instruction

This article aims to analyze and explain the relationship among the concepts of education, instruction, and thriving, drawing inferences about their roles within the educational system.

The research employs an inferential analytical method, reviewing classic and contemporary educational texts to examine these concepts and their application within education.

The result indicates that education, instruction, and thriving, though distinct areas, serve specific roles. Education encompasses processes aimed at achieving mastery with understanding. A lack of understanding leads to mere instruction. Thriving focuses on realizing growth and unique traits (genius), with challenges arising from failing to differentiate these concepts. Education emerges when instruction and thriving fulfill the necessary condition of intrinsic worthwhileness, which values the outcomes of both processes as signs of an educated individual. Furthermore, worthwhileness energizes instructional activities. Key findings include: 1) Instruction and thriving underpin education; without them, education cannot occur. 2) Education acts as a guiding framework for the other two, preventing a purely instrumental approach devoid of humanity and spirit.

Recommendations from this research for educators, trainers, and educational program managers include: differentiating understandable from non-understandable subjects, recognizing the significance of both active and passive teaching methods, clarifying concepts of growth versus transition in thriving, ensuring education guides instruction and thriving to avoid instrumentalism, integrating understanding, mastery, and interest in instruction and thriving, fostering interaction between effort and interest, and distinguishing between learning and training.

The aim of the current research was to identify strategies based on aesthetics for use in revolutionary education. The research method is qualitative and based on fundamental theory. Using the purposeful sampling method, a semi-structured interview was conducted with 8 experts in the field of educational sciences and aesthetics until theoretical saturation was reached. The collected data were coded using thematic analysis method to identify and discover themes. Based on the findings of the research, 6 themes of modeling method and modeling, constructive and creative education, inclusive aesthetic education, aesthetic education, media-based education, valuation and evaluation were introduced under the title of inclusive themes. Also, 18 themes of the organizers include model making, dynamic and attractive flexibility, strengthening aesthetic attitude, creative methods, educational tour, everyday aesthetics (artistic life), universal aesthetic education, game-based education, education Research-oriented, educational methods based on aesthetics, provision of aesthetic experiences, symbolic and metaphorical education, participation-oriented education, authentic aesthetic resources, aesthetic media, application of technology, aesthetic feedback and evaluation and appreciation were presented. . 109 themes were also identified as basic themes. As a result, the use of strategies based on aesthetics is a predictor of high quality in revolutionary education.

The purpose of this research was to describe the perception of primary school teachers on how to help students in instructing of the volume, using the task-based interview method. For this purpose, some tasks was designed and implemented with two general question for six volunteer primary school teachers who had experience in teaching fifth and sixth grades. The answers were analyzed according to the instruction component of the cognitive activation model in the classroom (Kraus et al., 2008). The results showed the lecture method, the less use of concrete representations, different perceptions of the volume definition, spatial limitations and relying on arithmetic representation in solving the task. In total, the results of this research clarify the need of teachers to improve their knowledge in the field of instructing of the volume, and for this purpose, suggestions have been presented.

This article is the result of examining the experiences of teachers in the field of using art in instruction and teaching non-art subjects. This research is a qualitative type of research, therefore, 57 teachers of Alborz and Tehran provinces were selected by the purposeful sampling method and 22 cases were collected. The tool for collecting data was interview, as well as a written form of an open-ended questionnaire. The analysis of the collected data is of thematic analysis type and was done with a three-step coding method to extract categories and themes. The reliability of the findings has been checked by presenting the results to the participants and colleagues in order to achieve reliability and compatibility, their validity has also been checked by the code review method. The findings of the research include three categories of findings related to why, how and results of using art in instruction and teaching.

Motivation is an influential factor in the learning situations and the success of learning depends on whether or not the learners are motivated. The coronavirus pandemic has forced students and educators to rapidly adapt to online learning. To create efficient online learning experiences, students’ motivation in e-learning activities must be considered. In this article researchers were aimed to investigate the effectiveness of Keller’s motivational design on students’ motivation in online teaching.

With the control group, a quasi-experimental pretest-posttest design was used. Course Interest Survey (CIS) was administered on samples of sixth grade elementary students (37 females in each class).

Analysis of data using multicovariate analysis, shows that there is a significant difference between the experimental and control groups in the mean scores of motivations and the components of attention and relationship. But there are no significant differences in the students' confidence and satisfaction scores between two groups. Based on the results, the Keller’s motivational design model is effective on motivating and attracting students' attention and communication in the online environment.

The conclusion and discussion of the research are explained.

