factors that cause dissatisfaction by being aware of their learning style and opportunities and challenges it creates in the classroom. Take an effective step to strengthen strengths and eliminate the weaknesses

Curriculum design is one of the important challenges of university professors, because arranging curriculum elements in a way that leads to learning is a difficult task. For this reason, the existence of curriculum templates can help university professors and curriculum planners in designing and compiling curricula in a way and in making decisions. The model in the development of university curricula is interpreted as a detailed plan to achieve the goal. For this purpose, the present research has been conducted with the aim of examining the curriculum patterns of higher education in Iran. The above research has been done with a systematic literature review and qualitative content analysis technique (theme analysis) among sources and documents collected from scientific databases. The results of the research show that the focus of the researchers in providing models was mostly on Tyler's four elements and less on the nine and ten elements of the curriculum, and the macro dimensions of the curriculum in higher education have been neglected. Designing the proposed models (providing the framework) is one of the important activities of curriculum planners and decision makers, and university educations are also forced to design and implement the proposed models (determined frameworks) of the curriculum. But the focus of attention that researchers should pay more attention to is the extent of attention to the larger dimensions of the curriculum and not the elements and content of the curriculum.

The aim of conducting current research is to examine and identify the dimensions and components of higher education academic strategic curriculum planning models.

This research is applied in terms of purpose and in the category of qualitative research in which the meta synthesis method has been used, the meta synthesis method was carried out using the Sandlowski and Barroso method; also, for the data analysis, the thematic analysis method has been used.

The findings of the research identify 17 components and categorize them in the form of four cultural-social dimensions, including: participatory culture, faculty members' activism, acceptance and belief in curriculum change and reform; The structural dimension includes: understanding, developing a mission statement, analyzing organizational values, developing a vision, determining the general goals of the program, prioritizing, developing strategies; The environmental dimension includes: internal environment, internal environment, contextual environment, interactive environment; And the managerial-executive dimension includes: decision-making, formulation of an executive plan, evaluation/correction and monitoring.

The results showed that paying attention to the dimensions and components of university curriculum planning models, which are derived from values, missions, perspectives and environmental dynamics, realizes appropriate planning for the implementation of appropriate strategies to be a basis for researchers and practitioners in In line with revising and reforming the curriculum of the higher education system.

Although some studies have been done on major issues of foreign language teaching in Iran, a large-scale qualitative study is still required to be done particularly with regard to the newly introduced English as a Foreign Language (EFL) curriculum. Therefore, the present study aimed to discover what challenging problems, in-service English teachers encounter in EFL classes and what solutions to these challenges can be suggested based on 169 Iranian EFL teachers' opinions. Data were collected through a written, open-ended questionnaire and semi-structured interviews, and they were thematically analyzed using MAXQDA (Version 2022). Findings revealed that (1) policy makers' ambivalence towards English Language Teaching (ELT), teacher burnout, lack of facilities in schools, lack of teaching aids, and unmotivated students were the main reasons behind the gap between planning and practice of EFL curriculum in Iran; and (2) lowering the starting age of ELT, solving teachers' financial issues, and CLT-based examinations were the most frequently brought up solutions to this gap. Findings were discussed in the area of EFL teaching and some pedagogical implications were also proposed.

The present study was conducted with the aim of analyzing the work adjustment process of elementary teachers during the Coronavirus pandemic period. To conduct this research, a qualitative approach and the method of grounded theory based on the systematic design of Strauss and Corbin (2015) were used. The field of research included all elementary teachers in Qeshm who were selected 18 of participants by theoretical and convenience sampling in the findings. Research tool was a semi-structured interview and for the data analysis the three stages, open coding, axial coding and selective coding were used. In order to get assured of the validity of the data, the four criteria of Lincoln and Guba including: credibility, dependability, confirmability and transferability were used. The theory derived from the findings was created around the category of "incompatible orientations of beneficiaries". According to the findings, the incompatible orientations of beneficiaries towards virtual education are not mainly related to its nature and functions, but are more influenced by the conditions and context of providing virtual education. In such a way that most of the teachers have taken contradictory measures to adapt themselves to virtual education.

