mohammadreza yousefzadeh

Considering the importance of the early years of teaching and the lack of comprehensive research on the acculturation of new teachers, the main topic of the research is what are the processes, methods and factors affecting the acculturation of new teachers? This research was conducted with a qualitative and systematic review approach.The research community includes all scientific sources in English and Farsi, which are indexed in one of the websites in the area of acculturation of new teachers. To search for sources, keywords related to the acculturation process of new teachers were first identified through research and library studies. Then searching for articles with the keywords of transfer from university to school, induction, acculturation, acculturation, socialization, becoming a teacher of beginning teachers, in the international databases of Google scholar, Science direct, Elsevier, Springer and with the keywords of acculturation, acculturation, professional support for teachers. New, transfer from university to school, socialization and the early years of teaching and teaching were systematically carried out in the internal bases of Nurmagz, Meg Iran, Irandak and the scientific base of academic jihad. In the initial search, 200 English sources (182 articles, 15 books and 3 theses) and 15 Farsi sources (13 articles and 2 theses) were found. To select sources, these criteria were considered. The content of the resources should be about the process of acculturation, methods of acculturation and factors affecting the process of acculturation of new teachers, articles should be published in prestigious foreign and domestic journals and not conference. Also, the publication date of the sources should be between 2000 and 2023, the articles should be related to teacher training and valid theories of acculturation, and the text of all the articles should be available. criteria for excluding articles from the study; The publication date of the articles was before 2000, the articles were related to the process of acculturation and teacher training and lack of access to the full text of the articles. Based on the inclusion and exclusion criteria, 149 English sources (136 articles, 11 books and 2 theses) and 12 Persian sources (10 articles and 2 theses) were excluded from the study due to being repetitive and unrelated to the acculturation process of new teachers. . . In total, 51 English sources (46 articles, 4 books and 1 thesis) and 3 Persian articles found the necessary conditions to enter the systematic and complete review. Then the relevant sources were analyzed using the qualitative content analysis method. The data obtained from the research were analyzed based on coding in three levels of open coding, subgroup formation and final classification. To check the reliability of the data, four criteria of believability, transferability, reliability and verifiability were used.The results showed that the acculturation process takes place in three stages: initial acculturation, professional acculturation, and organizational acculturation. Primary acculturation includes practices, beliefs, and value systems that are learned from birth and foster ideologies about teachers' professional behavior. Professional acculturation begins with the presence of new students in teacher training programs. At this stage, novices are exposed to university education about teaching and teaching, learn the ideal values of teaching, and develop their professional identity. Organizational acculturation begins when new teachers enter the workplace and note the impact of the workplace. In this acculturation, new teachers acquire the necessary knowledge and skills to play an organizational role in the school and during work and by entering the learning or practice community.Also, assimilation, interactionism and liberation are among the most important methods of acculturation of new teachers. In the assimilation method, the host group expects newcomers to leave their cultural identity and assimilate into the new culture. In the interaction method, the host group welcomes the cultural background of the newcomers and seeks to create constructive interaction with them, resulting in a degree of cultural solidarity. In the release method, there is no support and supervision of new teachers, and new teachers stay alone and work alone. In this method, non-interference is a basic principle; In such a way that it is considered inappropriate to interfere in the professional affairs of others. In addition, past influential experiences, including family and student experiences, the creation of a teacher training course including field, support, interactive experiences, mental and internal factors, and academic curricula and training, as well as the development of the work environment, including the dynamics of the school's organizational culture, the initiation program Entering the profession, organizational support and the agency of new teachers were identified as the most important factors affecting the acculturation of new teachers.The research findings indicate the sequence of acculturation process. This sequence shows that the learning of each stage strongly affects the learning of the next stage; In such a way that if the training of the new course contradicts the learning of the previous course, it will bring people's resistance and the acceptance of the new training will happen with difficulty. In order to properly acclimatize new teachers, the teacher culture in all three courses should have a suitable educational and cultural quality so that appropriate views, attitudes and beliefs of teachers are institutionalized in the new students. The requirement for creating a dynamic teacher culture is to identify the factors that affect the acculturation of new teachers in each period. These factors can affect the acculturation process in positive and negative ways. Therefore, first, the facilitating factors of the acculturation process should be identified and strengthened, and in the next step, the destructive factors of the acculturation process should be removed or modified and reconstructed. In the initial acculturation, the atmosphere and culture of schools should be such that students, by attending school and observing their teachers, acquire genuine and genuine beliefs, opinions and views about teaching and teaching, and other members of the society also have a professional and realistic view of Find a teaching profession. In the stage of professional acculturation and through teacher training courses, the wrong attitudes and beliefs that student teachers bring with them to the teacher training course from the previous stage should be corrected and reconstructed, and in the next stage, by designing appropriate programs, student teachers should be introduced to the professional principles of teaching and teaching. made In the final stage, when student teachers change their roles and become new teachers, they should be guided and supported by preparing the necessary support programs and creating a dynamic organizational culture to identify and choose the path of a teacher correctly.

