elementary education

 This research aimed to investigate the impact of the educational management model on the attitudes and academic achievement of student teachers in primary education. 

This study employed a quasi-experimental design with a pre-test and post-test, including a control group, to examine the changes in attitudes and academic performance of student teachers. Quantitative data were collected using attitude and academic achievement questionnaires and analyzed using ANCOVA (Analysis of Covariance). Qualitative data were gathered through semi-structured interviews with student teachers and primary education professors. The study sample comprised student teachers from the Primary Education program at the University of Teacher Education, Kerman (Shahid Bahonar Campus). One class was purposively selected from six active classes in the first semester of 2023-2024. The educational management model was implemented with this group.

The results revealed that the educational management model led to a significant positive change in the attitudes and academic achievement of student teachers. The ANCOVA analysis showed a significant effect for the teaching method (F = 19.87, p < 0.001), with the experimental group demonstrating significant improvements in both attitude and academic performance compared to the control group. Additionally, qualitative findings indicated an increase in motivation and satisfaction among the student teachers concerning the teaching process and the use of active teaching methods.

This study confirms the positive and significant impact of the educational management model on the attitudes and academic achievement of student teachers. The findings suggest that the model can be effectively implemented to improve student teachers' educational experiences. Based on the results, recommendations for better implementation of the educational management model in educational settings are provided.

 One of the key responsibilities of policymakers is the evaluation of curricula. This study evaluated the pilot implementation of the sixth-grade Work and Technology learning package.

This research employed a mixed-methods approach (quantitative and qualitative). Data were collected using classroom observation, interviews, questionnaires, and focus groups involving 46 teachers, 92 students, 46 administrators, 94 parents, and 44 classrooms from settings across seven provinces. The research tools focused on assessing the curriculum's objectives, alignment with students' physical and cognitive abilities, feasibility of the proposed teaching-learning methods, applicability of the planned evaluation methods, quality of the learning package components, teachers' competencies and training needs, and the effectiveness of the teacher training package.

The results revealed that students achieved the 70% benchmark in 9 objectives (sensory reception, generating ideas skills, completing projects tailored to students' abilities, adhering to project requirements, empathetic and responsible behavior, acquiring basic learning skills, proper utilization of technologies, and product presentation), while they didn’t reach in three other objectives. The learning curriculum materials has shortcomings in terms of specialized and technical vocabulary, activity complexity, conceptual level, and gender dependency. Regarding the feasibility of teaching-learning methods, deficiencies or flaws in instructional design by teachers were observed. In terms of the feasibility of assessment methods, tools such as behavior observation checklists, self-assessment, peer assessment, and work reports were the least utilized among teachers. Concerning the book's appearance, there were issues related to font size, book cover, book volume, and textual design and writing. Regarding teachers' competencies and training needs, suggestions such as providing tools, equipment, and resources, time scheduling and time management for implementation, and content revision were proposed.

The evaluation of the pilot program revealed design flaws that need addressing. The findings of this study can contribute to improving the quality of the Work and Technology curriculum and designing effective training programs for elementary school teachers..

The purpose of this article is to investigate the mentality and perception of student teachers about the logic of internship lesson 4 among elementary education students of Zainbiye campus in Tehran cities (with a sample size of 18 people) in the second semester of the academic year 1401-1402 using the qualitative method-case study which is used to analyze and Thematic analysis method was used for data analysis. According to the findings of the research, the three components of curriculum redefinition, creating the art of teaching and pragmatism in student teachers are the central core of the mentality and imagination of student teachers in the field of elementary education from internship lesson 4. According to the mentality and imagination of student teachers, "curriculum" needs to be reconstructed and redefined according to the dimensions of "rebuilding standards", "flexibility", "closed prescription", "participation-oriented" and "providing in-depth analysis". The overarching theme of "creating the art of education" consists of two components: 1) teaching learning skills and 2) lesson research format. The overarching theme of "bringing science to practice", which is obtained from "application of science", includes three dimensions: 1) achieving original knowledge; 2) the challenge of science-oriented life and 3) the challenge of competencies. In the end, it can be concluded that the logic and mentality of the student teachers in the field of elementary education from the fourth internship course is based on the redefinition of the curriculum, the creation of the art of education and pragmatism in the student teachers.

