yahya maroofi

The main objective of this research was to explore teachers' firsthand experiences regarding the challenges of instructing in bilingual multi-grade classrooms. Employing a qualitative approach and descriptive phenomenological strategy, the study involved primary school teachers from Dinour district, Kermanshah province, selected through purposeful sampling based on specific criteria. Fourteen teachers meeting the requirement of teaching in bilingual multi-grade classes were chosen through data saturation. Research data was collected via semi-structured interviews and analyzed using the six-step Colaizzi method, resulting in the classification of findings into two general themes, nine categories, and 42 codes. The study highlighted those teachers not only encountered challenges typical of multi-grade classrooms but also grappled with the complexities of students' bilingualism, intensifying the difficulty of their teaching role. Primary challenges faced by teachers in multi-grade classrooms encompassed aspects related to students, teachers, curriculum, organizational and administrative factors, along with familial challenges. Bilingualism-related hurdles included difficulties in comprehending academic concepts, excessive reliance on rote memorization, misinterpretation and misrepresentation of ideas, limited articulation of students' thoughts, and identity conflicts. Consequently, the research proposed potential solutions for policymakers to make informed decisions and offer support to teachers, ultimately enhancing the overall educational experience.

The primary purpose of the present study was to compare the professional competencies of teachers who graduated from Farhangian University with those of Madeh 28.

It is quantitatively applied research designed to compare the knowledge of two groups of teachers. The statistical population included all the teachers who graduated with a Bachelor's degree from Farhangian University and those of Medeh 28 between 2015 - 2019. A total of 440 graduated teachers were sampled from the primary education, English language, mathematics education, social sciences, and counseling fields of study using the multi-stage sampling method. A set of performance-based tests were developed to collect the data. Descriptive statistical measures and t-Test were employed to analyze the data.

The findings indicated that the highest and the lowest average performance belonged to the primary education and mathematics education teachers who graduated from Farhangian University, respectively. A significant difference was found between the performance of the two groups of teachers in content knowledge (CK), technological knowledge (TK), and pedagogical knowledge (PK), and the differences in TK and PK are in favor of those of Bachlo's degree graduated from Farhangian University. However, the significant difference in CK was in favor of Madeh 28 teachers.  

Recruiting teachers’ method is one of many factors that impact teacher qualification. The Bachelor's degree teachers who graduated from Frhangian University performed higher in PK and TK than those of Madeh 28. In contrast, Madeh 28 teachers performed better in CK than the other group.

The main objective of this research was to compare teacher recruitment, retention, and teacher education policies from the perspective of school principals, specifically focusing on the performance of graduates from continuous bachelor's degree programs at Farhangian University and graduates from other universities, known as "Maharat Amuzan" under Article 28. A mixed-methods approach with a simultaneous explanatory design strategy was employed, utilizing a survey method for the quantitative phase and thematic analysis for the qualitative phase. The quantitative phase involved a comprehensive sample of all school principals, totaling 320 participants, selected through multi-stage cluster sampling. Data was collected using a researcher-made 24-item questionnaire adapted from the Public Schools Teacher Performance Evaluation Guide (2015), in Chesterfield County, Virginia. The quantitative data was analyzed using descriptive statistics, independent t-tests, and one-way ANOVA tests. In the qualitative phase, 32 school principals participated. Thematic analysis was utilized to analyze the qualitative data. The research findings indicated that school principals' satisfaction with the "Knowledge and Skills," "Behavior and Conduct," and "Ethics and Morality" dimensions of teachers' performance from Bachelor's degree graduates were at a highly satisfactory level. While, their satisfaction with the performance of "Maharat Amuzan" under Article 28 was at a satisfactory level. The observed difference in satisfaction levels between these two groups was statistically significant and school principals were more satisfied with the performance of continuous bachelor's degree teachers compared to teachers of other universities known as "Maharat Amoz" Article 28". Additionally, female school principals reported greater satisfaction with the performance of both groups of teachers compared to their male counterparts, and this difference was statistically significant in the domains of knowledge, skills, and overall satisfaction. However, the observed differences based on age and managerial experience were not statistically significant. Moreover, the qualitative findings not only confirmed the quantitative results but also provided insights into the reasons behind the preferences and criticisms to each of the teacher acceptance policies. Based on the results of this study, some suggestions were made to policy and decision makers to improve the quality of teacher training and recruitment.

