mohammad javdani

The current research was conducted with the aim of identifying the achievements, opportunities and challenges of the implementation of the Eid plan and the story and art in the narratives of elementary school teachers; The approach of qualitative research and its method was narrative research. The participants were selected in a purposeful way from among primary school teachers with 5 years of teaching experience, who have experience in implementing the Eid project, stories and art, and who are interested in participating in the research. A semi-structured interview was used to collect data, and theoretical saturation was achieved in the eighth interview. Then the narratives were written down on paper and analyzed with thematic analysis method. Validation of data was done using the method of reviewing participants and researcher colleagues, and scientific accuracy and assurance was also done through the accurate guidance of the interview flow and the researcher's self-review. The analysis of the narratives led to the identification of 64 basic themes and 15 organizing themes, including opportunities and social works, opportunities and cultural works, opportunities to hold exhibitions, effective factors in implementation, educational challenges, cultural challenges, executive and structural proposals, etc.

The purpose of the research was to design and validate the curriculum framework for reducing the risk of cyberspace harm for the elementary school. In the qualitative part, the theme analysis method was used and in the quantitative part, survey method was used. The participants of the qualitative section, in addition to the sources and texts, were specialists in educational sciences and cyberspace, who were selected in a targeted way and with the snowball technique. The research tools in the qualitative part were sandblasting and surveying along with semi-structured interviews with key informants. In quantitative section, the statistical society included elementary school teachers (264 people), 152 people were selected based on Morgan table using convenience sampling method. The research samples in the quantitative part were selected from elementary school teachers in Khorameh city based on Morgan's table in the available way. The research tool in the quantitative part was a researcher-made questionnaire, derived from the qualitative part. Thematic analysis was used to analyze the qualitative data and confirmatory factor analysis was used in the quantitative part. In the qualitative part, 554 semantic codes were classified in the form of 112 basic themes, 29 organizing themes of level 1 and 6 organizing themes of level 2, and the initial framework was formed. The results of the confirmatory factor analysis of the quantitative part showed that the goal with a factor load of 0.87, content with a factor load of 0.78, teaching-learning methods with a factor load of 0.77, logic with a factor load of 0.75 0, learning resources with a factor load of 0.69 and methods of evaluation with a factor load of 0.60 respectively were the explanations of the mentioned curriculum framework. Also, the Cronbach's alpha coefficient of 0.989 indicated the high validity of the elements of the curriculum framework for reducing the risk of harm from cyberspace in the elementary school.This framework has been designed and validated through a scientific and methodological process and can be used as a reference for policymakers, planners, and textbook authors, as well as teachers.

This research was conducted with the aim of identifying the opportunities and challenges of shadow education for the official education system of Iran based on the lived experience of teachers, with a qualitative approach and phenomenological method. The participants in this study were elementary and middle school teachers in Shiraz in the academic year 2023-2022, who, in addition to formal education, had teaching experience in a private school. Using the purposeful sampling method, 16 people were selected until data saturation was reached. A semi-structured interview was used to collect data and the data analysis was done using the seven-step Claizian method. The results of the research showed that shadow education has many opportunities such as: "improving learning, preparing for exams, filling free time and..." as well as challenges such as "weakening the centrality of formal education, educational discrimination, social inequality." and..." for the official education system of the country. Based on this, it is suggested to equip schools and diversify the learning environments, standardize shadow training places, change the procedure in the admission system and entrance exam of schools and universities.