  The main goal of this research was to design a curriculum model based on environmental literacy in the primary school of the Iranian educational system. This research was conducted as a qualitative research based on grounded theory. The statistical population included teachers and faculty members who were experts and experts in the field of environmental literacy and curriculum in Gorgan, whose selection method was purposeful and snowball-type. A total of 24 people were interviewed, including 12 university faculty members and 12 school teachers. The data was analyzed through semi-structured interview calculations during three stages of open, axial, and selective coding, which was formed in the form of a paradigmatic model and a conceptual model as follows: Community needs, Goals, lack of Environmental literacy among Individuals, Awareness of Environmental Hazards, content development, Environmentally-based Teaching Methods, Education of Parents and related Institutions, Active Environmentally-based Teaching Methods, Festivals and Competitions, Training Courses, Indirect Education, Evaluation, Space (Educational space and welfare space), Educated Parents, Time (Direct and Indirect), Teacher Approach, Teacher empowerment, Book Author Empowerment, Mass Media, School Cultural-educational Atmosphere, Non-governmental Groups, Cultivating Environmental Knowledge, Cultivating Environmental Attitudes, Forming Environmental Thinking, Creating Creativity, And Internalizing Environmental Values. Finally, based on the findings and results obtained, guidelines for implementing the program are provided.

The aim of this research was to evaluate the quality of teachers' technological pedagogical content knowledge in using guided discovery learning in elementary education in the primary schools of Bandar Abbas.

This research is descriptive-correlational, and the statistical population includes 10 fourth-grade elementary teachers and 72 fourth-grade female students, who were selected through multi-stage random sampling. To conduct this study, a questionnaire on technology integration (Schmidt et al., 2009) was utilized, which encompasses seven dimensions: technological knowledge, pedagogical knowledge, content knowledge, technological content knowledge, pedagogical content knowledge, pedagogical technological content knowledge, and educational technology. The technology integration questionnaire was completed by the teachers, and a researcher-designed lesson plan for fourth-grade mathematics was developed, which took 50 minutes. Subsequently, guided discovery learning was implemented in the classroom for five weeks, with two sessions each week. The reliability was assessed using Cronbach's alpha method (with SPSS software), resulting in a reliability coefficient of 0.89. Pearson correlation coefficient and multiple regression analyses were performed with a maximum significance level of 0.05 using SPSS software.

The results of this research showed that the relationship between all components of technological pedagogical content knowledge and guided discovery learning for students is significant.

The results of this study indicate that the quality of teachers' technological pedagogical content knowledge has a direct impact on the success of guided discovery learning in elementary education.

The use of technology in modern educational approaches is an inevitable principle in today's era. The changing nature of today's world has caused the educational system to be in need of innovation and change to coordinate with these transformations and challenges, however, the attitude of teachers is one of the factors that play a decisive role in the productivity and effectiveness of these types of educational tools. Therefore, this study was designed and implemented with the aim of investigating the attitude of primary education teachers towards technology and its relationship with teachers' performance in 2023. The current research is a cross-sectional descriptive study that was conducted on 320 elementary school teachers in Tehran province. After obtaining written informed consent from the participants, the data in this study were collected using demographic information questionnaire, attitude towards technology questionnaire and teachers' educational performance questionnaire. At the end, the data was analyzed using SPSS version 22 software. According to the results, the average score of the participants in the scale of attitude towards technology is estimated to be 148.57±12.68. Also, the results showed that there was a significant statistical relationship between the two components (p=0.039). So that in the participants who had obtained more technology attitude score, their educational performance score was higher. The present study showed that there is a direct and meaningful relationship between teachers' attitudes towards educational technologies and their performance. Considering the direct relationship between teachers' attitude towards technology and their educational performance, this issue should be set as an alarm for education officials. In this regard, it is recommended to hold classes for teachers to familiarize themselves with new educational tools and remove educational obstacles.