Subsequently, teachers' perceptions of the concept of "Teaching to Transgress" in secondary schools were analyzed. The qualitative research approach and in particular the Phenomenographical strategy was used. The research field was secondary school teachers (government, normal, gifted, exemplary and non-selective) in Sanandaj city. Therefore, teachers of several secondary schools in the city were included as research participants. The sampling was done purposively. Finally, to achieve maximum diversity and to reach the category of theoretical data saturation with 16 teachers, the charter of semi-structured interviews and sending written questions to the teachers and their responses in the form of texts were continued. The method of data analysis was also carried out using the three-stage method of thematic analysis (open, central and selective).  The results of the study show that the components of transgression teaching in secondary schools are as follows engaging class, progressive teaching, teaching full of amazement, transformational education, valuing desire, enthusiasm in learning, changing the name and position of teachers, developing Students' sense of agency and creation with peers is learning. Also, the challenges teaching to Transgress included the violation of school arrangements, the academic decline of teachers and the school, and the deprivation of school management support. Finally, the consequences teaching to Transgress for schools include improving the status of knowledge based on new perspectives, revolution in educational culture, creating a diverse educational context, strengthening the relationship of teachers with marginalized and oppressed communities, the emergence of independent thinking and analysis, and evolution in evaluation and valuation.

To gain legitimacy, schools must always align with the ethical values upheld by society. As societal values encompass more than just academic and scientific advancements, schools are tasked with instilling these ethical principles in their students. In this process, teachers assume a crucial role in fostering students' ethical development. The success of not only the educational system but also any political and social framework relies heavily on the quality of teachers within a society. Today's schools and universities bear the significant responsibility of equipping students with the necessary knowledge and skills to navigate the complexities of the future ethically. Therefore, fulfilling this pivotal role demands that teachers possess professional knowledge and qualifications. Content knowledge (CK) refers to the teacher's knowledge about the content(s) that he/she teaches to the students. Pedagogical knowledge (PK) can be defined as a teacher's in-depth knowledge of educational processes and teaching-learning methods, including classroom management and evaluation. Technology knowledge (TK) refers to the teacher's knowledge of all kinds of classic and modern technologies and how to use them in teaching to make them more effective. Pedagogical content knowledge (PCK) includes the teacher's knowledge to identify the student's previous prerequisites for learning new topics and which educational approaches are more compatible with the lesson’s subject. Technological pedagogical knowledge (TPK) is the knowledge of the components and capacities of the existing technologies that the teacher can use in education and how the teaching that the teacher provides to the students may change due to the use of technology. Technological content knowledge (TCK) deals with the mutual relationship between content and educational technologies. Technological pedagogical content knowledge (TPACK) can be viewed as overarching knowledge and it refers to how technology facilitates students' learning, how technology solves students' learning problems, how students may create new knowledge, and what makes learning a lesson difficult or easy for students. Between 2009 and 2019, the TPACK framework has been the subject of extensive academic exploration, resulting in over 1200 journal articles and book chapters, 315 theses and dissertations, and 28 books. The TPACK framework consists of three interconnected circles (CK, PK, and TK) with an additional outer dotted circle. Despite efforts to refine and re-envision the model, it has remained relatively unchanged since its inception in 2009. It's worth noting that the outer dotted circle, although present in the framework, does not represent a distinct type of knowledge. According to Mishra and Koehler, the outer dotted circle pertains to the context within which the framework operates. This context includes the school subject matter, students' backgrounds, and the technologies available for teaching, all of which are described as "context-bound" elements that influence TPACK. However, despite the significance of the "context" in the TPACK framework, this aspect has not been adequately emphasized in previous studies. Furthermore, previous research has highlighted the wide-ranging nature of the context, encompassing various concepts from teachers' epistemological beliefs to classroom and institutional resources. Understanding and considering this multifaceted context are crucial for a comprehensive analysis of TPACK and its practical implications. The TPACK framework is a comprehensive model of teacher knowledge; however, it does not encompass teacher ethical knowledge. The ethical knowledge of teachers forms the foundation for their behaviors and interactions in the classroom. Given their significant influence on students' thinking, motivation, and knowledge, teachers wield extraordinary power in shaping their students' personalities. As role models, teachers play a crucial role in the lives of their students, and they are expected to serve as positive influences and examples to follow. Ethics in education means providing equal educational opportunities to all students regardless of nationality, gender, ideological differences, or mental disabilities. Attention to ethical principles in teaching can bring respect, tolerance, civil relations, and interaction based on predetermined rules among students. Ethical knowledge is the awareness of the inherent characteristic between the principles of social and individual ethics. A teacher's possession of these principles allows him/her to display the values ​​of personal and social ethics, which include a sense of right and wrong, respectful behavior toward others, objectivity, patience, and compassion. The primary purpose of this study was to representing teachers’ ethical knowledge in the TPACK conceptual framework. This study is a qualitative research based on the phenomenology method. A total of 13 experts were sampled using the purposive sampling method. All the participants are experts and authorship in teacher training (having at least one academic work including a research project, peer-reviewed journal article, or book) and having more than ten years of teaching experience in different educational settings. The study was carried out in 2022. After setting up the interview protocol, initial coordination was started with the participants. Some agreed to in-person interviews, while others preferred online interviews using google meet due to the COVID-19 pandemic. After interviewing all 13 participants using a semi-structured interview and preliminary analysis of the data, the saturation of the resulting data and the adequacy of the interview were determined. The data were analyzed using the thematic analysis technique and based on the method proposed by Attride-Stirling (2001) as one of the conventional coding methods in thematic analysis. The research findings indicate that despite being a relatively comprehensive theoretical framework, TPACK has overlooked teachers' ethical knowledge. Interviewees highlighted that Mishra and Koehler's (2006) model, which includes CK, PK, TK, PCK, TPK, and TCK, should also encompass ethical knowledge (EK) and Technological Pedagogical Content Ethical Knowledge (TPCEK). These additional dimensions are deemed essential for enhancing teacher professional effectiveness, particularly within the cultural context of the country. Including ethical knowledge and TPCEK in the TPACK framework would provide a more holistic approach to understanding and supporting teachers in their roles as educators and ethical decision-makers. The interviewees firmly believe that teaching possesses an ethical and normative nature, making it a profession that demands teachers to embody various characteristics and virtues. These virtues encompass ethical, intellectual, professional, and civic aspects. Moral virtues, for instance, encompass traits like sincerity, honesty, respect, justice, fairness, courage, decisiveness, self-control, and faithfulness. Regarding intellectual virtues, qualities such as humor, critical thinking, creativity, reflection, and resourcefulness are deemed essential. In the realm of professional characteristics, virtues like a genuine passion for the work, punctuality, scientific originality, authority, and a solid professional reputation, along with a sense of professional responsibility and the ability to create an effective learning environment and communicate professionally are highly valued. Furthermore, in the domain of civic virtues, features such as care and empathy, loyalty and commitment, openness, a sense of social responsibility, and a willingness to serve others are considered crucial virtues for teachers. Embodying these diverse virtues is seen as integral to being an effective and ethical educator, contributing positively to the development and growth of their students. In conclusion, the research revealed that although the TPACK model is relatively comprehensive, it lacks consideration for teachers' ethics, beliefs, and their impact on teaching effectiveness. As a result, it is essential for both practitioners and researchers to address the ethical dimension of teachers more prominently. The findings hold significant implications for policymakers involved in teacher training programs.