The present study aims to analyze the acculturation challenges faced by novice teachers using a qualitative approach and thematic analysis method. The research field included educational sciences specialists with experience and research contributions in teacher education. The participants consisted of 12 specialists purposefully and criterion-based selected according to the theoretical saturation rule. The criterion for selecting the specialists was their experience and research contributions in teacher education and their connection to the teaching domain. Data collection was conducted through semi-structured interviews, and data analysis was performed using Braun and Clarke's (2006) coding method. To ensure the validity of the data, four criteria were used: credibility, transferability, dependability, and confirmability. The findings indicated that the process of cultural adaptation of novice teachers is influenced by beliefs and stereotypes created by general education courses, teacher education, and the work environment regarding what constitutes a good teacher. These representations were not consistent with the teacher's internal identity and unity. Instead of emphasizing professional identity, they focused on professional development. Consequently, becoming a teacher faces numerous challenges and anomalies, which can be directed towards transformation, continuous inquiry, and reflection by providing appropriate strategies

The purpose of this study was to explain the process and strategies of new teachers’ acculturation. For this purpose, the qualitative approach and the descriptive phenomenological method was used. Data collection was carried out by utilizing the semi-structured interview method. The participants included the new teachers who had completed a four-year teacher training course and had a teaching experience of less than five years. The sample included 15 new teachers who were selected purposefully, criteria-oriented, and regarding the theoretical saturation rule. For analyzing the collected data, coding and categorizing methods were utilized. Four criteria of credibility, transferability, dependability and confirmability were used to validate the findings. Findings proved that the new teachers’ acculturation process takes place in three steps: initial acculturation, specialized acculturation, and professional acculturation. Melting pot, assimilation, interactionism, separation, marginalization, and abandonment were the major strategies for new teachers’ acculturation. It was concluded that the major acculturation strategy used by schools and the educational system to adapt the new teachers to their culture was the “melting pot” strategy. However, the “interactionism” strategy was the major one used by the new teachers to build a connection and interaction between their cultural background and the cultural background of schools and the educational system.

The present study aimed to investigate The effect of quantum training method on self-efficacy, communication skills and academic achievement motivation among male first-grade students of senior high school. The research method was quasi-experimental with pretest-posttest and control group. The statistical population included all first-grade male senior high school students in Nurabad-Lorestan (1650 students), a total of 30 students were selected through simple sampling method and randomly divided into experimental group (15 students) and control group (15 students). The data were collected using Sherer's et al General Self-efficacy Scale (1982); Queendom's Communication Skills Questionnaire (2004) and Hermans's achievement Motivation Questionnaire (1970). The reliability coefficients confirmed by Cronbach's alpha method were 0.83, 0.89 and 0.82, respectively. The collected data were analyzed using descriptive statistics (mean, standard deviation) and ANCOVA. Quantum Learning Protocol training program consisted of a 12-session program. The results showed that using the Quantum training method is effective in increasing self-efficacy and academic achievement motivation and also improving communication skills among students. These findings have important implications for educational settings, and could help improve the learning process, educational behaviors,and personality of students by integrating quantum education into the curriculum.

