grounded theory

 The aim of this study was to design a model for the successful transition of students to secondary school. 

This study employed a qualitative approach, specifically Grounded Theory. The participant group included education professionals, psychologists, and school counselors. Sixteen participants were selected using purposive and theoretical sampling.

The results indicate that social challenges, such as difficulties in forming new friendships and concerns about peer acceptance, along with educational challenges, including increased textbook volume, changes in assessment systems, longer school hours, and exposure to diverse teaching methods, contribute to high school transition difficulties. Moderating factors include students’ personality traits and family dynamics, while contextual factors encompass school characteristics and family socioeconomic status. Specialists emphasized family support, emotional support from schools, educational support from teachers, and organizational support from schools as key strategies for overcoming transition challenges. Implementing these strategies can lead to social, educational, and emotional improvements for students.

The findings of this study provide guidance for families, school administrators, teachers, and counselors to better support students in preparing for and adapting to the transition to high school..

Riḍawī literature for children and adolescents, as a branch of literary studies, plays a pivotal role in the education and socialization of the youth. However, it appears to be underrepresented in textbooks and school curricula. Understanding the conditions, causes, and influencing factors for its expansion can facilitate the attainment of various educational dimensions and the ideal of perfection in this process. Accordingly, the present study aims to propose a paradigmatic model for the proliferation of Riḍawī literature for children and adolescents within textbooks and educational institutions. The research adopts a qualitative methodology grounded in the grounded theory approach. Data were collected through theoretical and purposive sampling via in-depth semi-structured interviews with university professors and teachers in Kermanshah Province. The data were then conceptualized and analyzed through three coding processes: open, axial, and selective coding. The research findings encompass 285 initial concepts, 104 sub-themes, and 17 main themes, culminating in the core category of "expansion of Riḍawī literature for children and adolescents in textbooks and schools." The resulting paradigmatic model delineates the necessary conditions, causes, factors, and imperatives. To achieve the desired outcomes, it is imperative to accord greater attention to the influencing components by adopting appropriate measures and strategies to enhance this process.

The purpose of the present study was to propose a conceptual framework for research-based education in the context of Iran’s higher education system. This study was conducted within the interpretivist paradigm using a qualitative approach and grounded theory methodology. Semi-structured interviews were employed to collect data from 28 higher education experts selected purposefully through strategies such as maximum variation, snowball, and theoretical sampling. Data analysis was performed in three stages: open coding, axial coding, and selective coding. The findings revealed that research-based education is characterized as problem-based, problem-identifying, and problem-generating. From a systemic perspective, the inputs (students, faculty, curriculum) and outputs (learning) are identified as active agents, facilitating educators, communicative curricula, and learning in practical contexts. The formation process of this concept is fostered through the provision of structured opportunities within a framework of discourse, human interactions, and freedom of expression. This type of education is influenced by three categories of factors: educational-research, administrative-support, and moral-cultural elements, shaped by both internal and external organizational contexts. It also emerges under the influence of factors such as academic culture, adherence to educational principles, and psychological characteristics. Key strategies for its implementation include the formulation and clarification of university goals and missions, human resource organization, research-based training, and the attraction, support, and active participation of stakeholders. These strategies yield psychological, social, educational, cultural, and economic outcomes. In conclusion, higher education within Iran’s ecosystem requires policies that balance, integrate, and mutually reinforce education and research in a systemic approach. Creative, capable, and socially efficient individuals are developed within an academic culture where education and research function as synchronized wings, propelling the university forward. Achieving this coordination and alignment between education and research necessitates coherence and integration among universities, society, and governance systems.

The present Paper aims to present the conceptual model of creativity-based rural tourism as a more developed model by reviewing and analyzing the literature related to rural creative tourism and identifying its most important challenges, as well as by benefiting from the consensus of experts.

Based on the purpose, this article is a developmental and fundamental type and its method is descriptive-analytical. The statistical population consists of experts and related literature texts and interviews. The statistical sample of texts consists of 72 foreign studies and 12 internal studies and 14 experts (7 interviews and 13 questionnaires). Survey method, extrapolation of qualitative trend, open questionnaire was used to collect data and information. Analysis with the help of Meta analysis method and content analysis technique and Grounded theory through Max.Q.D.A software took place.

Through content analysis, 313 primary codes and 2 general categories with numerous subcategories were determined. After describing rural creative tourism and identifying its key challenges, "Creativity-based Rural Tourism" was presented as a more developed model. 

Discussion and conclusion:

Despite the many capabilities of rural creative tourism, but due to process challenges as well as its cognitive-planning challenges, a new conceptual model of creativity-based rural tourism was presented.

  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.

