فهرست مطالب yousef adib

Health literacy of students plays a key role in ensuring their health. The present study aims to structurally analyze students’ health literacy based on hidden curriculum, teaching effectiveness, and teachers’ health literacy through the mediation of academic performance. The research method is descriptive-correlational type of structural equation model. The statistical population includes all 12th grade students (N=6940) of female high schools of all 5 districts, who have passed health course as well as all of the health course teachers (N=131) who are teaching in these schools. Using Krejcie and Morgan Table and by applying proportional stratified random sampling, the sample size of students was 365 and the sample size of health teachers based on the schools of the selected students was 100. The data of the present study were collected using three questionnaires of health literacy, teaching effectiveness, hidden curriculum and the final scores of students. Validity and reliability of questionnaires were examined and confirmed to be higher than 0.7. The results of structural equations modelling by PLS software showed that health literacy of students based on hidden curriculum, teaching effectiveness and health literacy of teachers through the mediation of academic performance of 12th grade in female high schools of Tabriz is predictable (p<0.01).schools and teachers have the main role and responsibility of promoting health literacy in students, and providing appropriate curricula to promote health literacy will lead to the improvement of health behaviors in students.

The current research was conducted with the aim of identifying the employment competencies of educational graduates from the perspective of view of employers. This research was applied in terms of purpose and was among the qualitative researches of Grounded Theory type. The participants of this research included 24 employers in the field of educational (interviewers for the Education recruitment exam, directors of non-state educational institutes, directors and recruitment officers of non-state schools, directors of kindergartens and preschools) in Birjand city. Data were collected using semi-structured interview and analyzed by Strauss and Corbin method and using MAXQDA-2020 software. In order to validate the research, two methods of member control and peer review or feedback were used. Consecutive review and comparison of data resulted in the extraction of 28 categories and 6 themes. Data analysis led to the formation of a sub-theory. The model shows that the focal variable is the process of education and teaching skills. The focal variable, under the influence of contextual and intermediate conditions, leads to the formation of the strategies of "being a lifelong learner", "research skills", "planning skills", "classroom skills and classroom management", "purposefulness" and "problem solving skills". became Finally, "increasing employability" was the consequence of this process.

The present study seeks to analyze the content Farsi books of elementary school in textbooks based on the components of the philosophy for children with the orientation of multicultural education. The data collection was performed by content analysis method based on researcher's content analysis list of philosophical thinking measures including three concepts (Exploratory, argumentative and interactive) and Components of multicultural education (including 15 concepts) and research validity are validated and confirmed by research experts and experts in educational sciences. The reliability is evaluated by CVR calculation of which shows 86%. The population consisted Farsi of elementary of Iran in 2022. using Shannon's entropy, the concept of acceptance of differences with the P4C approach with an importance factor of 32.35 has the highest amount of attention and the concept of religion with an importance factor of 29.41 ranks second. Also, the fifteen concepts examined in the textbooks based on the philosophy approach for children have been reflected in a scattered and unbalanced manner. Based on the findings of the research, the textbooks need to be revised, to pay more attention to the philosophy program for children with the orientation of multicultural education.

The present study aimed to evaluate cultural values and tendencies in Iranian primary school textbooks. This study used a comparative, descriptive approach employing content analysis for data analysis. The study population consisted of five primary school “Gifts of Heaven” (Religious Instruction) textbooks, which were selected through targeted sampling and analyzed in full. Two lists were used to code the content of the textbooks, one for individualistic-collectivistic values and the other for cognitive tendencies. Individualistic and collectivistic values were found in the studied textbooks, with collectivism being more prevalent. Self-direction and tradition were the most frequent components of individualism and collectivism, respectively, while stimulation and benevolence were least frequent. The textbooks showed a balance between individualistic and collectivistic tendencies. Individualistic and collectivistic categories were similarly distributed across grade levels, with greater prominence in textbooks for grades three to six. Lower grade levels, especially second grade, had a higher prevalence of collectivist elements compared to higher grades when examining the cognitive tendencies in studied textbooks. The study provides insights on Iranian cultural values in education. Iranian "Gifts of Heaven" textbooks show a balanced representation of individualistic and collectivistic values. This balance is essential in promoting respect for different cultures among students and facilitating their understanding and appreciation of cultural diversity. The key recommendation is for Iranian curriculum planners to maintain a balanced perspective that avoids radical deviations towards any one value and to prioritize including educational materials that expose students to diverse cultural perspectives, resulting in a more inclusive and tolerant society.