The main purpose of this study was to develop a curriculum model to foster students autobiographical identity.A explorative qualitative research method was used .The research field included British Columbia and Bu-Ali Sina University.Using criterion-based sampling method,participants were15 specialists of mentioned university.The data collection tool was semi-structured interview.For data analysis were used coding and theme analysis.Based on the results of data analysis,five organizing themes including lived experience,self-definition,imagination,self-regulation, self-architecture and 25 basic themes extracted. The four Lincoln and Guba indices were used to validate the qualitative data and the CVR was used to determine the validity of the model and its value was calculated to be 0.75. The results showed that the philosophical foundations of the autobiographical curriculum were phenomenological, pragmatic and existential. Autobiographical Curriculum support theories were humanistic theories and individual perspectives. The results also showed that in formulating the goals of the autobiographical curriculum, goals such as self-awareness, self-architecture, self-regulation and self-extraction should be emphasized. The autobiographical curriculum content should be based on students first hand experiences and real life problems. The teaching method should be Based on individual family-based and self-awareness teaching methods and finally for evaluation should be used, self-evaluation,self reporting and comprehensive analysis of student self-writings

This study aimed to to Assessing the status of skills training for senior school Students Employability in Hamedan and presenting a favorable model.

In terms of the purpose the present study is applied research and it was carried out in mixed method. The method of documentary analysis and analytical-inferential method have been used in the qualitative part and in the quantitative part, the survey method has been used. Qualitative research participants are Fundamental Transformation Document and National Curriculum Document. In the quantitative part, the statistical sample includes 300 secondary school teachers. Data collection tool Qualitative analysis of documents and a researcher-made questionnaire has been applied in the quantitative part. The coding method, categorization has been used to analyze the data in the qualitative part and descriptive statistical indicators such as mean, frequency, standard deviation and percentage and inferential statistical statistics t-test have been used in the quantitative part. Two coders were used to determine the validity of qualitative data and CVR was applied to determine the validity of the questionnaire and Cronbach's alpha method (0.88) was used to assess the reliability.

The research findings identified the components of the skills training program for employability in the form of objective elements (cognitive, emotional and skill), content, teaching and learning strategies and evaluation. The results also showed that the status of the training program in secondary schools is in an unfavorable situation, so in order to improve students' skills for job creation, a training program should be implemented in schools.

Applying this model in the school education system can increase productivity and efficiency; Social mobility will lead to career advancement, creativity and innovation

The main purpose of this paper was to explain the implications of complexity theory for curriculum. Complexity theory based on the basics of quantum physics, states that complex systems can not be predicted anything before. In this study, the methodology of document mining and categorical content analysis was used to extract the implications of complexity theory for the curriculum. 45 related sources were selected as the research sample based on purposive sampling. First, according to the research questions, related sources were studied and texts were extracted. The findings were then coded, classified, analyzed, and interpreted. The research findings explained the characteristics of complexity theory, the applications of complexity theory in education and curriculum, the characteristics of complex curriculum, and the curriculum approach appropriate to complexity theory. The findings explained complexity theory has features such as positive feedback, adaptability, and adaption, chaos, self-analytical, communication, self-organization, the butterfly effect, self-balancing, unfamiliar attractions, and non-linearity. Based on the complexity theory, only the type of Curriculum can prepare a person to deal with change and evolution and live in a complex world that itself is complex; a curriculum based on complex adaptive systems, are emphasizes the principles such as emergent, self-organization, feedback, interaction, interactive and multi-directional relationships, collaboration, communication, and order without control. An emergent curriculum can help to create learner organizations. Through creating learner organizations, learners gain the ability to show appropriate reactions against change, complexity, and uncertainty, and to be able to manage theirs.

The aim of this study was to identify and extract the characteristics and nature of the multicultural police between the years 2000 and 2023. The statistical sample consisted of all available resources to the researcher that discussed the characteristics and nature of the multicultural police during the specified time frame. The research tool used was the researcher's checklist developed by the researcher. In order to gather relevant information, foreign databases such as Elsevier, Eric Science Direct, and PubMed, as well as Persian databases including SID, Irandoc, Noormagz, and Magiran, were searched using keywords such as "multicultural," utilizing Yahoo and Google search engines. A total of 59 sources were found, and after applying inclusion criteria, 18 articles were selected based on the research objectives and the specified time period. The data was analyzed using a descriptive-analytical method. External audit was employed to ensure the validity of the data. The results of the study identified and extracted 30 characteristics associated with the multicultural police. Possessing these identified characteristics enables the police force to effectively address the challenges presented in multicultural environments and engage in constructive approaches.

Goal: 

The goal of this research was meta-analysis of the research results about Islamic education courses of universities and higher education institutions of the Iran.