The aim of the research was to investigate the achievements of educational robotics studies. This applied study was conducted with a qualitative approach and a systematic review method. Valid documents and researches of the last ten years were used as the research community, which was determined using purposeful sampling based on the rule of theoretical saturation of the sample size. In this way, valid domestic and foreign articles in the period from 2013 to 2023 were searched using the keywords educational robotics, educational robotics, and social robotics. In the initial search, 930 articles were identified, of which only 25 articles were eligible. Data analysis resulted in the extraction of 4 main themes and 21 secondary themes. The main topics included: definitions and concepts of educational robotics, components of educational robotics, opportunities of educational robotics and challenges of educational robotics. In general, the definitions of educational robotics included: robotics as an interdisciplinary field, a powerful educational tool, a tool for developing 21st century skills, preparation for future jobs, and an independent curriculum. Also, the components of educational robotics included: robot, hardware, software, educational materials, teacher and educational environment. The opportunities of educational robotics also included: overall effectiveness of educational robotics, professional development of teachers, creativity and motivation, diversity and expansion of participation. The challenges of educational robotics included: cost and access, teacher training and program integration, evaluation of learning outcomes, learning and diversity, and sustainability and maintenance.

The aim of this study was to evaluate the readiness of Fars Farhangian University in implementing e-learning. The method used was descriptive-survey. statistical population consisted of students and professors of Shahid Bahonar and Rajaei Campus in the academic year 1399-1400. The number of samples of students and professors based on Morgan table was 378 and 102, respectively, and was selected using stratified random sampling. To measure students' and professors' readiness, standard questionnaire Watkins (2004) and Afyuni (2013) ,respectively, was used. The face and content validity were confirmed by experts. Their reliability was calculated and confirmed by Cronbach's alpha coefficient. Findings showed: The level of readiness of professors in general and in dimensions: is at an acceptable level but significantly lower than the desired level is; The level of readiness of students in general and in the dimensions at a higher level It is acceptable, although it is significantly lower than the desired level; There is no significant difference between readiness of professors and students of both Campus. There is no significant difference between readiness of humanities and basic sciences students. Considering to results is necessary to take the necessary measures to improve this level of readiness to the desired level.

Reading skills are one of the most basic learning needs of students, especially in elementary school. This skill is essential for understanding and solving the problems of different courses. Learning to read requires more effort and direct training than listening. The aim of this study was to investigate the effect of bag reading method based on social constructivism approach on the skill and attitude dimensions of reading in fourth grade elementary students of Abadeh city. The research is a quasi-experimental study and its statistical population included all fourth grade elementary students in Abadeh in the academic year 1399-1400. Among them, 30 female students were selected by simple random sampling and assigned to the experimental and control groups. Measurement tools included Perls reading literacy test and McCann Walker (1995) Reading Attitude Questionnaire. The subjects in the experimental group were trained to read according to the reading bag method during 12 sessions. Research data were analyzed by analysis of covariance. According to the results of the study, the bag reading method increased the skill and attitude dimensions of fourth grade students in Abadeh city. The results showed that reading education inspired by the social constructivist approach can be used to strengthen reading skills and increase the attitude of the reader towards reading.

The aim of this study was to develop a conceptual model to improve the quality of faculty members' performance of Farhangian University.research

In this study,the grounded theory as a qualitative research approach was used. Potential participants were faculty members of Farhangian University who were selected using purposive sampling method. A total of 15 faculty members participated in the semi-structured interview process. Data collection was continued until the stage of theoretical saturation. The data were analyzed during the three stages of open, axial and selective coding.After identifying the constituent elements of the quality of faculty members' performance and the factors affecting the quality of performance, a model for improving the quality of faculty members' performance of Farhangian University was developed.

Findings showed that the quality of faculty members' performance as the main variable of the research is influenced by various factors. These factors include 5 main components: causal causes (2 categories), strategies (2 categories), environmental conditions, (6 categories), mediating conditions (3 categories) and consequences (2 categories).