The objective of this study is to analyze the content of Persian language and writing textbooks for elementary school in terms of attention to the six educational domains. The research method is descriptive, using content analysis based on Shannon entropy. The study population included Persian and writing textbooks for elementary school during the 2024-2025 academic year. Data were analyzed and described using the analytical approach. Results show that among the six grades of Persian textbooks, the highest attention to the dimensions and components of the six educational domains outlined in the Fundamental Transformation Document of Education was observed in the fifth-grade Persian textbook (19.40%), while the second-grade textbook showed the least attention (11.85%). Regarding the dimensions of the textbooks, the faith-based, devotional, and moral domain received the most attention (29.18%), followed by the physical-biological domain (22.35%), with the economic and vocational domain receiving the least (8.50%). For the writing textbooks, the sixth-grade writing textbook received the most attention to the six educational domains (18.80%), while the second-grade writing textbook received the least (15.50%). Among these, the faith-based and devotional domain was emphasized most (28.80%), while the economic and vocational domain received the least attention (11.37%). Overall, both textbook types showed the greatest focus on the faith-based and devotional domain, and the least on the economic and vocational domain.

The present study aims to propose a learning model in elementary education with an entrepreneurial approach. The research method is applied in terms of purpose and exploratory in nature. Data collection was conducted quantitatively using a questionnaire asthe data collection tool. After the execution of the questionnaire, data analysis was performed through both descriptive and inferential methods using SPSS 16 and Smart PLS software. In this research, descriptive statistics, including frequency, percentage frequency, frequency distribution tables, and chart plotting, were utilized to describe the characteristics of the questionnaire respondents. The results revealed that the component of entrepreneurial educational factors, the component of entrepreneurialorganizational factors, the component of extra-organizational entrepreneurial factors, the component of individual factors, and finally, the component of entrepreneurial management factors were all retained in the analysis because none of the components had a factor loading below 0.3. Consequently, all five components, along with their respective indicators, were accepted as dimensions and components of the learning model in elementary education with an entrepreneurial approach. The fit indices in the factor analysis confirmed the model's overall fit.

The present research has been conducted with the aim of providing a framework for the use of mentoring by the heads of educational groups in the professional development of primary school teachers in Qaynat city.The approach of the current research is a qualitative approach and the method used is the systematic method of grounded theory. The the participants were selected using purposeful sampling and criteria-based method. Data were collected through semi-structured interviews with 7 people from educational leaders, 9 elementary teachers and 5 educational managers, and in order to analyze the data, coding was done in three stages: open coding, central coding, and selective coding was done. The findings of the research provide a framework that expresses the causal conditions (need for continuous improvement, need to share experiences, compliance with the changes governing the organization), contextual conditions (environmental conditions suitable for implementing mentoring, organizational support and professional conditions), intervening conditions (educational, social, technical, economic and cultural dimensions), strategies (sharing ideas and opinions, presence of a mentor in festivals, classes and workshops) educational activities) and outcomes (increasing professional competences, increasing job satisfaction, expanding effective communication, improving status).