Although access to higher education has increased significantly in most countries, these opportunities have not been equally distributed among different groups in many cases. The current research intended to analyze how indigenous selection in national entrance exams reproduces inequality in access to higher education. The research method was descriptive-analytical. The research data was based on the statistics collected and published by the organizations related to the population or student admission, which were analyzed by the secondary analysis method. The findings indicated that the policy of indigenous selection was unsuccessful in increasing the access chances of deprived provinces. The provinces with the highest and the lowest access chances maintained their position without any changes during the 5-year study period in the present research. In addition, in many provinces, the academic level of candidates was not a determining factor in their acceptance; in the national entrance exam of 2016, Kurdistan and Gilan provinces candidates' academic ranks were 10 and 22 while their ranks in the final admission changed to 27 and 6, respectively. Finally, the indigenous selection policy in the three most popular fields of medicine did not lead to a fair distribution of opportunity but reproduced inequality significantly. In some cases, the acceptance chance of indigenous candidates in their provinces was eight times that of the indigenous candidates of other provinces.

Paying attention to diversity, creating educational equality and respecting different cultures is important for intercultural awareness. The purpose of this study is to determine the basic components of a multicultural curriculum from the perspective of experts in the field of multiculturalism. The research method is a combination of directional content analysis and survey. This research has two statistical communities, the first of which includes 243 Persian and Latin works in the period of 1380 to 1397 and 2003 to 2017 in the field of multicultural curriculum and the second of domestic specialists with at least one work in the field of multicultural education. Purposeful sampling method was selected from the criterion type of 100 scientific works and 20 internal specialists. The data collection tool was a content analysis checklist and a researcher-made questionnaire. The data were calculated based on the Tiglar agreement coefficient. Findings showed that out of 153 components studied, 37 components were identified as the basic components of a multicultural curriculum.