The conceptual model for improving the quality of faculty members' performance of Farhangian University is a viable framework for taking a comprehensive approach in policy making, designing, implementing and evaluating the development plan of Farhangian University. Improving the quality of faculty members' performance improves the quality of activities and services, and especially the main mission of the university that is to train prospective teachers as educators of the country's future generation

The purpose of study was Developing and Validating a Curriculum Framework of Resistance Economy Education in Elementary Education.Research approch is a sequential expeloratory mixed method. . In the qualitative section, 15 experts were selected using a purposeful criterion sampling method. Semi-structured individual interviews, literature review and upstream documents were used to obtain concepts, phrases and key words related to the resistance economy curriculum . Using thematic analysis method, the initial framework was formed and validated with qualitative methods. In the quantitative section, the statistical population was experts in the field of resistance economy and curriculum and elementary school teachers. 30 experts and 100 teachers were randomly selected. To collect data, a questionnaire that developed in the qualitative phase was used. face and content validity and factor analysis were used to confirm validity and calculate the reliability by Cronbach's alpha. . The results showed that this framework has the necessary validity and reliability, and as a result, the final framework was approved with the dimensions of logic and why, content, educational materials and resources, teaching methods and evaluation methods.

Education is a fundamental human right and is at the center of human potential development. Despite the necessity for all individuals, especially children, to have equal access to quality education, many children in various parts of the world, including Iran, are deprived of equal educational opportunities due to factors such as poverty, gender, parental income, living in deprived and remote areas, lack of schools, and shortage of teachers. Therefore, in order to address the crisis related to the development of inclusive education and remove the financial barriers in deprived and sparsely populated rural areas, developing multi-grade schools has been put on the agenda of educational policymakers in many countries.
Given the widespread use of multi-grade classes as a tool for education in remote and deprived areas, and the critical role of multi-grade teachers as the mainstay of various educational programs in improving the quality of such schools, multi-grade teachers’ professional development is essential. Professional development is the key to the progress and professional growth of teachers, and the success of educational sectors in educating students is significantly affected by teachers’ access to and participation in high-quality professional development programs.

Research Question

What are the key elements of a model developed for multi-grade teachers’ professional development?

In this research, grounded theory, as a qualitative research approach aimed at uncovering the meanings of people’s social actions, interactions, and experiences, was used as the study method. Therefore, the study participants’ perceptions about the process, content, strategies, context, and consequences of participation in multi-grade teachers’ professional development programs and the relationships between them were investigated. The purposive (criterion-based) sampling technique was used to select 20 participants, including three administrative experts, six educational leaders, and 11 multigrade teachers. The inclusion criteria included at least 25 years of teaching experience in multi-grade classes. These individuals had extensive experience in teaching multi-grade classes and were highly knowledgeable about the research topic. A semi-structured interview was used to collect data and record participants’ experiences and perspectives. In the process of data collection, assumptions, concepts, and themes were accumulated step by step. Data collection continued until theoretical saturation was reached. Open, axial, and selective coding was used to analyze the data. The quality or validity of the research was ensured using long-term involvement and continuous observation methods (interviews with individuals with 25 years of work experience in multi-grade schools), member checking (the transcription of interviews was made available to participants for their approval), and methodological triangulation (using various data collection methods such as library studies, specialized sources and texts, as well as semi-structured interviews).

Through a three-stage data analysis process, 371 open codes, 25 axial codes, and six selective codes were obtained in the form of a paradigm model with six dimensions, including “causal factors” (two categories: multi-grade teachers’ professional development programs and lack of financial resources), “multi-grade teachers’ professional development” (five categories: educational competence, psychological competence, managerial competence, ethical competence, and social competence), “strategies” (five categories: policy making and legislation of multi-grade teachers’ protection laws, empowerment and knowledge enhancement programs for multi-grade teachers, development of suitable and accessible educational content, increased budget and provision of welfare, and hardware and software support for multi-grade schools), “contextual conditions” (five categories: cultural dimension, social dimension, economic dimension, historical dimension, and political dimension), “environmental conditions” (five categories: teachers’ inadequate content knowledge, lack of necessary organizational support, rural deprivation, problems rooted in the backwardness of deprived areas, and structural factors), and “consequences” (three categories: effects of professional development on teachers, effects of teachers’ professional development on students, and effects of teachers’ professional development on society ). The integration of codes based on the existing relationships between them around the axis of multi-grade teachers’ professional development led to the formation of the paradigm model that reflected multi-grade teachers’ professional development.