The aim of this study was to examine the manifestation of a virtuous life (Hayat Tayyibah) in each of the six dimensions of elementary educational content. This research employed content analysis using the three-stage Shannon entropy method. The statistical population included the content of the social studies curriculum for elementary education in Iran for the academic year 1402-1403, encompassing four textbooks, all of which were selected as the sample through census sampling. The research instrument was a checklist designed based on the opinions of 13 experts in each of the six educational dimensions. The reliability was confirmed using Holsti's method (0.89), and the validity was ensured through expert opinions and prolonged engagement with the research. The results showed that among the 1069 instances related to Hayat Tayyibah, the political and social dimension had the highest frequency with 378 instances (35%), while the artistic and aesthetic dimension had the lowest frequency with 60 instances (6%). Shannon entropy analysis further confirmed that there is no balance or proportion among the subcomponents of Hayat Tayyibah within each of the six dimensions. Additionally, although the frequency of Hayat Tayyibah components in social studies textbooks is nearly equal, their importance coefficients vary. The concept of Hayat Tayyibah in both worldly and hereafter life in Islamic culture is so significant that all aspects of life should be organized based on it. Therefore, the content of elementary textbooks in this domain requires serious review and revision. However, these instances are not equally and uniformly distributed across the six educational dimensions.

This research seeks to achieve a correct analysis with the observation and experience of the author's body to understand the gender difference in elementary school students' behavior and perception of the concept of home and family in their drawings. In order to see how the child understands the existence of himself and his family inside the home. Therefore, like a native among the natives, the author tried to be present among the primary school students and in addition, he examined their behavior. The gender differentiation of their perception while drawing children's drawings has been explored. In this study, the statistical population was 172 children in elementary school, 86 boys and 86 girls. The data has been presented and analyzed with ethnographic narratives in the form of field note-comment anthology units, and then by analyzing the content of the students' paintings, we identified the parameters of their gender perception and the level of accuracy in drawing each gender. We analyzed the parameters. The results are in accordance with the previous studies on the gender difference in perception and show that children have a correct understanding of size, age, proportions and facts, and girls, unlike boys, pay attention to the beauty of appearance, details of clothes, and boys are more realistic in their drawings. They turn and the vehicle is seen in their drawings. The results are in accordance with the previous studies on the gender difference in perception and show that children have a correct understanding of size, age, proportions and facts, and girls, unlike boys, pay attention to the beauty of appearance, details of clothes, and boys are more realistic in their drawings. They turn and the vehicle is seen in their drawings.

The purpose of this research was to measure the learning outcomes of the primary education graduates.

The type of applied research was descriptive-analytical and survey. The statistical population of the research included all university graduates, who were selected by random cluster method in five provinces of Semnan, Kerman, Hamedan, Chaharmahal Bakhtiari & Fars, and randomly selected 365 person of them. The data collection tool was a closed-answer questionnaire made by the researcher, that validity was confirmed by ten experts and its reliability was calculated as 0.97 by Cronbach's alpha method.

Learning outcomes were examined in three dimensions: knowledge, ability and attitude. According to the results, in most of the studied indicators, the learning outcomes were relatively favorable. Examining the fit of measurement models, structural and general model, by PLS method, indicated the verification of the presented model. (<α0.7, CR<0.7, AVE<0.5, FL<0.5 & t-values<1.96).

Although the mission of Farhangian University and elementary education, according to the goals of its curriculum, is the training of qualified and high-quality graduates (teachers), but according to the results of this research, the learning outcomes in the field of knowledge, Attitude and ability, from the point of view of graduates, were not at the desired and expected level, and it is necessary to think of appropriate measures in this case, designing and implementing the curriculum of the field.

This paper aims to present a clear picture of the state of classroom management, its consequences and influencing factors on teachers and students in Iranian primary schools.

Classified as a systematic review, this study's statistical population includes all research exploring primary school classroom management in Iran from various perspectives. After an initial search based on entry criteria and using CASP, 31 articles were selected for systematic review from 68 initially retrieved articles. Cohen's kappa coefficient was employed to assess the quality and reliability of the chosen articles, resulting in a coefficient value of 0.81.

Findings showed that previous studies in the field of primary school classroom management have mainly focused on four key themes: the conceptualization of classroom management in elementary schools, prevalent classroom management styles among teachers, variables associated with classroom management styles, and Iranian studies have identified 42 concepts across 14 axes within five themes. Notably, the theme of classroom management challenges was relatively underrepresented in the existing literature.