Women and girls, as the social capital of any society, have a fundamental role in promoting the excellence and goals of society, which can only be possible by feeling safe in their social arenas. Therefore, the present study aimed to investigate the factors affecting the type of clothing worn by girls with an emphasis on social security.This research is applied in terms of purpose and survey type in terms of descriptive nature. The target population consists of female students of Sanandaj Azad University, which according to the statistics are about 7000 people, of which 377 people according to Krejcie Morgan table through voluntary and online calls due to limited corona traffic in the present study. . Then, to collect the required data, a researcher-made questionnaire of factors affecting the type of coverage was used, and for data analysis, mean, standard deviation, Kalmogorov-Smirnov tests, Friedman test and Euman-Whitney analysis were used.The findings showed that the most important reasons for girls' clothing include beauty and grooming, family, friends, fashion, religion, society, artists, university and being different from others, respectively. The most common type of clothing for female students is a coat, pants and a mask. Numerous factors play a role in choosing the clothing of female students, including religious, family and educational, political and security, cultural and social factors. In each of these factors, several variables are involved and there is no significant difference between the opinion of female students with hijab and bad hijab.

Leishmaniasis is a protozoan zoonosis that causes problems in public health. The use of pentavalent antimony compounds as chemical drugs in the treatment of cutaneous leishmaniasis are associated with various limitations and side effects.Today, the plant extracts and their derivations are the promising sources in herbal medicine. The purpose of this study was to evaluate the effectiveness of oil extract Pistacia atlantica from Uramanat area in Kurdistan province, Iran, on promastigotes of standard strain Leishmania major in vitro. In this study, 10, 15, 25, and 50% concentrations of oily extract were added to the plate containing promastigotes of Leishmania major. The effectiveness of different concentrations of extract was determined by MTT (3-[4, 5- (dimethylthiazole-2-yl]-2,5-diphenyltetrezolium bromide) colorimetric method and counting of living promastigotes. The results of present study showed, different concentrations of oil extract has an inhibitory effect on promastigotes of Leishmania and the extract 50% has the most effect. The results showed a significant different between  in the number of promastigotes of Leishmania major in different concentrations of extract and exposure times (24, 48, and 72 hours) (P≤0.05). The results show that extract of pistacia atlantica has an appropriate effect on Leishmania major in vitro. Therefore, it is suggested to  be evaluated the effect of the extract Pistacia atlantica on leishmaniasis wounds.

Spirituality is an individual’s effort and searches for meaning and purpose in life. Spirituality includes the connection with religious beliefs and some of the chosen beliefs, values, and duties that give meaning to life to achieve the desired perfection. This study aimed to model the structural equations of the relationship between spirituality and psychological wellbeing mediated by spiritual health.

This was a descriptive and correlational study, especially of cause-effect modeling. The statistical population included students of higher education centers in Sanandaj City, Iran, in 2018. Of them, 464 subjects were selected as the research sample by cluster random sampling approach. Measurement tools included researcher-made spirituality questionnaires (2020), Ryff’s Scales of Psychological Well-Being (1980), and the Spiritual Well-Being Scale (Paloutzian & Ellison, 1983).

Data analysis was performed using Cronbach’s alpha coefficient, heuristic factor analysis, and confirmatory factor analysis by structural equation modeling. The results on the model of the relationship between spirituality, psychological well-being, and spiritual health indicated the acceptable desirability of the indicators of goodness of fit of the model (P≤0.01). Other results suggested that higher levels of spirituality were associated with psychological wellbeing and spiritual health.

The present research data revealed an overlap between spirituality, psychological well-being, and spiritual health. Spirituality positively affected psychological wellbeing and spiritual health concerning individual and social adjustment.

The purpose of this research is the phenomenological understanding of the acceptance of innovation in the Farhangian University curriculum. Using the qualitative and phenomenological approach, the acceptance of innovation was examined in the curriculum of Farhangian University .The statistical population consists of lecturers and student-teachers of ten area campuses of Hamadan, Kermanshah, Kurdistan and Ilam provinces. In this research, 26 participants who had experienced innovations as teachers or student-teachers were selected using combination or mixed purposeful sampling method and theoretical saturation criteria. data were collected using semi-structured interviews and analyzed using seven-stage Colaizz and content analysis method. Based on the experiences of the participants, the major areas of innovation in the programs of the Farhangian university can be divided into fifteen basic themes with one overarching theme, three themes of organizational innovation in the educational system, innovation in the student admission system, and Innovation in the nature and content of the curriculum. The findings also suggest that teachers and student-teacher responses to curriculum innovation at this university can be divided into two distinct categories: on the one hand there is praiseworthy and full acceptance, but on the other There is a critical look and an explicit resistance. Participants 'reasons for both types of views were presented in three overarching theme, 15 Organizer theme and 36 basic theme with an example of the participants' views. Finally, suggestions were made to increase the acceptance level of curriculum innovations.