Providing equal educational opportunities for children in deprived areas will lead to the cultivation of students’ potential talents and their empowerment, promotion of a promising prospect, and increased self-efficacy and self-confidence, which in turn will result in the growth and development of deprived regions. The success of children is significantly influenced by access to qualified teachers in various educational, psychological, managerial, ethical, social, and cultural contexts. In this regard, multigrade teachers are identified as the central nucleus of change who have the power and potential to create desirable changes at individual and collective levels. Their actions and practices are influenced by the abovementioned factors. However, the lack of comprehensive, forward-looking, and specialized policies concerning multi-grade teachers’ professional development dashes the hope of achieving the desired goal of educational justice in deprived regions. The lack of a clear vision and the adoption of short-term, superficial, and temporary policies and solutions are the major factors inhibiting multi-grade teachers’ professional development. Multi-grade teachers are the center of cultural-educational gravity in deprived areas, and educational planning and policymaking should focus on their professional growth and development.

The aim of the present study was to analyze the lived experiences of primary school teachers in integrating game into the teaching-learning process. The research approach was qualitative with phenomenological design. The selection of participants was purposeful and criteria-based. The research sample were selected from among the primary school teachers with experience of using games in education, with at least 2 years of teaching experience and interested in participating in research. In-depth semi-structured interviews were used to collect data. The data were saturated in the twelfth interview and two other people were interviewed to ensure the data saturation. Data was analyzed using the 7-step Colaizzi method and findings were validated by the researcher accuracy, referring to fellow researchers and review of findings by the participants. to ensure the credibility, the method of accurate guidance of the interview flow, researcher self-review and coding of interview transcripts by another researcher were used. Data analysis led to the extraction of 10 main themes and 62 sub-themes. Among these main themes were the types of games in terms of the number of participants; form of the performance; specific goal; physical, psychological, skill and educational achievements of games; performance limitations; positive and negative reactions of parents; teachers' roles during the game and situations of using the game. Considering the findings, it can be said that the implementation of games has different achievements for students and even teachers, however it faces with limitations such as lack of time, high content of textbooks and disproportionate space and environment. Teachers try to use the game in different situations such as relieving fatigue, motivating, consolidating learning, and so on.

The purpose of this study was to design and validate the cultural literacy framework for elementary school teachers. This research was conducted by sequential explanatory strategy. The thematic analysis method was used in the qualitative part.Potential participants were academic experts in the 1399 academic year who among them 11 participants were identified using Snowball sampling method. The authenticity of the data (validity and reliability) in the qualitative part was ensured by using the technique of investigator triangulation and trustworthiness. Thematic analysis was used to analyze the qualitative data; In the quantitative part, descriptive survey method was used and confirmatory factor analysis was used for validity and Cronbach's alpha coefficient was used to confirm reliability. Findings of the qualitative section includes 1020 basic conceptual propositions, 3 main components, ten criteria and 85 indicators that by drawing the relationships between them, the conceptual framework of teachers' cultural literacy was formed. At the end of the qualitative section, based on the initial framework obtained from this section, a questionnaire was developed and using it, the opinions of 200 elementary school teachers in district one of Shiraz city regarding the relationship and appropriateness of the components of the framework were received. Confirmatory factor analysis on the data of the quantitative section confirmed the framework derived from the results of the qualitative section, and based on this, the proposed framework of cultural literacy of elementary school teachers was approved. This framework can be used as a tool for measuring cultural literacy as well as designing professional development programs for elementary school teachers.

