nima rahimian

The present study aims to investigate academic optimism, identity, and buoyancy as predictors of school well-being (interest in school, perceived academic self-efficacy, and destructive behaviors) among male high school students in Izeh City, Iran. The study employed a descriptive methodology with a correlational research design, and the statistical population consisted of male high school students in Izeh City, Iran. Among all the students, 300 were selected using the multistage random sampling technique. The academic vitality and well-being (ABQ) and Academic Optimism Questionnaire (AIQ), Academic Identity Scale (AIS), and buoyancy were applied for data collection. Furthermore, the canonical correlation coefficient and regression analysis were employed to evaluate the data. The results indicated that there is a significant relationship (r = 0.46 and p ≤ 0.01) between academic optimism (Hoy & Hoy, 2010), academic identity (Woodruff, 2003), and academic buoyancy (Martin & Marsh, 2006) and components of school well-being (interest in school, perceived academic self-efficacy, and destructive behaviors). The results from stepwise regression analysis show that the predictor variables of academic optimism and buoyancy fulfilled school well-being to 70.61%. According to the research findings, it is essential to provide different education levels in lower educational stages and invest more deeply in academic optimism.

The present study aims to investigate the importance, Functionalities, and effective mechanisms of international large-scale assessments and their role in global governance through the procedures. With implementing systematic documentary analysis, documents selected in a systematic procedure and then analyzed in a systematic way. Results have shown that ILSAs which perform by Co-operation and economic development organization and international association for the evaluation of educational achievement, in the last decades be as one of the most influential factors on national educational policies of countries in the world. Results about performance show that these assessments can affect as thermometer or whips over multi-layer mechanism on educational structure. The results about role of ILSAs in global governance show that performing and developing of these assessments in the last decades creates softer form of governance such as governance by information, governance by persuasion, governance by rating and ranking, governance by opinion formation, governance by comparison.

Although the methodology is the foundation of teacher education research, and today the domain of this research has encountered methodological ambiguity, limited studies have been conducted on it in recent years. This shortcoming has led some studies to ignore the theoretical requirements of research and suffer from frequent conceptual fallacies. Therefore, it is necessary to seriously review and rethink the methodological concepts in the teacher education research. In fact, it is necessary to re-conceptualize the method in teacher education research using the fundamentals of this field. In this regard, the present study intends to take a comprehensive look at the developments in the domain of research and the emergence of the third methodological movement, to conceptualize the method versus research method and examine the relationship between the methodology and ontology, epistemology and axiology and then compare the quantitative and qualitative approaches in the teacher education research from a methodological point of view. To achieve these goals, using systematic documentary methods in a regular process, 28 related articles on the educational methodology were retrieved and analyzed, and the selected texts were reviewed and criticized. Findings indicated that the research methodology in the teacher education research has homogeneous philosophical foundations at the ontological, epistemological and axiological levels, which is necessary to be considered to shape the research methods as the operational research techniques.  Also, the qualitative and quantitative research at all the mentioned levels were investigated, and their differences and similarities were evaluated. Using these findings, the researchers in the domain of teacher education could avoid many of the methodological fallacies in the results of the contemporary research on the teacher education and achieve a deeper and more conceptual understanding of the research method.

With regarding to the novelty of entrepreneurship education in Iran، present study investigates existent challenges and solutions emerged from lived experience of entrepreneurship faculty of University of Tehran. Due to the complexities in discovering entrepreneurship curriculum challenges، present study uses narrative method for deep investigating of challenges and suggest solutions. The study sample was selected by purposive sampling through three stage with defining appropriate criterions. The final sample included entrepreneurs from different fields such as petrochemical industry، cinema industry and meat trade، and basically have an educational interest. Investigation of narrations revealed that entrepreneurial identity, entrepreneurial creativity, applicableness, method of instruction and theory building competency are existing challenges of entrepreneurship curriculum, thus investigating narrations revealed the significance of revitalizing entrepreneurship education and for this purpose and according to the lived experience through narrations, the present study suggests redefining entrepreneurship faculty, considering macro entrepreneurship theory connect students to economic activist and employing situated learning approach.