The Islamic Republic of Iran is one of the largest countries that accommodates Afghan immigrants. However, the Iranian government lacks a unified and national policy towards accommodating immigrants.  Initially, the government pursued an open-door policy towards immigration, but after a decade it shifted its stance towards limitations, repatriation, and even deportation of immigrants. It appeared as if the government was identifying individuals who should be removed from Iran. It would be beneficial to integrate ideas and resources from a variety of academic disciplines and fields of study to gain a deeper insight into the broader dynamics of how immigrant groups are perceived as others in Iran. By concentrating on this level of analysis, policymakers can better comprehend how the overarching social structures and phenomena impact individual attitudes and identities. Likewise, this approach allows for an understanding of how people’s attitudes and identities, in turn, affect social structures. In this respect, the primary question of the present study is: What mechanisms are at play in the process of labeling immigrants as others, according to the Iranian political science experts and political sociologists?

Literature Review:

In general, when discussing the dynamics between immigrants (referred to as newcomers) and the host population (the dominant group), the concept of other is commonly employed, specifically in reference to newcomers. The presence of a national identity implies the existence of other groups, nations, or individuals that are not part of the host group, prompting group members to emphasize their distinctiveness.The specific concept of nation–state leads to the formulation of specific immigration policies and strategies for integrating minority groups within host societies. Based on this assumption, several major integration models have been proposed. First, the model of assimilation, which does not grant special rights to minorities, primarily intends to fully integrate all immigrants into the society and foster the development of a homogeneous society.The second is a pluralistic model known as multiculturalism, which operates on the premise that successful integration is ensured if the public tolerates the plural identities of minorities and immigrants and recognizes their unique needs.This model manifests itself in two primary forms. In the United States, cultural diversity and ethnic communities are officially recognized, but the government does not actively play a role in enforcing social justice or supporting the preservation of ethnic cultures.The second variant of multiculturalism is a matter of public policy, in which efforts are made to promote integration and eliminate the barriers that immigrants might encounter in the host societies, thereby erasing the otherness they may experience. The third model is the differentiation approach, which is distinct from integration and instead emphasizes the differences between the native population and immigrants. The primary objective of this model is not to facilitate the integration of future immigrants into the host society but rather to isolate them. The differentiation model perceives immigrants as foreign and temporary components of society, rather than as a permanent and inseparable part.According to this model, minorities may face poor employment conditions, low income, and high poverty rates. Such conditions can result in densely populated, low-income areas and increased residential segregation. In this context, the presence of isolated and marginalized communities is seen as evidence of a lack of integration that poses a threat to the target society.

The study used a qualitative approach and thematic analysis. The  target population of the study comprised professors of sociology and political science at four universities in Tehran, namely the University of Tehran, Allameh Tabataba’i University, Kharazmi University, and the Institute for Humanities and Cultural Studies. The purposive sampling was used to select the participants who had authored a book, article, or research project. Data collection was conducted through semi-structured interviews, involving ten professors to address the research question. The interviews continued until data saturation was reached. After conducting seven interviews, data repletion became apparent, but an additional three participants were interviewed to ensure data saturation. The collected interview data was manually analyzed following Braun and Clarke’s thematic analysis method in three key steps: 1) Generating and categorizing similar codes, 2) identifying sub-themes, and 3) Identifying main themes. Feedback from the respondents was sought to validate the research quality. Furthermore, to avoid misinterpretation, an independent reviewer was asked to evaluate the codes derived from the data.

The data gathered from the interviews revealed various othering mechanisms. These encompassed the main themes of economic, cultural, and legal mechanisms. The economic mechanisms included the sub-theme of the exploitation of migrant labor force. The cultural mechanisms included social stigma, cultural stigma, and the neglect of immigrants' cultural capital as sub-themes. Finally, the legal mechanisms were comprised of three sub-themes: the deprivation of bank card access, the denial of health insurance services, and the restriction of access to driving licenses.