The purpose of this study was to design and validate the model of professional competencies of faculty members at Farhangian University.This applied - developmental research was conducted using a sequential exploratory mixed method. The statistical population of the qualitative section includes students, faculty and education experts of Fars Farhangian University.Using purposeful sampling and theoretical saturation technique, 60 members (15 faculty members, 15 education experts and 30 students :15 girls and 15 boys) were selected.In the quantitative section, the faculty members of Farhangian University were the statistical population of which 150 were randomly selected. Semi-structured interviews and document review were used for data collection in the qualitative section, and a researcher-made questionnaire was used for quantitative data. Thematic analysis method was used for qualitative data analysis and factor analysis and Cronbach's alpha coefficient were used for quantitative data analysis. The initial framework was validated using qualitative criteria.The results showed that the model of the professional competencies of the faculty members of Farhangian University consisted of 3 factors 1) professional knowledge 2) professional skills 3) professional ethics and 11 criteria 1). Content knowledge. 2). Pedagogical conent knowledge,. 3). Knowledge of research. 4). Organizational knowledge. 5). Knowledge of technology. 6). Teaching skill. 7). Research skill. 8). Technology skills. 9). Communication skills. 10). Individual ethics. 11). Organizational ethics and 62 indicators. This model can be used as a framework for recruitment, professional development and evaluation of faculty members of Farhangian University.

The purpose of the research was to designing and validating a curriculum framework of natural disaster risk reduction education in primary school. This study is a sequential exploratory mixed method. In the qualitative section 12 experts and professors of the Institute of Seismology and the universities of Iran and crisis management specialists were selected by purposeful sampling and snowball technique. In this section, the interview method, literature reviews of research and study of resources, texts and upstream documents were used to attain concepts, phrases and key words related to the framework, and initial qualitative data were obtained. qualitative data was analyzed by thematic analysis method and the initial framework was formed. Qualitative validation criteria were used to validate the framework. In the quantitative section, the statistical population consisted of university specialists in the field of curriculum studies and primary school teachers, Which 20 of university specialists and 110of primary school teachers in the sarchehan district(400) that were selected by simple random sampling method. to collect quantitative data a teacher made questionnaire was used. To confirm the validity of the questionnaire, face and content validity and factor analysis and for calculating reliability, the Cronbach's alpha coefficient were used. The results of factor analysis showed that teaching methods with factor load of 0.96, content 0.94, evaluation methods 0.93, materials & resources 0.97, and logic with load factor of 0.93 explained the curriculum framework of natural disaster risk reduction education in primary school. Also, the coefficient of Cronbach's alpha above 0.90 confirmed reliability of curriculum elements. Therefore, the validity of the final curriculum framework was confirmed.

The aim of  study was to examining the impact of implementing qualitative model of teaching-learning processes management (QMTLPM) on Students'needs (survival,love and belonging,power, freedom and fun) and Academic performance in the elementary school. In this study a semi-experimental  design  by comparison of experimental and control group with pre and post test and comparison of experimental and control group with post test were used.The statistical population was consists of primary schools students in four areas of shiraz city. for sampling, cluster random sampeling method were used. research tools were  researcher made scales and teacher made test that validity by exprets and factor analysis and reliability byCronbach's alpha (0/77) confirmed.The results of manova showed that satisfaction level of students' five needs in experimental group significantly was higher  than control group. The results of ancova showed that experimental group in academic performance post test  significantly was higher than control group.  Also based on effect size revealed that 46 precent of  academic performance variance was pridectibel  by Implementing of QMTLPM.

The present study was aimed at evaluating the quality of e-learning in the curriculum of universities and institutions of higher education in Iran. For this purpose, a scale was developed by the researchers to measure the seven elements of e-learning curriculum (i.e. the purpose, content, media, design, organization of learning materials, teaching and learning strategies and assessment). Participants in the study were 702 students from Amir Kabir, Shiraz and Isfahan Universities, as well as the School of Oloum-e Hadith in Ray. The data was subjected to an independent samples t-test; the results suggested that the stated universities are above the average level with respect to the quality of elearning curriculum. In addition, the findings indicated that the “design of presentation context”, and the "pedagogical" dimension were the two most optimal aspects of e-learning in higher education. Nevertheless, this finding does not necessarily imply a desirable situation for the stated dimensions in the e-learning system in our country.