The present study was conducted with the aim of identifying the dimensions and components of digital competence of teachers. The data was collected through qualitative method of systematic review. The selection of articles was done by keywords based on the opinion of experts and the structure of Prisma, and 38 documents in the form of foreign articles were included in the analysis. The selected corpus was analyzed using thematic analysis and MAXQDA2020 software. The validity of the findings was obtained based on the opinions of the research team, and the reliability of the tool was checked through the reliability index of the evaluators, which showed Kappa coefficient of 0.84. The findings indicated that the digital competence of teachers included 7 dimensions and 27 components. The dimensions included teaching and learning, professional and career development, leadership and interaction, digital thinking, enhancing the learner's digital skills, assessment and individual characteristics. According to the results, it is suggested that technology-based professional training, interactive teaching in virtual environments, and the combination of teachers' digital competencies with extracted components should be given serious attention.

The aim of the this study is to identify the meaningful experiences of Ph. D college students in city of Tehran based on their academic identity based on the concept of academic aspiration. The meaning of academic identity is a collection of views, thoughts, decisions, behaviors and motivations through academic content and in connection with the elements of higher education such as professors, students, issues related to activity is teaching-learning. The meaning of the concept of academic aspiration is a characteristic or ability through which students and graduates have stepped beyond what is designed for them in the curriculum of higher education, whether hidden or overt. And they discover and cultivate new dimensions of themselves.Method This research was conducted with a qualitative approach and using interpretive phenomenology method. A semi-structured interview was conducted with sixteen PhD students and graduates who were selected by the criterion sampling method. In line with data analysis, interpretive phenomenological method adapted from Ricoeur and MAXQDA2020 software was used.ResultsIn the results section, two types of academic identity were obtained: The academic identity that is forming and the academic identity has been formed.Discussion and Conclusions The findings show that the most influential experiences on the formation and emergence of the academic identity of the participants were the result of their placement in extracurricular situations and in a place other than the university. Especially when there was an opportunity to do things related to the responsibility assigned to them or accepted by them. The reason for this is explained in the way that they felt powerless and confused in converting the learned knowledge into action. But the existence of academic aspiration features that gives the ability to cross the set limits has started to create and additional learning along with responsibility.

With the rise of digital tools, education has moved away from its traditional form and is advancing towards non-physical learning modalities. Distance learning leads to flexibility and easy access through digital media. Thus, the purpose of this study was to understand the lived experiences of students, teachers, and professors regarding the effectiveness of assessment in distance education.

This qualitative research was conducted using a phenomenological approach. The method of data collection involved semi-structured interviews. For this purpose, data were collected through interviews with 30 students, teachers, and professors and analyzed using the method of Streubert and Carpenter (2003).

The analysis of the interviews revealed four main themes including support and backing components, content, infrastructure and ethical, and 22 subthemes such as technical support, enhancing the motivation of teachers and students, continuous training of teachers and students, improving computer literacy of students and teachers, overcoming teachers' resistance to virtual assessment methods, using interactive methods, focusing on learners' depth of thinking, timely and rapid feedback, attention to individual differences, familiarity with virtual assessment methods in teachers, adapting to virtual assessment methods in teachers, availability of electronic infrastructure, ensuring security of assessment in the virtual space, providing high-speed internet, quick and easy access to mobile or computer for students, digitalization of the entire assessment process, promoting the culture of virtual assessment among teachers and students, avoiding cheating due to anonymity, providing agreed-upon criteria and standards in assessment, considering students' backgrounds in virtual assessment, perceiving the student as the core of assessment, and connecting assessment to the student's environment.

Given the above results, it is clear that performance assessment in non-physical education requires adherence to specific principles and components. Neglecting them can lead to the sterilization of this type of assessment.

In according to designing and implementing performance evaluation system in a dynamic, fair and integrated manner is the most effective strategy and the most useful activity for correct guidance of individual, group and organizational activities it is necessary to create the context for transformation to move towards to strengthen the discourse of proportionality of welfare benefits and received salaries based on the quality of performance and added value at the micro and macro level. In designing a system of performance measurement indicator is one of the basic requirements for the optimal performance of human capital. The purpose of the current research is to develop a system of performance indicators for teachers in e-learning environments. According to this study, it is tried to identify and categorize appropriate factors, criteria and indicators for evaluating the performance of teachers in e-learning environments.