The research approach was quantitative and the research method was meta-analysis. The statistical population consisted of all the research conducted on Islamic education courses between 1392-1399 SH. The statistical sample was all the researches that qualified for quantitative meta-analysis assumptions. The measuring tool was the checklist of the criteria of the eligible articles for meta-analysis. To determine the validity of the tool, the checklist was given to three experts in measurement who had at least one experience in meta-analysis, and the validity of the tool was confirmed. To analyze, the questions, the heterogeneity test, Hedges g index and fixed and random model were used. The data were analyzed using CMA 3 software.

Based on the results of the study heterogeneity test, the null hypothesis of study heterogeneity was confirmed. Also, the I2 index showed the effect of heterogeneity of studies on 97.33% of the total changes. The effect size and Z calculated for 15 variables from 22 were significant at the alpha level of 0/05. The largest effect size based on the Hedges g index was related to the religious attitude variable with an effect size of 1/488, followed by the professors’ variable with 1/450, then the interrelation between the professor and the student with 1/215. The overall effect size for studies in the fixed and random model was at the medium level, which indicated the relationship between the variables and the effectiveness of Islamic education courses.

Based on the results, the three factors of religious attitude, professor and mutual relationship between professor and student had the greatest effect on the effectiveness of these courses. Therefore, based on the results of the meta-analysis and by insisting on the identified factors related to the effectiveness of the curriculum of Islamic education courses, the necessity of rethinking and transformation in the curriculum of Islamic education courses should always be one of the main concerns of the policy makers and designers of the Islamic education curriculum.

The purpose of the research is to examine the nature and characteristics of Islamic education curriculum elements.

The research approach is qualitative and it is applied from the point of view of the objective and the basic qualitative method.  The research community is all universities and government higher education centers of the country. The participants were 30 different experts, including the respected officials of the Supreme Leader in universities, the educational assistants of the Supreme Leader in universities, the respected managers of Islamic education departments, faculty members and invited professors of Islamic education courses as well as 10 researchers from two areas of curriculum and Islamic education courses. The sampling method was criteria-based (using theoretical knowledge and practical experience). The measurement tool was a semi-structured interview. The coding method (selective, organizing and open) is used to analyze the data. To determine the validity of qualitative data, the four indicators of Lincoln and Guba including (credibility, transferability, dependability and verifiability) were used.

Based on the results of the research, 10 following selected themes were identified and extracted:  logic, purpose, content, educational resources, Teaching-learning strategy, learning activity, grouping, space, time and evaluation.  24 organizing themes   were also identified as follow :  program reasons  , cognitive goals, affective goals, psychomotor goals, organized content, situational content, single-source educational materials, multiple resources, direct teaching - learning strategies, indirect teaching-learning strategies, individual activity, group activity, in-class activity, out-of-class activity, subject grouping, grouping based on ability level, physical space, psycho-social space, safe space, fixed schedule, flexible schedule , evaluation before training, evaluation during training and evaluation after training. On the other hand, 128 basic themes were identified and extracted for the nature and characteristics of desirable elements of Islamic education curriculum.

Based on the extracted characteristics, it is possible to provide the basis for the comprehensive development of the curriculum of Islamic education courses and to increase the level of attractiveness and efficiency of the curriculum and most importantly, the level of satisfaction of the students.

The purpose of the research is to investigate the current situation of the nature of ten elements of the Islamic education curriculum from the perspective of students and teachers of Islamic education courses.

The approach of the research was quantitative. The research was applied in terms of purpose and descriptive survey type. The statistical population of the research included all students of the 8th semester of the bachelor’s degree from universities and institutions of higher education in the country and professors of Islamic education courses. The sample size of students based on the stratified sampling method and the sample size estimation table of Kerjcei and Morgan with the application of a factor of one and a half was 535 people and the sample size of professors was 214 people. The measurement tool was two questionnaires made by the researcher for students and professors. To calculate the content validity The CVR method or Lawshe coefficient was used for the tools and the reliability of the tools was calculated as 0.89 and 0.78 respectively, and Cronbach's alpha test was used to calculate the reliability of the tools and the reliability of the tools was calculated as 0.86 and 0.81 respectively. Descriptive statistics indicators including frequency, percentage, mean and standard deviation, normality test of data distribution (Kalmogrov-Smironov) and one-group t-test were used for data analysis.