According to the findings, one of the primary mechanisms for categorizing immigrants as others is the exploitation of migrant labor force, which is a component of the economic mechanisms. It appears that the vulnerability of the migrant labor force is deeply rooted in the long-term changes in Iran’s political economy. These changes have gradually resulted in the weakening of government support for the immigrant working class on one hand, and the normalization of using cheap labor to meet the needs of employers as a legitimate goal of neoliberal capitalist development, on the other hand.The cultural mechanisms of othering involved criminalizing immigrants through the use of social stigmas. Immigrants are frequently portrayed and blamed as the cause of increased crime and order-related challenges in the cities. Furthermore, immigrants are sometimes perceived as threats to national security.Another mechanism used to label immigrants as others is portraying them as inferior through the cultural stigma often referred to as Hazareh. Given the fact the residents of Hazareh have endured centuries of persecution by various Afghan groups due to their ethnicity and religion, this kind of labeling further subjects them to the double otherness. Neglecting immigrants’ cultural capital constitutes another mechanism for cultural alienation. Neglecting the cultural capital leads to the disregard of other forms of capital, such as economic and symbolic capital, ultimately hindering the integration of immigrants into the host society.The interviewees expressed the belief that various aspects of the law contribute to the alienation of immigrants. Since most Afghan immigrants are seeking better economic opportunities in Iran, financial services play a significant role in achieving their goal during their stay in Iran. However, their legal status has led to the exclusion of many immigrants from the formal, mainstream financial sector. Consequently, they are compelled to turn to alternative services offered in the informal sector. Moreover, due to their restricted legal status, most immigrants are unable to access any insurance services. In general, the prevailing cultural climate in Iran, coupled with legal constraints and the shortcomings in policy formulation, has contributed to the immigrant other and hindered the integration of immigrants into Iranian society.

The present study was conducted with the aim of analyzing the components of multicultural education in Hediye-Haye Aseman textbooks in elementary school based on the criteria of Philosophy for Children Curriculum.

The research method was descriptive and quantitative content analysis, with Shannon’s entropy technique. Due to the limitations of the society, the sampling was total and included 5 volumes of Hediye-Haye Aseman textbooks for the second to sixth grades in the academic year of 2022-2023. The units of analysis included text, images and book activities. The research tool was a researcher-made checklist including the components of multicultural education and philosophical thinking criteria (exploratory, argumentative and interactive), the validity of which was confirmed by the CVR method; and to ensure reliability with re-implementation, the agreement coefficient 87% was obtained.

The findings showed that the components were reflected in the textbooks 45 times in total, and the concept of "disability" with a coefficient of 0.55 was the most important, followed by the two concepts of "acceptance of differences" (0.35) and "religion" (0.1). The importance coefficient of the four concepts "equality and anti-discrimination", "goal and content", "teaching method" and "peaceful coexistence" with frequency of one is equal to zero, and the 8 concepts of "Justice", "Dignity and Human Rights", "Nation/Language", "Gender", "Educational Materials, Tools and Environment", "Evaluation", "Respect for Different Opinions" and "Human and Cultural Relations" have not been given any attention in those textbooks.

The results of this research show that the distribution and dispersion of the components of multicultural education based on the criteria of the philosophy for children curriculum are not balanced in textbooks. Therefore, textbooks need to be revised and redesigned in order to avoid cultural one-sidedness and memory-centeredness.

Social skills are developed through exposure to social environments and a part of the education process that is implicit and unteachable (hidden curriculum) available to learners. This study aimed to represent the formation process of social skills in primary school students with the focus on hidden curriculum.

Therefore, a semi-structured interview was conducted using a qualitative method based on the Foundation's data theory, using a targeted sampling of 15 elementary school teachers in Mahabad city, until the theoretical saturation of the data. Data analysis was also done by continuous comparison method, through open, central and selective coding in the form of 9 general categories and 23 sub-categories under Max Kyuda version 2020 software. The data pattern of the foundation in this study was depicted through the graphic model (outputs of Max Kyuda).