Qualitative approach and the theory method derived from grounded theory at the level of conceptual ordering and were used to formulate a suitable framework for evaluating the performance of teachers. For this purpose, a semi-structured interview was conducted with the founders of educational managers and experienced teachers using the purposeful sampling method. After interviewing 11 participants, data saturation was obtained as an indicator of data adequacy. After conducting the interviews, their text was typed and entered into the MAXQDA2020 software, and coding was done at the open coding level.

findings, to develop a system of performance evaluation indicators for educators in the form of 116 indicators, 19 criteria and 5 communication factors including criteria (friendly relationship with learner, discourse skills and interaction with learner, family and organization), educational includes criteria (committed view to education, leadership model, discovery and promotion of inclusive capabilities), individual include of criteria (order, good mood, creative and innovative, lively and full of energy), training include of criteria (teaching method, programming knowledge, enthusiasm for teaching-learning, class management), and organization including The criteria (doing of duties, responsibility, organization, similarity with the values of the collection, use of the communication platforms of the collection) resulted. In order to reliability of the findings, the methods of reviewing the results by the informants of the collection and long-term engagement and the external audit method were used.

Considering the comprehensiveness of the developed indicator system, they can be used to evaluate the performance of teachers and trainers in the e-learning environment. In line with the design of the system of performance measurement indicators, it is suggested to design and implement the system of organizational incentives based on the quality of performance and value creation of trainers and the results of performance evaluation. The use of this strategy can directly and indirectly affect the creation and strengthening of intra-organizational vitality and dynamism and the promotion of individual, group, organizational and national productivity, and the culture and discourse of proportionality welfare benefits and salaries based on the quality of performance and added value at the micro level and Create and institutionalize macro.

It is obvious that new multi-level teachers should look for solutions to deal with the challenges they face. narratives of more experienced elementary school teachers lead to knowledge management and rebuilding the professional identity of their colleagues. The purpose of the article is also to narriate the challenges and solutions of education in elementary multigrade teachers. research was conducted with a qualitative approach and narrative research method. Sampling was done in a targeted way and with a criterion strategy, accessible. Data were collected through observation, interview and field notes. The data was analyzed with Lichman's model and the findings were expressed in 12 interwoven narratives, whose conceptual map was mentioned for greater clarity. Validation was achieved from triangulation, negative or contrasting case analysis, membercheck and the supervision of two faculty members of Tehran University. The findings showed that: lack of time, task interference, job motivation and attitude, teacher training and professional development, textbooks, useless guidelines, heterogeneous and different students, parents of students, working children and selling girls, lack of budget and the possibilities and simultaneity of several challenges with the spread of Corona was one of the challenges of teaching in a multi-grade class. Management of a multi-grade class (time management, mastering the content and lesson plan, integrating content, using project-oriented and caliphate methods, carpeting the classroom, grouping etc.), not responding to the circular and not participating in unnecessary meetings with previous coordination, focusing on students' learning, seeking cooperation from local institutions, paying attention to the teacher recruitment process and his qualifications, paying attention to curriculum literacy, mutual adaptation, Using the help of a consultant, cultural awareness of the context of the village, paying attention to sexual education, patience and divine beliefs of the teacher, using global experiences, taking advantage of the local capacity of the village were among the solutions to deal with these challenges.

The purpose of this study was to develop a strategic plan of the Basketball Federation of the Islamic Republic of Iran.

The present study was applied in terms of purpose and in terms of nature, analytical and exploratory, which has been done by using a combination of qualitative and quantitative methods. In the qualitative part the statistical community included Basketball Federation board members, including the chairman, vice chairman and secretary of the Federation, the number of heads of committees of the Federation, a number of heads of provincial boards, representatives of coaches, referees, athletes and pioneers of basketball. The sampling method was purposive and the sample size was 35 people. Statistical community in the quantitative part included experts, specialists, and professors of sports management (N = 64). Total population sampling was used.