The results showed that from the point of view of students and professors, the current situation of the ten elements of the curriculum was lower than average and very weak.

the authors of the survey conclude that by identifying the current state of all curriculum elements while obtaining a realistic picture of the past and present, it is possible to draw the desired state of curriculum elements in the future.

Today, communication and cyberspace play an important role in the culture and shaping of family life. In this regard, attachment to the content of cyberspace, multiple self-disclosures, as well as the introduction of conflicting norms, have different effects on the cultural security of young society. In such circumstances, various abnormal behaviors in society occur following the impact of the new media space. Therefore, the present study was conducted with the aim of predicting the type of Internet self-disclosure of young people based on the level of self-awareness based on the disciplinary-security perspective of the Supreme Leader.

This research is applied in terms of purpose and in terms of nature and method of correlation. The target population is undergraduate students of Bu Ali Sina University. Using Krejcie and Morgan table, the number of samples was calculated as 384 people, but for more reliability, this number was upgraded with a coefficient of 1.3 to 500 samples and selected through relative class sampling method. And answered the questionnaires.

The results showed that the rate of self-awareness and Internet self-disclosure of young people are 3.17 and 2.29, respectively. Social anxiety is directly related to the type of self-disclosure, so that with the increase of students' social anxiety, the level of irrationality of self-disclosure will also increase.

Therefore, whether or not self-awareness is desirable is one of the most important components affecting the type of self-disclosure (positive or negative) among young people in using cyberspace. Therefore, careful planning in relation to cultural programs, including strengthening capital and social media literacy of students is fully felt.

Given the rapid advances in digital technologies and the simultaneous increase in the use of new media among children, it can be said that the methods of acquiring knowledge are much different from what previous generations experienced. In this age, the importance and effectiveness of the media in relation to the teacher and the educational system are undeniable. Considering the understanding of this necessity based on the extent of the dimensions and the impact of different media on children and adolescents, the present study was conducted with the aim of designing and validating the model of media literacy education course for elementary school.

The research approach is a mixed type (qualitative and quantitative). The synthesis method has been used to compile the model. It has been surveyed by 20 experts to validate it. To conduct research synthesis, 422 cases of research conducted in the period 2012 to 2020 in the field of media literacy curriculum were identified with specific keywords in domestic scientific databases. Among these studies, after several screening stages, based on the study title, abstract and content of the research, 16 study units were eligible to enter the research, respectively. The selected study units were analyzed by content analysis and categorized. The CVR coefficient was used to validate them.

The findings showed that the objectives of the media literacy curriculum should be based on maintaining and strengthening the socio-political system as well as the Iranian-Islamic lifestyle while paying attention to the indicators of media literacy; In compiling content, one should pay attention to media communication concepts and components of critical thinking, critical and cognitive media literacy theories; Also, in teaching-learning methods, it is necessary to use active methods according to the characteristics of the central student and the facilitating role of the teacher based on dialogue and research community; In evaluation methods, it is necessary to use a variety of tests, with emphasis on parenting and metacognitive self-evaluation.

The results led to the identification of the characteristics of media literacy curriculum elements as a pattern in which, instead of adapting to a linear and predetermined pattern, emphasis is placed on exploring, sharing, and metacognitively evaluating students' media experiences. The model can be used by primary school teachers and curriculum planners according to the aggregation of the findings of previous research as well as the validation of the extracted features by experts in the field of media literacy education

This research aims to assess the amount of cultural intelligence of Police University faculty members. The research method was descriptive survey and the statistical population (N=370) consisted of all the faculty members of Police University. Using simple random sampling method and Krejcie and Morgan sample size estimation table, 191 people were selected as the statistical sample. The measuring instrument of the present study was the standard questionnaire for measuring cultural intelligence of Ang, Van Dyne and Koh (2004). CVR method was used in order to assess the validity and Cronbach's alpha to assess the reliability; the validity and reliability of the questionnaire were calculated as 0.84 and 0.821, respectively. The data were analyzed using descriptive statistics and one-sample t-test. The results illustrated that the amount of faculty members' cultural intelligence were calculated as follows: in metacognitive dimension (3.18), cognitive dimension (3.45), motivational dimension (3.92), behavioral dimension (3.57), and in total (3.53), amounting above the average.