Using the best teaching methods is one of the ways to achieve educational goals, academic success, and better learning of lessons. The social studies course is one of the practical and important general courses course the proper teaching of which can have lasting effects on the growth of people in the society and their better socialization. For this reason, the purpose of the current research is to analyze the characteristics of the desirable teaching of social studies course from the point of view of the teachers and students of this course. A qualitative approach based on grounded theory was employed and the required data was collected using in-depth and semi-structured interviews with target groups in the city of Najafabad in the academic year of 1402-1401. It was conceptualized and analyzed through thematic analysis with three processes of open, axial, and selective coding. According to the research findings, five main categories were obtained, namely, quality, structural improvement, teacher modernization, teaching excellence, and standard living. All of them were gathered in the core category of teaching multilateralism strategy. The results showed that the ideal model for teaching studies is a model that pays attention to all aspects of teaching, including personal, environmental, and educational. With this procedure, the learning and efficiency of the class will also increase. As a result, it seems necessary for policymakers to pay attention to teaching and providing relevant grounds for teaching this course.

This research aimed to identify strategies for the impact of trade associations on the policymaking of Iran's technical and vocational training institutes. Using a qualitative approach and grounded theory based on the Strauss and Corbin model, qualitative data were collected. Purposeful sampling involved participants from trade associations and experts in vocational education policymaking. Semi-structured interviews were conducted, and data were gathered until theoretical saturation was achieved with 19 participants. The validity and reliability of the data were assessed through participant and expert reviews. The data were analyzed using open, axial, and selective coding methods. From 42 conceptual categories, 11 core categories were extracted, leading to the identification of 5 key strategies: redefining participation, engineering association regulations, research-driven policies, developing human resources within associations, and expanding social partnerships. The results emphasize the crucial role of active trade association participation in policymaking for technical and vocational training institutes, aiming to improve skill training quality, ensure stability and coherence in the vocational education system, and meet labor market needs. By addressing existing challenges and strengthening the position of these associations, desirable outcomes in this field can be achieved.

To improve the quality of teaching physical education courses at schools, conducting Festivals of Better Teaching Models has been an accepted mechanism. However, the way that these festivals are conducted could improve itself. To this end, 25 physical education teachers participating in the 14th Festival, university professors and department heads, and the Festival’s judges and administrators were interviewed and their opinions on the subject sought. Based on the responses of the interviewees, improvements in causal factors such as the mechanism of benefitting from the elite of physical education, as well as the upstream guidelines and the way that the Festival is conducted are needed. The underlining conditions affecting the Festival, such as ministerial programs and the existing hurdles and difficulties were also identified. Strategies concerning the development of educational objectives, improvements in implementation, and structural changes were suggested. Finally, it was acknowledged that improved creativity, collegial interaction and empowerment, joyfulness, and cooperation are among desired outcomes of the Festival.

This study aimed to understand the process of academic freedom construction in the academic society of Iran and was carried out using a qualitative approach and grounded theory strategy. Participants in the study were 17 faculty members from Iranian universities. Purposeful and theoretical sampling was performed with maximum variety. A deep interview protocol was used to collect information, and the interviews continued until theoretical saturation was reached. Information was analyzed using theoretical coding model of Strauss and Corbin (1990). Guba and Lincoln's four criteria were used to validate the findings. The findings of the research were based on 38 core categories and 13 selective categories, which were placed in the final model based on the systematic approach of Strauss and Corbin. The central phenomenon was named as "academic custom and inevitable academic subject" in a two-core form. Academic agents have chosen strategies such as "rethinking academic identity, wellness cocoon and self-investment" to face the central phenomenon. The output of this mechanism of strategies and interactions has finally led to cautious action in the academic field, which we have called "anxious academic freedom".

Gamification implementation in children's education has always faced obstacles such as lack of time to prepare the game, teachers' lack of methodological knowledge, and lack of resources. Accordingly, it is necessary to study gamification from the perspective of learning approaches, including social constructivism, which emphasizes social interaction between learners. The purpose of this research is to design a gamification model for preschool children's education with a social constructivist approach.

This research under interpretive paradigm and with a qualitative approach based on Grounded theory seeks to present a gamification model of preschool children's education with a social constructivist approach. The data was collected through in-depth interviews with 12 children's education specialists, especially people with experience in implementing children's education at the preschool level and managers of preschool centers in Tehran and 8 university professors. The resulting data categorized using MAXQDA software and based on the Foundation's Grounded theory in three stages of open, central and selective coding.

The education gamification concept in the constructivist learning environment was chosen as the central phenomenon. Causal conditions placed in four categories of curriculum content factors, institutional factors, kindergarten manager's motivations and attitudes, and teacher's facilitation, and the four main categories include teacher training, designing a constructivist learning environment, encouraging children through external motivations and learning environment chosen as action and reaction strategies.