The final model in the form of contextual factors includes; family, school and peers, process factors including; interaction with the environment, skill learning, changing and modifying behavior and training methods and consequent factors; including desirable social skills and undesirable social skills were extracted and categorized based on the three elements of the Strauss and Corbin (2008) model.

The results showed that social skills in students is a multi-dimensional process that requires a comprehensive and multi-faceted look at the educational system in the form of open curricula with an emphasis on the hidden curriculum and its functions (structure of educational centers, social atmosphere and family).

 This research aimed to systematically investigate and assess the lived experiences of students with substance-dependent fathers.

This research was qualitative of phenomenological type. The statistical population included students with substance-dependent fathers in the city of Tabriz, 21 of whom were selected by snowball sampling. The data collection tool was an in-depth semi-structured interview. Simultaneously with data collection, coding and analysis were performed using the Colaizzi's method.

The findings showed that the lived experiences of this group of students included 6 general dimensions of psychological experiences, social experiences, family experiences, economic experiences, educational experiences, behavioral experiences, religious experiences, and 24 subcategories.

Comprehensive interventions, including family, social, economic, and psychological support are suggested to this group of students.

The aim of this study was to identify the components of media literacy education for student teachers based on Roberts’s six-step synthesis research method. The statistical population of this research included all articles in prestigious domestic and foreign journals, book chapters, theses and dissertations, and other related documents published in the last 20 years. For this purpose, all databases in the field of media literacy were systematically searched. Based on the inclusion criteria, 466 studies were identified. Finally, when the studies were weighed against the exclusion criteria, 74 studies were selected as the study sample. To collect and record the information related to primary studies, a checklist designed by the researchers was used. The checklist was developed using the theoretical foundations of a study related to the research topic. The data were analyzed using Roberts’s (1983) six-step synthesis method as well as open and axial coding. Two researchers coded the data, and Cohen’s kappa coefficient was used to determine inter-coder agreement, which was calculated to be 0.76. The analysis resulted in the identification of 16 categories and 56 themes. Moreover, based on the research findings, the dimensions and components of student teachers’s media literacy were divided into five core concepts, including purpose, content, audience, identity, and format. Purpose, the first core concept, included critical thinking and socialization. Content comprised cognitive-perceptual, emotional, moral, and aesthetic factors. Audience, the third core concept, consisted of specific, active, and passive audience. The fourth core concept, namely, identity, included ownership and control, law, technology, and economics. The final core concept, format, refers to written, electronic, and digital formats.

The present study aims to perceive the disabled’s “other” in the social context of Iran. The research method was qualitative and of the thematic analysis type and the research field was sociology professors of Tehran universities. Using purposive sampling and achieving data saturation, 10 people were selected as the sample. The data collection tool was a semi-structured interview. To determine the reliability of the interviews, strategies such as review by participants and an observer referee were used. Data analysis was performed based on thematic analysis steps. The results were extracted in three main categories, including people with autism, mentally disabled and physically-kinetically disabled and several sub-categories. In general, the results showed that the disabled are less included in the policy-making and planning system than other groups and minorities in society, and their problems are less identified. Therefore, the community decision-making system needs policies and programs for the active presence and participation of the disabled.

University curricula should include courses and requirements that enhance graduates' skills and prepare them for the challenging job market. Experiential learning is very positive in this field and internships are increasingly considered an important curricular option. The purpose of the present research is to design the ideal model of internship curriculum for university technical-engineering fields based on the ten elements of Akar. The current research is practical in terms of purpose; In order to design the ideal model of the internship curriculum, the synthesis research method (thematic analysis of interviews and document study) has been used. The population and statistical sample includes professors of educational sciences, technical-engineering fields and scientific resources including books, articles and treatises related to research. The sampling method was criteria-based and documentary studies and semi-structured interviews were used to collect data. The method of data analysis is thematic analysis. According to the Akar curriculum design model, the logic of the technical-engineering internship curriculum will enable students to solve challenges and apply what they have learned. Acquiring qualifications and continuity and sustainability of students' job performance should be one of the goals of the internship curriculum. Internship curriculum evaluation should be done in the real environment, based on accurate criteria and by direct observation of students' performance. It is necessary for planners and employers to pay attention to the indicators specified in the internship program template in order to improve the efficiency of internship courses.