The purpose of this study is the content analysis of the social studies book of elementary school based on the emphasis on economic education. The research method is descriptive and thematic content analysis. The research population includes all social studies books in the third, fourth, fifth and sixth grade of the elementary school that all content of them was study in a census method. The unit of analysis is the sentence, image and theme. Data collect and analysis by check list of economic education that validity was confirmed by experts and its reliability was calculated 0.89 based on the Scott's coefficient. Descriptive statistics and thematic analyzes were used to analyze the data. The results generally indicate that there were 1080 cases in relation to economic education in the content of the book of social studies of four-grades that 84/81(916 cases) were in the knowledge dimension, 11/01(119 cases) were related to the attitude and 4/16(45 cases) were related to the functional dimension.The most attention to economic education was in the sixth grade book and the lowest it was in fourth grade.The findings also showed that in the third grade book, 82.22 of the material was in the knowledge dimension, 13.33 of it related to the attitude and 4/44 were related to the functional dimension;  In the fourth book, 84.72 of the material related to the knowledge dimension, 14.58 of it related to the attitude and 0/69 were related to the functional dimension; In the fifth book 86.14 of the material related to the knowledge dimension, 12.50 of it related to the attitude and 1/35 were related to the functional dimension; and In the sixth book, 85.30 of the material related to the knowledge dimension,7.46 of it related to the attitude and 7/22 were related to the functional dimension.

Media literacy education as a way of empowering children against multimedia is a necessity in an age of constant change. Due to this necessity and various researches done in this field, the main purpose of this paper is to explain what, why and how to teach media literacy in primary course. The present research was conducted through a systematic review method, which was selected 20 items from the searched sources based on levels the identification, screening, competency and include. The findings, in addition to explaining the components of media literacy education(caring, critical and creative thinking), emphasize the psychological characteristics of primary course students on the one hand and the specific media targeting of children on the other hand for the necessity of media literacy education. Also studying and analyzing media literacy education models shows that media literacy education in primary course should be based on reasoning and research and it requires the child to be in a conversation-based research community space in which case challenging content with Research capability and tailored to the child's lived experience and Self-awareness assessment of curriculum elements in this field will be.

The purpose of this paper is to extracting the main characteristics of training curriculum for Employability of senior school Students. A qualitative design with descriptive phenomenology approach was selected to carry out the research. Qualitative research participants are all experts in the field of curriculum planning and skills training. The criterion based sampling method applied in this study and 14 people were involved based on the theoretical saturation as sample size. Interview data were collected through semi-structured. The reliability of the interviews was obtained through Credibility, Transferability, Dependability and Confirm ability. The results of the analysis of the interviews identified 93 basic themes in 4 organizing themes, which are gathered around the comprehensive theme of the training curriculum for the employability of high school students. The research findings identified the components of the skills training program for employability in the form of objective elements (cognitive, emotional and skill), content, teaching and learning strategies and evaluation.

The main purpose of this research was applying phenomenological approach for identifying primary girl school teachers perceptions and experiences about implementing talent students identifying and directing design.(shahab),According this the research question was:Based on phenomenological approach What were teachers perceptions and experiences about implementing of talent students identifying and directing design.

The research approach was qualitative and used descriptive phenomenological research method. The research environment included all fifth grade teachers of primary girl school in Hamedan city at 97-98 school year who implement the identifying and directing talent students design Based on criteria based sampling method and theoretical saturation rule about 16 teachers were selected as research participants. The data gathering instrument was semi-structured interview and the interview time was variable from 25 minutes to 40 minutes .The collected data were analyzed by coding and theme analysis

.Based on research findings .teachers perceptions and experiences classified into four organizing theme including motivational(indifference between shahab teacher and other teachers ,imposing additional work,questioning,receiving only certificate,lack of encouragement and recreational rewards).staff(unawareness of school situation,lack of staff.implementing simultaneous designs,lack of monitoring,lack of feedback and unawareness of future) instructional(inadequate instructions,unqualified teachers,unawareness of talent assessment tools,lack of information due to previous and next grade ,introducing based on score,lack of relation between teachers ,inefficient handbook,high number of student,multigraded classroom and a large number of content and social and cultural theme(managers different idea,no relation between school and home)unreal expectations,indifference between shahab and especial school,inadequate information,score based and looking to design as stereo –type) In sum identified 31 basic theme for four organizing theme. Also research finding showed teachers have unpleasant perception and experiences about identifying and directing talent students design and the most unpleasant perceptions and experiences was due to instructional factors.