The outcomes of this study are significant for educational policymakers, school administrators, and educational strategists. Creating a dynamic learning environment and fostering enthusiasm among primary school educators to adopt effective classroom management styles, particularly interactive approaches, can enhance psychological, academic, and performance skills.

This study aimed to qualitatively analyze the impact of descriptive feedback on the learning motivation of elementary school students. The objective was to explore how descriptive feedback influences students' confidence, interest in learning, academic performance, and social interactions, as well as to identify the challenges teachers face in implementing this feedback effectively. A qualitative research design was employed, utilizing semi-structured interviews to gather data from 19 participants, including teachers and students from elementary schools in Tehran. Participants were selected through purposive sampling, and the number of interviews was determined by theoretical saturation. The data collected were analyzed using qualitative content analysis to identify core themes and categories related to the influence of descriptive feedback. The analysis revealed that descriptive feedback significantly enhances students' learning motivation by boosting their confidence, increasing their interest in learning, improving academic performance, and fostering better social interactions. However, challenges such as limited time for providing detailed feedback and insufficient teacher training were identified as barriers to the effective implementation of descriptive feedback. Descriptive feedback is a powerful tool in enhancing the learning motivation of elementary students. It positively impacts students' confidence, academic performance, and social skills. However, for descriptive feedback to be most effective, teachers require adequate training and sufficient time to provide detailed and meaningful feedback. Addressing these challenges can further optimize the benefits of descriptive feedback in the educational process.

Introducation: 

Each person's lifestyle is a cognitive framework in which a person chooses certain behaviors. These behaviors help a person to cope with life. But in general, despite the confusion of the theoretical definitions of lifestyle, the existence of common axes can be felt among most of the existing definitions. Therefore, the beliefs, values, manners and habits of life are the components of the social identity of the human society, which itself is a result of the worldview and ideology of the same human society. These behaviors in Islamic culture originate from the monotheistic worldview and provide the material and spiritual needs of man in this world and the hereafter. The consequences of this lifestyle provide human growth, excellence and happiness. Moderation in life and observance of moral virtues are among the distinctive features of this lifestyle. The aim of this research was to evaluate elementary school textbooks based on the components of the Iranian-Islamic lifestyle model. Considering the efforts of the West to promote its desired lifestyle in Muslim countries, we need to formulate a comprehensive and codified program based on the Islamic Iranian approach that can effectively confront the Western lifestyle. We also need young people and teenagers who are trained and raised based on the characteristics of this lifestyle, and this lifestyle based on the Iranian-Islamic approach should be taught in a detailed and basic manner, and therefore, it is the best way to This lifestyle should start from the beginning of formal education, i.e. from the elementary school system, so that it can be integrated with the personality of the students, and in accordance with their physical and personality development, this type of lifestyle will deepen in their existence. Although some efforts have been made in this field in the educational system, such as in some curricula, the title of Islamic life and education is considered, which is taught in the elementary grades, but nevertheless There is a concern that the output of education, i.e. the graduates of different academic courses, are not as they should be, and perhaps they are not adapted to the behavior based on the educational model of the Islamic-Iranian lifestyle. Research Question 1- How are the basic textbooks of the component (insight, attitude and tendencies) of the Islamic-Iranian lifestyle model? 2- How are elementary textbooks based on the component (human relations) of the Islamic-Iranian lifestyle model?

Mehtods:

 The research method was a qualitative case content analysis. The statistical population of the research included all six-year elementary school textbooks in the academic year 99-98. The research sample included 26 volumes of textbooks of five titles that had a higher relevance to the research objective and topic, and were selected using non-random selective sampling. In order to have a qualitative analysis of data, the qualitative content analysis method of King and Horrocks was used with the MAXQDA-2018 software.