Global experiences suggest that the success of innovative programs is not limited to its design and development, but the successful adoption and implementation requires the participation, collaboration, acceptance and dissemination by stakeholders in the implementation phase of programs that Farhangian University and its curriculum are not excluded.The purpose this research was explaining barriers of the acceptance and implementation of innovation in Farhangian University curriculum. The population of the study consisted of experts in the field of teacher education and curriculum with at least one article or textbook on teacher education and the sample consisted of 14 participants, selected by purposeful sampling method and based on theoretical saturation rule. Data were collected through semi-structured interviews and analyzed using a quantitative approach. Using thematic analysis, 1 overarching theme, 7 organizing theme, and 27 basic theme were identified as the main barriers of acceptance and implementation of innovation in Farhangian University curriculum. The barriers of cultural, power, social, individual, executive, organizational, and trans-organization are the most important obstacles to the acceptance of innovation in the curriculum of Farhangian University. Finally, suggestions were made to increase the level of acceptance and reduce the resistance to innovation in Farhangian university curriculum.

As universal concept that generally denotes a connection with a transcendental power and specifically defined as a search for finding a purpose in life, spirituality has gained attention in academic, educational, and cultural areas more than before. Therefore, it is a necessity to design and use the proper tools to measure this phenomenon. This study aims to develop and validate a questionnaire to “measure spirituality” among university students.

This is a descriptive-analytical study with a statistical society of 464 university students in Sanandaj province. The research tools include a demographic and a spirituality questionnaire. Data analysis involved a two-phase approach including an exploratory factor analysis using principal components analyses method via varimax rotation approach, and confirmatory factor analysis using structural equation modeling. In this study, all the ethical considerations were observed and the authors reported to conflicts of interest.

The results of Exploratory factor analysis pointed to the existence of two main dimensions named spiritual experiences and religious experiences which explained 56% of the variance in the spirituality questionnaire. Cronbach alpha coefficient for the dimensions confirmed in factor analysis including spirituality experiences and religious experiences and for the whole questionnaire was 0/88, 0/90, and 0/92, respectively. Convergent validity of the spirituality questionnaire, measured by Parsian and Dunning Spirituality questionnaire, was 0/66.

The findings indicated that, Goodness of Fit Index (GFI) of this model is acceptable and could be used as a reliable tool in measurement of university students’ spirituality scale, health psychology, and spirituality well-being.

of this study was to investigate the learning climate moderating role on the quality of school life impact on student's self-efficacy. Quality of life (QOL) is the general well-being of individuals and societies, describing negative and positive features of life. The World Health Organization (WHO) defines the quality of life as "The individual’s perception of their position in life in the context of the culture and value systems in which they live and in relation to their goals. Similar to the other environments and social systems, schools describe as terms of the quality of life which they offer students. The quality of school life (QSL) has been widely investigated and drawn attention to its influence on students' achievement as a critical aspect of schooling. Finally, it can be said that the quality of life in a school combines the positive and negative experiences of emotions associated with different aspects of school life and its consequences. Schools are often described by the quality of their affective and social environments. The QSL refers to students’ personal and experiential general well-being at school which reflect students’ level of satisfaction toward their daily school life. The quality of school life is a multi-faceted concept which goes beyond the transmission of knowledge or the development of learning skills to include structure, teaching, curricula, affective, and social environments. Williams & Batten, (1981) provided three components of QSL: 1) Positive affect which reflects students' general satisfaction with school as a whole; 2) Negative affect which captures students' negative reactions towards school such as feelings of alienation, loneliness, and depression; 3) Satisfaction which consists of curriculum-related and social development factors as two specific dimensions of school. Mok & Flynn, (1997) suggests seven distinct factors to identify QSL as Satisfaction with school; Alienation from school; Relationships with teachers; Students' sense of achievement; Relevance of school; Sense of identity and; Self-esteem and status. One of the most significant motivational factors affecting schooling process is self-efficacy. It is a motivational construct and a key component of social cognitive theory. It refers to individuals’ beliefs in their abilities to perform a task successfully. Self-efficacy is defined as the judgments of people concerning their capacity to perform and organize actions required to attain a predefined performance. It has received ample attention in educational research. It has been shown to predict students' academic achievement across academic areas and levels, college major and career choices (Brown & Lent, 2006), and it is associated with key motivation constructs such as causal attributions, self- concept, optimism, achievement goal orientation, academic help-seeking, anxiety, and value(Usher & Pajares, 2008:751). Another motivational construct which contributes to the student's successful learning and performance is school climate. Freiberg and Stein (1999) described school climate as the heart and soul of a school. It is about that essence of a school that leads a child, a teacher, an administrator, a staff member to love the school and to looks forward to being there each school day (Freiberg & Stein,1999:12). School climate is about that quality of a school that helps each individual feel personal worth, dignity, and importance, while simultaneously helping create a sense of belonging to something beyond ourselves. According to social learning theory and field theory, is the meaningful environment, or the psychological situation, which is the best predictor of a person’s actions (Rotter, 1954). School climate can not only facilitate the student's learning process but also can be a major obstacle to their learning and achievement. The process of globalization and sophisticated technology development are one of the main challenges of the 21st century. Universities and schools to meet these challenges must be able to educate the new generation with high, flexible and creative capabilities. Therefore their performance should serve beyond conventional scientific functions. Thus, one of the most important tasks for school is to create an environment that ensured the wholesome quality of schooling. Variables such as the quality of school life, school & classroom climate, and student's self-efficacy are among the most important.