The present study provided a framework for curriculum elements based on lifelong learning using the capacity of cyberspace.The method was a qualitative in phenomenological type and the statistical population included curriculum planning experts and professors of Tabriz universities in 1400-1401. The sample size continued until the theoretical saturation of the data (15) among expert professors and the data was collected through semi-structured in-depth interviews using the snowball method.The data was analyzed through thematic coding and Smith methods.The validity was internal validity and the interviews were conducted with a predetermined program in a suitable atmosphere, with the observance of the interview conditions and away from bias and personal opinion.Considering the results of the data analysis based on the "content analysis" method obtained from interviews with the experts, 34 sub-themes were extracted and these themes were identified in eleven main themes,included Logic of curriculum,Objectives of curriculum,Content of curriculum,Learning activities,Teaching methodology,Paying attention to the role of teacher in curriculum,Materials and resources of curriculum,Space and place of curriculum,Curriculum time,Curriculum grouping and Curriculum evaluation features which formed the framework for the elements related to the curriculum based on lifelong learning using the capacity of cyberspace. Consequently, the 11 identified elements and their34 constituent indicators are the main elements of the curriculum based on lifelong learning using the capacity of cyberspace.Given that students achieve learning and education in school, thus, it is necessary to administer students' lifelong learning using cyberspace according to modern educational and communication technologies in the world, in the design of school curriculum.

Teachers'professional identity is the core of their teaching activity and professional commitment, and its discovery is very important for improving curricula and students learning. The present study was conducted to design and evaluate the validity and reliability of the teachers'professional identity questionnaire.

This is a sequential combined exploratory study. The statistical population included teachers of East Azerbaijan province. The sample size of the quantitative section was estimated to be 300 people by simple random method. The participants of the qualitative section were purposefully selected and after interviewing 16 people, data saturation was obtained. The categories were identified and coded through interviews with teachers and literature study, and based on that, a questionnaire with 86 items was designed. The questionnaire was used by six experts to determine the content validity. Structural validity and data analysis were obtained by exploratory and confirmatory factor analysis with maximum likelihood. The reliability of the questionnaire was calculated through Cronbachchr('39')s alpha test.

The results showed that all questions have a suitable factor load with their component. The general structure of the teacherchr('39')s professional identity has the highest impact factor (0.79) with the learning component for teaching and the lowest impact factor (0.61) with the stress coping strategies component. The results of the analysis showed a good fit of the designed model with the experimental data and the validity of the teacherschr('39') professional identity structure was confirmed both at the level of questions and at the level of components.

The results showed that the model fit indices are in the acceptable range. Also, the results of confirmatory factor analysis indicate that the research data fit the factor structure. The Teacher Professional Identity Questionnaire with high validity is a tool that is valid for use in educational and psychological research.

The purpose of the present study was to determine the lived experiences of educational leaders from curriculum leadership. This research is based on a qualitative approach of the phenomenology type, the participants include experts and in other words, key experts in the field of curriculum leadership, who were purposefully interviewed by experts related to the subject, and the data reached theoretical saturation with 15 people. Interview texts were analyzed using Maxqda software and all data were coded. Validity of data was done by re-reviewing the coding process as well as several experts familiar with coding. Also, for reliability, the agreement coefficient between the coders was used, and the result of 3 interviews was 0.82. Coding method and MAXQDA software were used for data analysis. The results indicate that based on the findings and coding related to 15 interviews, 286 subcategories were counted, and finally, the mentioned subcategories were divided into 7 main categories: communication between parents and colleagues with the administration, use of information and communication technology, reflection of educational problems. existing and trying to solve them, paying attention to the theory of constructivism in curriculum leadership, modeling the successful teaching of teachers, gaining experience and growth, and changing and implementing curricula were classified as the lived experiences of educational leaders from curriculum leadership.