Replacing creativity, self initiation,seeking,self discovery and self motivation with product centered, competition based and score based instruction, giving extra information and loading memory through shahab design required comprehensive interaction of national foundation of elicits, organization of education of talent student, office of directing talent student ,society, family, teachers and principals

The main purpose of this research was to assess theeducational and instructional performance of Hamadan preschool centers based on Steiner educational philosophy (Waldorf model).

The research method was descriptive survey. The statistical population includes all educators of preschool centers with five years work experience in Hamedan Province in the academic year of 1381-89, the total number of which was 222 people. Using the table Krejcie and Morgan and simple random sampling method, 131 people were selected as a statistical sample. The collection tool was the information of a researcher-made questionnaire evaluating the educational performance of preschool centers based on the Waldorf model. The validity of the questionnaire was calculated using confirmatory factor analysis. Instrument reliability using Cronbach's alpha test 2/98 Obtained. The collected data were analyzed using descriptive statistic indices such as frequency, percentage, table, mean, standard deviation and Kalmogrov-Smironov & one sample T test.

Findings showed that the current situation of preschool curricula based on Waldorf model in the components of intuitive thinking, imagination, transcendence, revival of personal experiences, play-based education, activity-oriented and genuine and real education is desirable and above average.

According to research finding, it will be noted that if preschool centers use Waldorf model, their educational and instructional outcomes will be increased

This study aimed to review the criteria for evaluating the integration of information and communication technology (ICT) in the curriculum, and given its significance, provide the necessary assessment recommendations.

This study was a theoretical-systematic review performed with keywords such as "integration," "evaluation," "Information and communication technology," "medical education," and "curriculum" in the Latin databases of Ovid Science direct and PubMed. Similar Farsi keywords were looked up in SID, Iranmedex, Normagez, and Magiran databases by the search engines of Google and Yahoo from 2008 to 2019. From a total number of 158 articles, 22 works were selected according to the inclusion criteria such as the study title, objectives, and specified timeframe, and were analyzed by the synthesis research method.

According to the results, criteria such as support, educational materials and resources, teacher, student, and assessment were influential in evaluating the integration of ICT in the curriculum. The evaluating criteria of this study were extracted as following, teacher (knowledge, ICT skills), student (interaction, skills of digital content creation), support (planning, culture, and human resources training), educational materials and resources (hardware and software resources, digital content), and educational assessment (feedback, digital assessment and cartable).

According to the results of the study, the criteria for evaluating the integration of ICT can be a valuable framework for higher education experts and officials to provide critical curriculum improvements, enhance the quality of assessment, and facilitate the educational procedure.

The main purpose of this research was the assessment of junior high school girl student spatial intelligence. A survey research method was used. The statistical population (N=3430) included all girl secondary school students of region one of Hamedan city in (94-95) school year. Using Ratio Stratified sampling method and krejcie and Morgan table about 346 students (179) of first grade and (169) of second grade were selected as study sample. The data gathering instrument was Khaing &et al (2011) questionnaire. The instrument validity using content validity reported as acceptable by experts and its reliability were computed by cronbach alpha about 0/769. The collected data were analyzed using one sample and Independent t-test The findings showed that the student's spatial intelligence was at moderate level and the mental rotation ability in both grades was lower than visualization and visual memory components and there were significant differences between the second and first grade students in spatial visualization component. In sum it should be noted, through knowing the student amount of spatial intelligence, in addition of providing appropriate opportunity for education and reinforce of Thinking in different way, mental imagine and perception of spatial relations skills ,they will be ready for living in uncertain future and make suitable selections.

The main purpose of this research was the study of Relation between self regulation with authentic learning of third grade senior high school girl student

A correlation research method was used.The statistical population comprised of (N=1151) all third grade senior high school girl student of hamedan district two at (95-96) school year. Based on clustered sampling method and kerjci & morgan table about 285 student were selected as study sample.About twelve questioner after frequent follow up didn’t comebackThe real sample size were 273.The data gathering instrument were Pintrich & De Groot (1990)self regulation standard questionnaire and authentic learning researcher made questionnaire based on Reeves(2006)theory.The instrument reliability using cronbach alpha coefficient were computed ordinary equal to./89&./83.The collected data were analyzed using descriptive statistic indexe ssuch as frequency,percentage,mean,standard deviation and kalmogrov-smironov,single group t-test,pearson correlation coefficient and multiple regression and SPSS soft ware.