Data collection tools consisted Anderson & Bourke (2000) Quality of School Life questionnaire, Williams & Deci (1996) learning Climate questionnaire, and Sherer et al (1982) Self-Efficacy Scale. Quality of School Life questionnaire: The revised form of the Anderson & Brock (2000) Quality of School Life questionnaire (QSLQ) was translated into Persian by Soltani Shal et al (2012), and was normalized between Iranian students. This scale consists of 39 items and five subscales: Opportunity; Adventure and achievement; General Satisfaction;Negative Affect and Social Integration; that calculates both the overall and subscales scores separately.
Self-Efficacy Scale: The Sherer et al (1982) self-efficacy scale has two subscales: general self-efficacy (17 items) and social self-efficacy (6 items); that in this study we use general subscales. For that subscale, a sum is calculated by adding the responses to the individual items. Learning Climate Questionnaire (LCQ): Williams & Deci (1996) and Standage, Duda, & Ntoumanis (2005) develop the original and ultimate version of this scale, respectively. This scale (20 item) was translated into Persian by Abdol-Nejad et al (2004), and measures how well participants perceive their needs for autonomy, competence, and relatedness as being met through program participation. Autonomy refers to the ability to make choices and acting in accordance with one’s sense of self. Competence refers to feeling a sense of mastery within one’s environment and experiencing opportunities to display skills. Relatedness refers to a sense of belonging both with other individuals and with one’s community.

The collected data were analyzed based on descriptive indicators such as frequency, mean and percent, Pearson correlation, confirmatory factor analysis and path analysis.

The findings of the study showed that there are a positive and significant correlation between the quality of school life with self-efficacy, quality of school life with learning climate and self-efficacy with the learning climate at the level (p≤0.01). Also, the findings from path analysis coefficients indicate that were positive and direct effect of quality school life on self-efficacy, the learning climate on self-efficacy and quality of school life. In addition, the quality of school life has an indirect effect on self-efficacy and the learning climate in the relationship between that has a moderating role.

The main aim of the present study was to determine the elements, criteria and indicators of quality evaluation of the curriculum in the undergraduate course in Farhangian University. The study is applied regarding its aim and is conducted through a mixed method. Reviewing the theoretical and experimental literature as well as national and international experiences, the components of quality evaluation of curriculum were extracted. Then, in order to identify the components related to the context and the specific conditions of the teacher education in the country and the probably ignored components in previous researcha semi-structured interview with experts of curriculum evaluation was undertaken. The interviewees were experts in the national curriculum studies who have participated in the international annual conference of the curriculum studies association, from whom 8 participants were selected through purposeful sampling according to the saturation principle. Finally, by combining the results of the two stages a researcher-made questionnaire was devised and used to identify the most important components of quality evaluation of curriculum in the undergraduate and the questionnaire was presented to 100 curriculum study experts who were selected through purposeful sampling method from the country universities. Research findings led to the selection of 12 elements, 59 criteria and 193 indicators as the most important components of quality evaluation of the curriculum in the undergraduate course in Farhangian University. The relative weights of the components were determined through analytical hierarchy method.

The purpose of this paper was the study of congruence of intended and implemented curriculum in pedagogical courses of continuous primary education B.S at Farhangian University. The research method is based on purpose applied and according to the method is descriptive survey type. The statistical population includes all students and professors of primary education at Farhangian University. Random cluster sampling was used for sampling. Accordingly, 30 educators with at least five years of teaching experience and 220 teacher-students of elementary school teaching course from 6 campuses in the country were selected in this study. Six researcher-made questionnaires and teachers' checklist were used to determine status of the curriculum implemented. Cronbach alpha coefficient was calculated for research tools. Collected data was analyzed using descriptive statistics and inferential statistics. The findings of this study showed that the level of consistency of the components of the goals, content, teaching-learning strategies and the method of evaluation of the planned curriculum with the curriculum implemented was moderate from the viewpoint of the professors and less than moderate from the viewpoint of the teacher-students and the results of the behavior list.