Human cultural vision in religious rituals and ceremonies of different religions, denominations and sects is of such a difference that this difference sometimes puts them in complete contradiction with each other. Apparently, every religion speaks of the eternal principles that must be followed by that religion’s followers and seeks to raise reasons of the veracity of its own claims as well as the refutation of the claims of other religions in order to prove its own supremacy in the face of the inferiority of the other religions. Today, man needs to have an interpretation and perspective of these diversities and to offer a judgement of their veracity, rightness or deviance may it make the best choice in rational terms. Referring to the ideas of thinkers is one of the methods that can help the humans to identify or mitigate these challenges. Thus, this study aims at assaying the perception of religious other from the point of view of the human scientists. The approach of this research is based on the qualitative method focusing on thematic analysis, data collection through semi-structured interviews as well as the analysis of the findings based on the stages of the thematic analysis. The research field is constituted by the professors of the universities of Tehran city. Sampling process continued in a purposeful manner among the professors of philosophy and sociology up to 8 cases until the theoretical saturation. The results of the research show that religious other within Iranian cultural context includes eight sub themes: Sunni, Zoroastrians, Christians, Jews, Mandaeans, Yarsans, Derwishes and Baha’is.

The aim of this study was to investigate the process of primary school teachers resistance to implementation of the formal curriculum. The approach of the present study was qualitative and the Grounded theory method was used in this research. The statistical population included primary school teachers in East Azerbaijan province. The process of sampling and selection of participants continued until data saturation was achieved and Finally, 18 elementary school teachers were selected using available sampling method. The results showed that "rational resistance" as a central phenomenon, "Lack of teacher empowerment, lack of student participation and lack of facilities in education" as background conditions, "Curriculum deviations, teacher personality, textbook deficiencies and teacher weakness" as causal conditions, "Teacher beliefs and cultural conditions" as intervening conditions, "Consequences of the curriculum and the self-actualization of teachers" as a consequence And "Educational Strategies, Paying Attention to Student Needs, and Curriculum Optimization" were identified as strategies.

The current research aims to identify the characteristics of the nine elements of the Inverted Problem based approach from the point of view of Preschool teacher training students. The method was qualitative with a phenomenological approach. Participants were 13 pre-school teacher students (4 men and 9 women), among whom had chosen the course "Training by the game”. So, first the agreement of the Head of Department, professor and students were obtained. Then Implementation were done based on the Guidance of the Department of Medical Genetics at the University of Glasgow. This approach was implemented in ten steps. In collecting the required data, two techniques of voice recording, note-taking and text writing were conducted from nine participants, by semi-structured interviews. The four-step approach of Georgy (1970) was used in the analysis. These four steps are: 1) data review, 2) writing a guide for coding, 3) organizing data, 4) classifying and coding data. Analysis and coding of interview text were done using MAXQDA10 software. The findings of the research showed that the characteristics of the nine elements of Klein's curriculum, considering the students' experiences, were as follows: the objectives element has at least two characteristics, the content element has three characteristics, the teaching methods element has three characteristics, and at least four characteristics for The element of learners' learning activities has six features for the element of grouping learners, four themes for the educational space element, the feature of the teaching time element around two themes, the feature of the materials and resources element in three themes and the feature of the evaluation element can be around five sub-themes. Divided. The results of the current research indicated that this approach is powerful in some elements and its characteristics are challenging in elements such as goals, content, grouping, and "learning materials and resources". In general, the student-teachers were satisfied with learning and teaching with an inverted problem-based approach because it improved their academic and practical skills. The conclusion of the present study is that in the opinion of students, the elements of "teaching-learning strategies", "learning activities", "educational environment" and "evaluation" of this approach were satisfactory.

The purpose of this study was to analyzing the Teachers' Views on Schools Student with Special Needs in Order to Provide Policy Advice.

The present study was conducted using a qualitative approach with the aim of analyzing the views of school teachers teaching special need Students in East Azerbaijan Province. Data were collected by semi-structured interviews from 16 teachers by targeted sampling method and analyzed by thematic analysis method.

The research findings indicated that the views of school teachers on students with special needs can be categorized into four main themes and 18 sub-themes. The main topics include issues related to school teachers, students with special needs, characteristics of students with special needs, educational constraints, and socio-cultural issues. Sub-topics are also described in detail in the text of the article.

According to the research findings, the measures taken in the field of general education policy have not gone well and the advancement of issues in this field requires the serious attention of the officials.