Research findings showed that the student self regulation and authentic learning was more than average and there is positive significant relation between dimension of self regulation and authentic learning and the dimension of self regulation can predict student authentic learning and about 32 percent of authentic learning variance can be justify by this dimension.

Authentic learning lead to enjoyable,significant,deep and permanent learning and it is dependent to different factors and condition so that one of the most important factor and condition is cultivating students self regulation skills.

The main purpose of this research is to construct and validation of cultural education questionnaire from the perspective of Imam Khomeini and Supreme Leader Khamenei.

The research method was mixed (qualitative-quantitative) method. The statistical population in the qualitative section includes 11 specialist &all available resources and documents (first hand and second hand), which have focused on the topic of cultural education, especially based on the Ideas of Imam Khomeini and Supreme Leader. The statistical population in the quantitative section includes all undergraduate students at Bu-Ali University, whose total number was 7478 persons, with a total of 4711 women and 2767 men. The sampling method was performed in a quantitative section using a multi-stage cluster-ratio stratified method. The sample size based on the maximum volume in the Krejcie-Morgan table and the requirement for using large samples in the standardization studies were 576 undergraduate students (362 women and 214 men). The sampling method in the qualitative section was criteria based method. The data collection method used in the qualitative section was checklist of the experts' point of view. Measurement tool in quantitative part was researcher-made cultural education questionnaire from Imam Khomeini's and Supreme Leader's point of view. And for analyzing data in the qualitative section used selective, central and open coding, for analyzing quantitative data were used descriptive statistics indices, and exploratory and confirmatory factor analysis.  

Research findings conform the validity of cultural education questionnaire with following  five components including: science-centeredness, intellectual autonomy, national solipsism, cultural justice and critical thinking

The development of cultural education questionnaire is a necessity because the cultural education play important role in making Islamic civilization and through cultural education that it is in turn dependent to continuous planning we can create effective cultural transformation.

As revealed by previous research studies, stress, lack of problem‑solving ability, and weakness may influence the academic performance of students who study medicine or relevant fields. It is necessary to provide students with consultation and academic advising to ensure their support and welfare.

The present study was carried out to evaluate the academic advisors’ communication abilities and skills based on the views of the students living in the dormitory of North Khorasan University of Medical Sciences, Bojnurd, Iran.

The present analytical cross‑sectional study was carried out on 155 dormitory‑living students who were majoring in medicine, nursing and midwifery, and health. The required data were collected using a 17‑item research‑made questionnaire which evaluated the academic advisors’ communication skills in “oral and written,” “accepting and giving feedback,” “understanding others,” “being a good listener,” and “effectiveness” fields. Descriptive statistics and Pearson’s correlation coefficient test were utilized to analyze the collected data.

In the students’ opinion, as revealed by the results of the present study, the academic advisors gained the lowest scores in “oral and written” (8.33 ± 1.58) field and the highest scores in “accepting and giving feedback” (20.78 ± 9.36) and “understanding others” (22.73 ± 9.8) fields.

The students believed that the academic advisors had the lowest ability in “oral and written” field; therefore, paid more attention should be paid to their communication skills, and their “oral and written” skills should be evaluated.

The present study aimed at investigating the goals and the principles of spiritual training based on the teachings of Imam Ali (Pbuh) in Nahjolbalagheh. Adopting document analysis and content analysis methods, the study, in fact, aims to explore what spiritual training is, and what its final goal and principles are in Nahjolbalagheh. The findings indicate that spiritual training, based on Nahjolbalagheh, is a divine training, the achievement of which is dependent upon the observance of divine piety and necessitates reasoning, thinking and serious efforts in cleansing the soul from the vices and equipping it with virtues, the final goal of which is approaching Allah. The most important principles of spiritual training from the viewpoint of Nahjolbalagheh include the principle of dignity, the principle of affection, the principle of modesty and the principle of reasoning which must be incorporated in the curricula of the schools in various areas.