After holding meetings with members of the Strategic Council of the Federation in order to identify the current position of the Basketball Federation and identify internal strengths and weaknesses and opportunities and threats surrounding, a questionnaire of internal and external factors was prepared and provided to the statistical community. The federation vision statement and the mission statement were determined in the strategic council under the guidance of the research team. The results showed that this federation has 21 strengths and 23 weaknesses and faces 12 opportunities and 8 threats. Based on SWOT analysis, a total of 20 strategies including 4 SO strategies, 5 ST strategies, 6 WO strategies and 5 WT strategies were developed for the Basketball Federation of the Islamic Republic of Iran. According to SWOT analysis, the results obtained from the algebraic sum of internal and external factor evaluation matrices showed that the Iranian Basketball Federation is strategically in the ST position.

Therefore, it is suggested that the basketball federation, while providing conditions for analyzing and re-reading the findings and results of this research, provide the bases for implementing its strategic actions as soon as possible by creating a research and strategic leadership unit in the federation structure.

Academic failure is one of the most important issues in the educational system, which constitutes a major part of the concerns of parents, educators, educators and custodians of the educational institutions of society. Its occurrence and exacerbation have numerous individual, familial and social consequences. The present study has aimed to determine the factors related to students' academic failure in Tehran University.

In this study, the statistical population includes all undergraduate students studying at Tehran University. A sample of 800 people was selected by stratified random sampling. Questionnaire items were obtained from the qualitative research results of the first part of the study. After performing and eliminating confused questionnaires, 746 questionnaires were analyzed using classical test approach. The questionnaire items are results of a qualitative research conducted by researchers using the phenomenological method identifying the indicators associated with students' academic failure. After the initial formulation, Lawshe content validity ratio method was used to determine the quantitative content validity. The questions were provided to 12 experts and after making changes using their comments and final approval, their validity was determined. Exploratory factor analysis was performed by SPSS software and confirmatory factor analysis was performed using PLS software.

Data analysis led to the identification of 16 factors. The reliability of the questionnaire was computed calculated by calculating Cronbach's alpha coefficient for each factor and all of them were acceptable amount. Z score was calculated for normalization.

The results showed that various factors play role in shaping students' academic failure. Also, the questionnaire developed to measure the factors related to the formation of students' academic failure, has appropriate psychometric properties and could be used to identify factors associated with students' academic failure.

The present study was conducted to investigate the typology of orientations of primary school teachers towards virtual education during the Coronavirus pandemic. To this end, the qualitative approach of descriptive phenomenology was used. The research population included all primary school teachers in Qeshm, of whom 31 teachers were selected as the sample by purposive and theoretical sampling. The research tool consisted of semi-structured interviews. The criterion for selecting the participants was having at least three years of teaching experience in the face-to-face education before the pandemic. Data was analyzed using Colaizzi’s seven-step coding. To validate the findings, two strategies of member check and peer debriefing were used. According to the findings, the types of orientations of primary school teachers towards virtual education were as follows: Avoidant-harmful, deficit-insufficient, contingency-realistic, and supportive-experimental. Findings showed that the factors of role image, educational context, and structural, and infrastructural barriers have played a significant role in the formation of this orientation.

The aim of the present study was to identify the self-developed maps and approaches of faculty members' competencies to guide student theses and dissertations. This research has been applied in terms of purpose, which has been done by the method of review-type study using Sandolowski and Barros (2006) steps. Sample selection was done using the criteria for acceptance and non-acceptance of the Critical Assessment Skills Program (CASP). To achieve the purpose of the study, an extensive review of the research background was conducted. For this purpose, the databases of Google Scholar, Eric, Science Direct, Megairan, Civilica, Jihad Daneshgahi, Irandak, Alamnet and Noor databases were searched. In this regard, by examining the scientific studies that were conducted in this field between 1390 and 1400, 325 documents were identified, of which 37 documents were selected and analyzed in a targeted manner as research samples. For the selection of studies and articles, criteria were considered, including that only studies published in Iran's prestigious journals and having a scientific-research grade were reviewed. Atlas TI software version 9 under Windows was used for data analysis. Documents related to scientific studies were described in the research context by studying the scope of research in the form of concepts and themes deductively. Findings showed that desirable or universal approach, configured or structured approach, managerial approach, welfare approach, political approach, organizational improvement approach, need-based or systematic approach, reactive approach, preventive approach and active learning approach are important approaches. Which can contribute to the self-development of faculty members' competencies to guide student theses and dissertations.