Simulation is one of the new learning methods in medical and nursing education that can lead to useful learning outcomes. This study aims to explain the lived experiences of senior nursing students about education in simulated learning environments.

Simulation is one of the new learning methods in medical and nursing education that can lead to useful learning outcomes. This study aims to explain the lived experiences of senior nursing students about education in simulated learning environments.

This qualitative research was based on the phenomenological approach. To collect data, senior nursing students of both genders were purposefully selected and surveyed using in-depth and semi-structured interviews lasting from 40 to 60 min. The interviews continued until theoretical saturation after 15 interviews with the participants. Data were analyzed using Colaizzi’s seven-step method. Data reliability and validity were assessed using the reliability criteria proposed by Lincoln and Guba (1985).

In this study, the main themes include learning, support and technical factors, human factors, and advantages. As a new learning method, simulation encounters support, technical, and human barriers that can be overcome to achieve goals such as learning clinical skills, clinical judgment skills, increasing critical thinking, and improving patient safety.

Simulation is one of the methods that can develop and improve students' basic skills and help in deepening their learning. Nursing schools can provide the necessary provisions and facilities to improve the quality of curricula by expanding and integrating simulations into nursing curricula.

The purpose of this study is determine the current status of pre-school curriculum, with emphasis on the content of work guide books for educators in terms of addressing the dimensions and principles of the curriculum based on the brain. Content analysis method was used to determine the different dimensions of development and learning activities as well as the principles of the brain-based curriculum. Then, The amount of attention was extracted to each of the dimensions and principles in the content of these books through categorical content analysis. The statistical sample of this study are 12 volumes of the work book of the preschool educators. To analyze the results, descriptive and inferential statistics were used. The findings show that the textbooks focus on physical and verbal aspects more than other dimensions and goals, and the principles of the brain-based curriculum are not uniformly distributed. The current state of addressing the brain curriculum is not appropriate in these books, and it is suggested that the content of the tutorial guidebooks be reviewed in this period, and we need to pay more attention to the principles of physiological involvement, interpersonal experiences and the unique nature of the brain, or individual differences in learning.

In-Service Training is a way of upgrading teachers’ skills and knowledge for improving teaching and learning which may lead to a better job performance. In order to reach this, affective participation of teachers is needed. The current qualitative study was conducted with a grounded theory approach on 28 teachers of the primary schools of Tehran city through targeted sampling and data saturation. The data collection method was carried out through a semi-structured interview and was analyzed using Strauss and Corbin (2008) method. Findings in the contextual conditions include: in-service course subject, in-service teacher, teachers’ need to in-service education, teachers’ economic situation, teachers’ social status, bonus, delivery mode, time and teachers' family Status. The strategies used by teachers who participated in this research were: Reaction to the legal requirement, motivational factors, self-regulation and results were teachers’ change of view, effectiveness of in-service training and self-esteem.

Regarding technological and economic requirements of today's world, public education systems need to take more responsibility for paying enough attention to educational planning and programs. Learners face many economic problems in their daily lives; therefore, economic education can help them to develop their economic thinking. Accordingly, it is the responsibility of educational and cultural institutions of countries not only to teach such basic and essential skills as reading and writing, mathematics, literature, and history to individuals, but also to pay attention to economic education and economic education programs because such programs can lead to the realization of desirable behaviors in individuals' lives and promote social interactions between them. Considering this, the objective of the present study was to design a framework for economic education in the Social Studies curriculum of Farhangian University. In line with this, this descriptive study, which was of an applied type, benefitted from a qualirtatuive approach to research and and a meta-synthesis method. Accordingly, the study was an attempt to analyze the research it covers and to resolve the contradictions in its literature. While integrating the results, the study also identified some relevant topics for future research. The following seven steps were taken in conducting this study: identifying first-hand sources based on the relevant keywords; identifying and categorizing concepts, and reviewing and conceptually analysing key elements; identifying information clusters for the desired pattern based on conceptual analysis patterns; putting together information within each category; repeating analysis cycles, until the categories were validated and the final statement was obtained; arranging categories for the desired application; and interpreting synthetic content. The findings of this study revealed that the framework for economic education in the Social Studies Curriculum consisted of ten elements, as proposed by Aker, of logic (achieving the goals of social studies and cultivating critical thinking), purpose (developing economic attitudes, knowledge, and skills), content (focusing on basic concepts of economics), learning and teaching methods (using active learning and teaching methods), resources and educational materials (using various educational resources), teacher role (guiding learners and facilitating learning), grouping (increasing learning through small groups), time (having flexibility in teaching time), place (focusing on learning environments both inside and outside the classroom), and evaluation (using various evaluation methods). A program which encompasses these element is an inclusive and community-oriented program which can lead to achievement of the goals established by the curriculum, development of students' critical thinking, conscious analysis of texts, students' application of concepts in real life and increased understanding of economic issues, and saving of time and educational resources. As the results of this study revealed, all ten elements of Acker were considered in the design of the relevant curriculum framework. This can indicate the comprehensiveness of the developed framework. As education policy makers believe, the training courses should involve economic education because it can provide the learners with the opportunity for improving their economic skills, attitudes, and behaviors. Overall, curriculum planners should pay more attention to economic education in targeting, organizing, and designing textbook content.