The aim of this study is to investigate the ignored level of the experienced curriculum (perceptions and expectations) in a course called teaching methods and techniques; and identify factors affecting such perceptions and expectations among Shahid Modares Campus of Farhangian University, Sanadaj. In this study, mixed method has been used. In the quantitative part, a descriptive method (survey type), and in the qualitative part, phonological method, have been used. The sample of the study consisted of 101 teacher students enrolled in the first semester of 2015-16. The sampling method was non-probability sampling in quantitative part, and it was purposful in qualitative part. A questionnaire created by the researcher was used for collecting data in the quantitative part, and semi-structured interview was employed in the qualitative part. The descriptive statistics and interpretive method were used for data analysis in quantitative and qualitative parts respectively. The results of the study indicated that 77 percent of the participants found the course interesting while 70 percent found it difficult, and about 78 percent of the students believed that they need to make more efforts in the course. The qualitative findings showed that three main factors - individual, educational, and social and external - were identified as the important factors in shaping the perceptions and expectations of the students in the course.

Learning disruption is significantly related to academic achievement or daily activities that require reading, math, or writing skills, and therefore, help to people with learning disabilities and ways to overcome it has been very much considered. Disorders of math learning (dyscalculia) is one of the major learning disorders that its rate in school age children report-ed at around 1%. In Iran, the prevalence of dyscalculia has been reported as 8.18%based on meta-analysis results of four studies. The Misha and Kusha educational software is one of the educational software offered by the market, which its manufacturers claim, due to its specific characteristics, can be effective in reducing learning disorders, including mathematics, and has been approved by authorities. Now, the study question is whether the educational software Misha and Kusha, as claimed, has been able to reduce the math disorders of third year elementary students who have math disorders in Hamedan learning centers for treating learning disor-ders. Therefore, the objective of this study was to study the effect of the multimedia educational method of Misha and Kusha in reducing the learning disability in students with math learning disorder. In this study, a quasi-experimental design with pretest-posttest design with control group was used. The statistical popula-tion of the study consisted of all students with secondary school-based math disorders in Hamadan city (west of Iran) who were in educational centers for treatment of learning disorders, and their number was 100 students (60 girls and 40 boys) according to the general department of education. In this study, by using stratified sampling method, 30 students were replaced in two groups of 15, including 9 girls and 6 boys. After performing pre-test (Iran KMAT standard test) for both groups and ensuring no significant dif-ference between the groups were selected as the experimental group and the other as control. Misha and Kusha educational pro-grams trained students of the experimental group during 12 sessions of 45 minutes. After the end of the training period, simultane-ous post-test was performed for both groups. Descriptive statistics including frequency, percentage, mean, standard deviation and statistical tests of covariance were used to analyze the data. Results of multivariate covariance analysis indicated that the observed difference between the mean of the two groups was significant in all subjects taught including counting, addition, subtraction and multiplication at the level (p≤0.05). Therefore, it can be said that education with the Misha and Kusha educational software was effective in reducing math learning disorder. The mean of post-test in experimental group in the counting of the numbers was 0.40 versus 1.40 in the control group, the mean of addition numbers in experimental group was 0.67 versus 1.97 in the Multiplication of numbers, in the subtraction of the numbers of the experimental group was 0.77 versus 2.73 in the control group and in the mean of multiplication of numbers in the experimental group was 1.20 versus 1.32 in the control group. In other words, in all cases, math-learning disorder has decreased more than the control group in the experimental group. Educational interventions based on multimedia and educational software have been effective on reducing students' mathematical learning disruption. Therefore, it is possible to teach these students to use of this multimedia suggested as an effective way to reduce math-learning disorder.

The purpose of this study was to investigate the relationship between the motivational factors and the professional development of the members at the University of Bu-Ali Sina. The research method is descriptive-correlational. The population of the study consists of 435 faculty members of Bu-Ali Sina University. Out of the faculty members, 196 individuals were selected using a random sampling method, by sample size set for Krejci and Morgan. The data gathering tool included two questionnaires of motivational factors and professional development of faculty members. The collected data were analyzed in two levels of descriptive statistics and inferential statistics including correlation coefficient and multiple regression analysis with stepwise method. The findings of this study showed that the average of motivational factors, both internal and external, and all the components of professional development of faculty members were higher than average. There is a positive and significant correlation between the motivational factors, both internal and external, with professional development of faculty members. In addition, the findings of the research showed that external motivating factor has more influence on professional development of faculty members than internal stimulus factor and alone has been able to explain more than 58% of their professional development changes, and when this factor added to internal motivation factor has been able to explain, together, about 63 percent of the changes in the professional development of faculty members.

The purpose of this study was to predict the motivation of students in the second elementary school of Hamadan through their teachers' technological literacy.