The results of the analysis of the first and second research questions showed that based on the Iranian-Islamic lifestyle model, in the components of attitudes and orientations, in 6 grades in the "Farsi-Bekhanim" and the book "Hedieh-e Asmani" had the highest frequency related to the sub-component of religious rituals and ceremonies, but the books of "Benevisim" and "Motaleatee-ejtemaei" had the highest frequency related to the sub-component of cultural signs. And in the component of human relationships, in 6 educational bases in the Persian book "Bekhanim," the book "Benevisim," and the book "Hedieh-e Asmani" had the highest frequency related to the sub-component of respect and reverence, but in the book "Talimat-e Ejtemai" had the highest frequency related to the sub-component of collectivism and individualism.

The results of these questions indicate that the emphasis of the producers of elementary textbooks is based more on cultural and religious components and less on more material components such as worldliness, materialism and happiness. Paid. In fact, it can be said that the creators of the content of elementary textbooks tried to point out both the religious dimension and the national dimension of Iranian Islamic identity above all, and show both aspects well and distinguish it from others. Differentiate dimensions and aspects. Considering that the results of the research showed that the content of the primary course content is more emphasized on the spiritual, cultural, national and religious aspects, it is recommended that those involved in the education system strengthen teachers in this field and train in this regard. pay more attention Also, considering that the results of the research showed that the dimensions of life skills, such as anger management, expressing emotions, empathy, good communication with oneself and others, etc., are less emphasized in the elementary school textbooks, therefore, those involved Preparing the content of the textbooks of this course, it is suggested to pay more attention to these dimensions and to address them more in the content of the textbooks. It is suggested to analyze the content of the textbooks of other academic courses in the future researches, so that in addition to a more comprehensive picture of Iranian Islamic lifestyle in the books of these courses, a comprehensive picture of all academic courses can be obtained in terms of Iranian Islamic way of life.

The purpose of this study was to investigate the perceptions and lived experience of primary school teachers of the strengths and weaknesses of virtual education in the corona virus pandemy in the academic year 2020-2021. The research approach was qualitative and phenomenological. The instrument used was a semi-structured interview. The target group included all fifth grade female teachers in girls' schools in Yazd, that 12 of whom were selected by purposive sampling. After the eighth interview, theoretical data saturation was obtained, but interviews were continued up to 12. Data were analyzed by coding and categorization methods and used seven-step Colaizy pattern. The validity of the data was obtained through triangulation method, in the form of referrals to the participants and also the analysis of the group of colleagues. After analyzing the data, 15 sub-themes were identified as strengths and 25 sub-themes as weaknesses, which were classified in to 8 main themes: educational, social, media mediation, parental mediation, cultural, ethical, environmental and economic. Then, contextual factors were extracted which were placed in 8 sub-themes at three levels: macro, medium and micro.

The purpose of the present research is to evaluate the view of the integration of knowledge in the curriculum and to take advantage of its educational benefits; Therefore, all scientific, philosophical and religious viewpoints have been used in determining the criteria. In this article, the basic principles of the unity of the sciences are considered based on the compliance with the top documents of the country's education and training and in line with the monotheistic point of view. The current research method is content analysis, which has been used in defining the qualitative indicators of the unity of sciences and applying it to textbooks of elementary experimental sciences. The findings of the research indicate that six main criteria can be mentioned to strengthen the goal of the unity of sciences, which are: 1- Interdisciplinary approach (based on epistemic areas of the transformation plan), 2- Philosophy of science, 3- History of science, 4- monotheistic and innate worldview, 5- slogans and scientific and educational metaphors, 5- dialogue and interaction. In the conclusion, it seemed that the experimental science books of the fifth elementary school are acceptable in some indicators under the first criterion and not acceptable in others. The second to fourth criteria are also not acceptable. The fifth criterion including participation, group work and discussion in the class has an acceptable status.