The present study was conducted to design and validate the pattern of formation of spiritual intelligence of female high school students. This research is of applied type and modeling which has been done by field method. The statistical population included 19142 female high school students in Tabriz in the academic year 1398-99. The sample size was determined using Krejcie and Morgan formula and 206 people were selected by cluster random sampling method. The instrument used was a researcher-made questionnaire which was used after confirming the face, content and structure validity and its reliability using Cronbach's alpha method. Cronbach's alpha for the whole questionnaire was equal to 0.928 which indicates a high internal consistency between the questions of the questionnaire. Also, the retest method was used to measure the external reliability of the questionnaire. Pearson correlation coefficient between the two tests (p = 0.001, r = 0.734) indicates the appropriate external reliability for the questionnaire.In this study,3 main components under the headings: context, process and consequences were identified as the main components in the formation of students' spiritual intelligence. In order to analyze the data, descriptive and inferential statistics and structural equation modeling were used using Spss and Amos software.The results showed that the proposed model has a good validity and all the obtained components can be used in designing the final model.

Considering that failure in national exams has several psychological-emotional consequences for students, the aim of the present study was to investigate the effectiveness of compassion-based intervention on self-criticism and depressive in remaining applicants from the entrance exam.

The present study was a semi-experimental pre-test post-test with control group. The statistical population of this study was all the students who remained from the entrance exam in 2019 year and participated in the preparatory classes for the entrance exam in Khodabandeh city, of which 40 people (which 20 for the intervention group and 20 for the control group) using Available sampling method was selected and randomly assigned to the intervention and control groups. After performing the pre-test on both groups, the experimental intervention was performed in 8 sessions of 90 minutes, one session per week, and after the treatment program, the post-test was performed. The data of this study were collected using the self-criticism questionnaire of Gilbert et al. (2004) and the Beck Depression Questionnaire (1961).The data of the present study were analyzed using analysis of covariance in SPSS 21

The results showed that after the compassion-based intervention, there was a significant difference in the mean scores of self- criticism and depressive in the intervention group compared to the control group.

According to the findings of the present study, it can be concluded that self-taught education to students who failed in the entrance exam can prevent depressive in these students by reducing their self-criticism.

This study aimed to draw a conceptual model of the failing process of the university entrance applicants. The study was carried out by qualitative method and grounded theory. In this study, the statistical population was all the applicants who had failed the university entrance exam 2020 in different fields of study, in Khodabandeh city, Iran. To this end, 12 applicants of the university entrance exam 2020 in different fields were selected by purposive sampling. They had failed the examination once or twice before. The data were collected through semi-structured in-depth interview. To analyze the data, first, the study used open and axial coding to place the relevant categories into a paradigm model, which is casual factors, contextual, confounding, strategies and consequences. Then, the main category of the research was extracted in the selective coding phase. The results of the research identified 110 sub-themes and 18 main themes. The main category extracted from the themes was "motivation of success in the university entrance exam". This study drew the conceptual model and identified the components related to the failing and how they interact with each other. The results indicated that motivation of the success could link the causal factors, contextual, confounding and strategies.