The research method was descriptive correlational. The statistical population of the study consisted of all teachers and students of the second elementary school in Hamadan with 598 and 15287 respectively. The sample of teachers was selected based on the Krejcie and Morgan table; using random cluster sampling methods 234 teacher and 702 students selected. For each teacher, three of their students were selected randomly. The data gathering tool was a researcher-made questionnaire of technological literacy and Hartre's Educational Motivation Questionnaire. Validity of the questionnaires was determined through content validity based on experts' viewpoints and reliability of the questionnaires based on Cronbach's alpha coefficient was α=0.89 and α=0.85 respectively. The collected data were analyzed using descriptive statistics indices such as percentage, mean, standard deviation and inferential statistics tests such as correlation tests and stepwise regression analysis.

Findings indicate that there is a positive and significant relationship between the teachers' technological literacy and the educational motivation of second elementary school students. There is also a positive and significant relationship between motivation of students in the second elementary school and the dimensions of teacher's technological literacy which includes understanding of the nature of technology, understanding connection between technology and society, understanding technology design, the technological capability, and the understanding of technology in the world around teachers. Therefore, it can be said that the teachers 'technological literacy has increased the student's motivation, and the combination of two dimensions of "technological capability" and "understanding of the relationship between technology and society" can predict students' academic motivation

The main aim of this research was to compare the questioning instructional technique and method effectiveness on critical thinking and its skills in social science course in first grade high school girl students in Hamadan. The research method was semi-experimental with a pretest- posttest with control group design. A sample selected by multistage cluster sampling form two high schools of Hamadan by considering the class as the sampling unit and replaced in 3 groups (two experimental groups and one control) randomly. California critical thinking test (from B) was used for data collection. Multivariable analysis covariance was used for analyzing the data. The results showed that students in both experimental groups had better performance in critical thinking than the control group. While the questioning method group was better in critical thinking than the questioning technique group, In addition, comparing the efficacy of these two methods on the average of scores for critical thinking skills, there was no significant difference for the effect questioning method on the scores of skills of analysis, inference, induction and deduction compared with question technique. There was only a significant difference in assessment subscale.

Mental health is of the most important factors of the students’ talent development. Several studies have indicated that students like all other people may be affected by the psychological and emotional disorders. The purpose of this study was to examine the mental health status and its relationship to high school students’ academic performance. The research was descriptive and correlational. The population of the study include all high school students in Hamadan. A sample size of 216 students was selected using multi-stage cluster sampling. Data were collected from 28 provision general health questionnaire (GHQ) of Goldberg and Hiller, also a semester total grades average of courses were used. Data were analyzed using descriptive statistics, Pearson correlation coefficient test, one way ANOVA and hierarchical regression analyses. The results showed that 43/5% of students have mental health, 30.6% of them with suspected mental disorders, and 25.9% of them with mental disorders. The relationship between the students’ mental health and their academic performance is significant.

The main purpose of this study is to analyze the approaches used by university professors to participate in the process of curriculum development. Qualitative research methodology is used and its approach is grounded theory. The population consists of all Bu-Ali-Sina university professors and their graduate students in second semester of 2012-2013 academic year. Using purposeful sampling (critical case sampling method),11 university professors of the faculties of literature and humanities, economics and social sciences and the graduate students of the same professors were selected as research participants. Qualitative data were collected using semi-structured interviews with professors, classroom observation and focus group interviews with students. The research data were analyzed based on grounded theory approach and open coding, axial coding and selective coding were used. That is, data were conceptualized and categorized and finally analyzed. The findings showed that the approaches used by professors to participate in the process of curriculum development have varied from fidelity to curriculum implementation to limited curriculum planning. The professors’ approaches include: fidelity to curriculum implementation, transferring curriculum with the least changes, developing curriculum with minimum adaptation, developing curriculum with maximum changes and planning curriculum in a limited level. The dominant approach among these professors was curriculum development with limited adaptation.

The main aim of this study was to investigate the amount of emphasis on components of national identities in Persian literature textbooks in the High school. Research method was survy research. Research have two statistical population contain whole part of high school Persian literature text books and all literature theachers in the Hamadan city in 2012 (N=154). The statistical sample number for text book is equal with population and for literature theachers was 109 that selected with random simpling approatch. The instruments used to gather data consist of a researcher made of national identities component. Data were analyzed using the descriptive statistical indices and inferential statistics such as t tests. The most important findings are: In total Persian literature text books have low emphasis on natoinal identities (1. 68 of 5). Persian literature text books have highest emphasis on religious، cultural and natio-political components and the lowest empasis on sub-cultural and geographical ones; in a descending order. The results indicated that there are significant diferences between average of whole part of national identity components with theoretical average and this mean is that have low emphsis on this component in high school Persian literature textbooks.