The aim of study was to develop a qualitative model of teaching-learning processes management(QMTLPM)for the elementary school classrooms .According to the study, criteria and indicators for QMTLPM through in-depth study of available sources and interviews with focus groups were identify.in term of design is qualitative and in term of strategy is qualitative case study research. Potential study participants, were academic experts, and 20 faculty members as participants in the study were selected by purposeful sampling method and techniques of theoretical saturation. In the study, two instruments "semi-structured interviews with focus groups" and "mining documents" were used for data collection. In the interview section with focus groups, 20 experts in educational Science and Psychology were selected and received their opinion by open and close ended questions. In the mining documents section, various sources such as books, dissertations, journal articles were used. Using data triangulation, validation of the data was approved. To analyze the collected data, Grounded theory analysis was carried out .The results showed that in the QMTLPM model,6 factors that should be considered are: 1 - Physical environment 2- Psycho-social environment 3 - Preparation 4 – Instruction 5 -Integration 6 – Evaluation. In the model, the physical environment and psycho-social environment acts as a context to meet the basic needs of learners, that in the physical environment must meet the physiological needs of students to "survival" as well as other physical factors that influenced students learning Should be considered. In the psycho-social environment the meet of psychological needs related to survival should be noted. In addition, in the psycho-social environment the meet of student's needs for "love and belonging", "power", "freedom" and "fun" should be considered. Also, in the model, the instruction cycle divided into four stage , include "preparation", "Instruction", "Integration" and "Evaluation" that formed on physical environment and psycho-social environment and in each stage the meet of learner's needs should be considered and satisfied.

The aim of this study was to develop and validate the assessment scale of qualitative model of teaching-learning processes management in elementary schools (QMTLPM). This research has been a sequential exploratory mixed method for instrument developing. In the qualitative section, potential participants were academic experts; 20 faculty members were selected by key experts purposeful sampling. In this section, key concepts, phrases and words related to factors, criteria and indicators of QMTLPM were identified through interview and study of sources by alignment (triangulation), in this way initial qualitative data was achieved. By thematic analysis initial framework was developed and validated by qualitative validation criteria. To ensure the reliability of initial framework, reliability test was done. In the quantitative section, professors of teaching methodology and educational psychology at Farhangiyan University of Iran formed the statistical population. From 64 university campus, 32 campus were selected by random simple sampling method. Two teachers were selected in each campus. The developed scale in qualitative section were used to collect data. This scale included 6 factors,16 criteria and 72 indicators. In the quantitative section, to assess the validity of the initial scale and in order to reach to the final scale, the face and content validity, factor analysis and Cronbach's alpha coefficient were used to calculate the reliability. The results showed that the scale is valid and reliable and in conclusion, the final scale consisting 6 factors (physical environment, Psycho -social environment, Preparation, instruction, integration and evaluation), 16 criteria and 70 indicators was confirmed.

A random simple 320 elementary school teachers (160 male and 160 female) fromdistrict 1 of Shiraz school system were selected and implemented two scales: a) Bass’s(1985) Multifactor Leadership questionnaire (MLQ): this instrument was translated intoPersian and its validity and reliability was re-confirmed by the researcher. B) Maudy,steers, and Porter,s Commitment scale (1974), the Validity and reliability of this scale wasconfirmed by Mortazavi (1372). The gathered data were analyzed and the following resultwere revealed: 1) There was found a significant relationship between transformationalleadership and organizational commitment (r=0/33, p<0/0001); 2) No significantrelationship was found between transactional leadership and organizational commitment; 3)Two way analysis of variance showed no interaction between transformational andtransactional leadership and organizational commitment; 4) Male and femaletransformational leaders differed in the extent of their effects on teachers commitment tothe organization: That is female leaders more effective on commitment of teachers to theorganization (t=4.40 df=245 P