 The results of this study can help the managers of preschool centers in implementing gamification with a constructivist approach in children's education.

To determine the characteristics of peace literate teachers from the experts’ perspective, a number of university professors, peace education activists, and high school teachers were interviewed. The interviews were semi-structured and the number of the interviewees reached 15 by the time a theoretical saturation was obtained. The collected data were coded and analyzed. To ascertain the validity of the findings, all aspects of the study were reexamined. The most important characteristics of peace literate teachers can be categorized in two: basic beliefs on peace, and personality characteristics. According to these experts, a peace literate teacher believes in peace and actively pursues it, while respecting others, the environment, the nature, and the beauty therein. They are also receptive to criticism while being able to critically evaluate situations and help students to do the same.

This study aims to design a paradigmatic model for effective schools in the third millennium in Iraq. A qualitative approach based on grounded theory was used, with data collected through semi-structured interviews with 10 education experts. Data analysis was conducted using open, axial, and selective coding. The research results led to a paradigmatic model comprising five main components:Causal conditions include teachers, administrators, curriculum content, and equipment and technologies. Contextual conditions cover laws, human resource empowerment, curriculum, communication, organizational culture, health and safety, and budget. Intervening conditions encompass political, welfare, and livelihood factors, parental involvement, and social vulnerabilities. Strategies involve strengthening the teaching-learning system, revising regulations, school accreditation, promoting a research culture, implementing extracurricular activities, community and industry engagement, parental involvement, digitalization, and preventing social vulnerabilities. Outcomes include professional development of teachers and administrators, dynamic and flexible schools,improved learning quality, empowered and creative students, and a developed society.This model can serve as a framework for designing and improving effective schools in the third millennium in Iraq.

The main objective of this study was to present a conceptual model for evaluating and monitoring research institutions in the country. This research was qualitative in nature. The strategy of Grounded Theory (systematic version of Strauss and Corbin) was employed, consisting of open, axial, and selective coding to achieve the research-derived model. Participants included experts in policy-making or those with executive backgrounds in higher education, as well as specialists in the monitoring and evaluation of higher education. In this study, semi-structured and in-depth interviews were conducted with 30 experts and scholars in higher education, who possessed knowledge and lived experience regarding the studied phenomenon (policy-makers, senior managers, heads of research institutions, and faculty and professional members of institutions). Using a qualitative design and purposive and snowball sampling, the interviews were analyzed. Initial codes or concepts were identified after the content of the interviews was transcribed and preliminarily analyzed, and similar codes were grouped into specific categories to achieve the main themes. Titles encompassing all codes within each category were then selected. Findings indicated that the central theme of this study was the national model for evaluating and monitoring research institutions in the country. Strategies were developed based on causal conditions, contextual conditions, and intervening conditions, and the final model was presented accordingly. Subsequently, precise indicators based on the model were developed and organized into 51 indicators and 156 sub-indicators.

This article aims to identify "factors affecting the establishment of research-oriented learning organization in education (specifically education department in Kermanshah province)" by using a mixed method and combining qualitative (data base) and quantitative (survey) methods. The socio-statistical research consists of two qualitative-quantitative parts; In the qualitative part, the sample size of the research was 20 people; 20 interviews were conducted with the managers and employees of the education department as well as with science experts using the method of "theoretical sampling". In terms of the quantitative method, using the Cochran formula, 384 people including the education teachers of Kermanshah province at both levels of primary (including first to sixth grades) and secondary (including seventh to twelfth grades) were considered randomly.The information collected from the interviews was analyzed using the foundational data research method (Grounded Theory) and the information obtained from the questionnaire were analyzed using confirmatory factor analysis tests and structural equation modeling. in this research in order to measure the validity of the questionnaire, both content validity (using face validity method) as well as construct validity were used. Also, Cronbach's alpha coefficient was used to check the reliability.The findings have shown that the "research-oriented learning organization" is a dynamic and changing entity that has "individual and organizational" causal factors (including personality traits, beliefs and needs of educators and learners, job motivations and organizational planning), background factors based on "fundamental modernization and evolution" (including evolution in the education system, organizational evolution and individual one), "intra-organizational" intervening factors (including organizational facilities and capacities, organizational structure, management and organizational culture)  are effective on the establishment of this phenomenon in education. Based on the respondants’ viewpoints, individual factors (with an average of 4.11), evolutions in the education system (with an average of 3.67) and organizational structure (with an average of 3.16) had the greatest effect in comparison to other identified factors.

Introduction:

 Business intelligence is a new technology that is used in the organization to collect, integrate, analyze and present business data. Facilitating and optimizing the decision-making process, identifying business opportunities, increasing information sharing, more effective communication with customers, increasing the ability to prepare diverse and dynamic reports, and predicting the future conditions of the organization are among the benefits of business intelligence. The purpose of this research was to explain business intelligence as an expected qualification for sports teachers.

This research was conducted in 1403 using the qualitative research method. The participants included managers and experts in the field of study in the field of sports management. The sample size was 14 people according to the theoretical saturation point and calculated by the snowball sampling method. And it was done. Data collection was done through semi-structured interviews with experts and data analysis was done using the open, axial and selective coding method of the Strauss and Corbin model in the Foundation's data theory and with the help of Max Kyuda 20 software. Guba and Lincoln indexes were used to check the reliability of the qualitative research, and Kappa coefficient and Holstein reliability coefficient were used to confirm the reliability.

The obtained results showed 110 open codes, 30 concepts and 8 categories, which led to the presentation of the business intelligence model as a competency for sports teachers.

In the age of information, any organization, including education, that has the power of information technology in its industry and profession will be distinguished and privileged compared to its competitors. By integrating organizational systems and connecting organizational systems and software to each other and creating a secure platform for sharing information and data, a more suitable platform for the company's activities is created.

The main goal of the current research was to analyze the problem of private tutoring and the associated challenges in Yazd. The research also expands the theoretical perspectives on private tutoring. The findings of this research can be beneficial for teachers, educational institution planners, parents, and students in practical applications.

The research methodology employed in this study was qualitative and based on Grounded Theory principles. The target group was the parents of students who applied for private tutoring in the academic year of 2001-2001 in Yazd. Using the purposeful sampling method, 12 parents participated in the research. Sampling continued until the theoretical data saturation stage. The research tool was semi-structured in-depth interview. The data was analyzed by Strauss and Corbin (1998) open, axial and selective coding method. In order to ensure the accuracy of the findings, based on "Triangulation" techniques, matching by members, peer review, collaborative research, and researcher rethinking were used.

Finally, 29 sub-categories were classified in the form of 6 components of the systematic grounded theory. Causal factors with 5 subcategories, background factors with 5 subcategories, intervening factors with 5 subcategories, positive consequences with (5) subcategories and negative consequences with (9) subcategories and (1) central phenomenon were identified. The results indicated various favorable outcomes, including enhanced student performance in examinations, improved results in entrance assessments, better overall test performance, job opportunities for special educators leading to increased income, and the alleviation of educational deficiencies through compensatory actions. Various strategies have been proposed to address the challenges and negative impacts associated with the prevalent practice of private tutoring among families and students. These strategies encompass a range of approaches, including conducting private tutoring sessions at home or within school premises, offering private counseling services, integrating private tutoring with formal educational programs, addressing issues and assessments within educational institutions, improving the quality of education in mainstream schools to tackle deficiencies, reducing the societal emphasis on entrance examinations, guiding students towards technical fields, and increasing oversight of educational activities in such contexts. The adverse effects of private tutoring include limitations on creativity and critical thinking, neglect of skill development and vocational training, commercialization and elitism in education (in conflict with the principles of inclusive education), psychological and physical harm to students leading to anxiety, stress, and depression, perpetuation of social stratification, and maintenance of educational inequalities.

Research findings indicate that various internal and external factors contribute to the development of private tutoring, influencing both its supply and demand. It is recommended to study this phenomenon from diverse viewpoints to guide micro and macro-level decision-making and policy formulation for efficient administration.

With the onset of the COVID-19 pandemic and the subsequent shift to virtual learning, educational oversight methods were inevitably compelled to transition to the digital realm. Educational supervisors gained novel experiences in oversight during this period. Following the reopening of schools, the necessity of leveraging the insights from this type of supervision and effectively integrating it with face-to-face oversight became increasingly apparent. The objective of this qualitative study, utilizing Strauss and Corbin's grounded theory systematic approach, was to design a process for conducting combined educational supervision, that is, a blend of in-person and virtual oversight. The research field comprised educational supervisors in Kurdistan Province, including subject coordinators, mentors, assistant principals, and school principals, who had undertaken supervisory roles both in-person and virtually between 2019 and 2023. Purposeful sampling with a theoretical approach was employed. Data was collected through semi-structured interviews. The sampling process and interviews continued until theoretical saturation was achieved, resulting in interviews with sixteen educational supervisors. Through data analysis and the coding process, the central phenomenon of "development based on the modernization of educational supervision" was extracted. This innovative supervisory approach, leveraging modern technologies, has not only empowered supervisors and teachers but has also enhanced the flexibility of supervisory processes, increased supervisors' understanding of classroom processes, and deepened the connection between teachers and supervisors. The findings of the study indicate that combining in-person and virtual methods, by reducing the artificiality of teaching during supervision, helps supervisors gain a deeper understanding of classroom realities and develop more precise plans for teachers' professional development.