The purpose of this study is to evaluate the effectiveness of the Skill Training Program at the Teacher Training University. For this purpose, research has been conducted with a qualitative approach and phenomenological strategy. The study population was 79 primary school teachers who have completed their skills training program at Teacher Training University of Zanjan, Iran. From this population, 14 individuals were selected as participants in the study using purposive sampling. Semi-structured (in-depth) interviews were used to collect data. Interviews with the samples continued until the data saturation stage. Thematic analysis method was used to analyze the data. The validity was investigated using two methods of long-term involvement and seeking colleague opinion. Also, reliability was done using the reviews of the participants. The research findings identified five organizing themes as follows: 1) curricula; 2) professors and their teaching; 3) university programs and policies, 4) skills learners; and 5) cultural and social environment. In general, the results showed that the Skills Training Program at Teacher Training University is not effective enough.

The aim of this study was to evaluate the current status of the elearning system (LMS) of Shahed University during the Covid-19 from the perspective of its faculty andstudents. The research method is descriptive-survey and applied. The population of the study includedall faculty members (330) and students of Shahed University in the academic year 2021-2022, of which271 faculty members and 443 faculty membersselected as sample, according to Morgan sampling tableand using simple random stratified sampling method. to collect information, a researcher-made testcontaining 62 items was designed based on curriculum elements. Descriptive statistics (such asfrequency, frequency percentage and mean) and inferential statistics (such as t-test, one-way analysisof variance, Yuman-Whitney test and Wilcoxon test) were used to analyze the data. Based on the research findings, it was found that there is a difference between the views offaculty and students of Shahed University regarding the status of the e-learning system of ShahedUniversity regarding the realization of curriculum elements. From the students 'point of view, thesituation of the e-learning system of Shahed University regarding the realization of goal elements,content, access to educational and learning resources, teacher-student interaction, evaluation ofacademic achievement in e-learning is unfavorable, while from the faculty point of view. The status ofthe e-learning system of Shahed University regarding the realization of the above elements is optimal. According to the results of this study, Shahed University can use it to plan for thenecessary changes and developments.

Teaching literacy in elementary school is particularly important, and teachers play an important role in students' literacy performance. Therefore, it is essential to have teachers who have leadership competencies to teach and develop students in the field of literacy. This research aimed to design a teacher literacy leadership framework. In this study, with the qualitative method of Sandlowski and Bareso (2007), 65selected articles were evaluated after the quality assessment process that met the accepted criteria .As a result, a total of 79 codes, 12 concepts, and 3 categories were found. Concepts include communication skills with students, parents and co-workers, motivational skills to generate interest and motivation in student literacy, use of educational tools and resources, use of educational techniques, educational planning and design skills, skills Student Behavior Management, Monitoring and Evaluation Skills, Knowledge of Learner Needs and Conditions, Knowledge of Subjects and Content of Literacy, Knowledge of Technology and Teaching and Learning Tools, Attention to Long-Term Personal and Professional Skills Development, Interest, Motivation And the clear goals in education were to be a teacher Must have the title of literacy leader. The concepts were also included in three main categories: knowledge, attitude and skill. As a result, teachers in the leadership role of literacy need to develop their attitudes, acquire the skills they need, and use the knowledge necessary to train literacy to advance their careers and promote student literacy.

Teacher is one of the important elements of the educational system and has a persistent role and effective duty in the process of education. The guiding role of the teacher is one of the most important ones among them. In the modern world, the role of the teacher is comprehended within two approaches of "teacher as the transmitter of knowledge" and "teacher as the seller of knowledge". In Islamic thought, the idea of "teacher as the seller of knowledge" is not accepted since according to Quraʼn, every God-given blessing brings a responsibility and knowledge power are among those blessings which bring about responsibility and duty. Knowledge is sacred and known as "light", therefore, the idea of "teacher as the seller of knowledge" is refused. The second idea which considers teacher as "the transmitter of knowledge" is not accepted entirely, since according to Islamic education, being teacher is the occupation of prophets and the teacher is considered as an educator and role model who have an active and effective role in guiding and educating the students in addition to imparting knowledge to them. The main purpose of this research is to answer the question -based on Islamic education- that whether the teacher is also a guiding agent -in addition to his/her role in imparting concepts and contents? By supposing the answer as positive, some verses of the holy Quraʼn have been cited to prove this answer. The result of the discussion -which has been done using qualitative and descriptive-analytical method-, is that the teacher has a guiding role and duty in educating students which cannot be dismissed.

One of the main reasons for the failure in the higher institutionalization of the education system in students is a different view of education and the separation of education from Instruction from the highest levelsto the lowest levels, ie the classroom and even In the students' transcripts. The main purpose of this study is to find the root and pathology of this problem and provide solutions to solve the educational problems caused by this problem. The present study has dealt with the pathology of the issue of separation of "education" and "upbringing" with a descriptive-analytical method and has provided solutions to solve the educational problems resulting from this separation. According to the findings of this study, the separation of these two units into two distinct streams such as education raises many theoretical and practical problems. A discriminatory view creates the misconception in the minds of the agents of the system that the work of the school and the formal and public education system in practice include two different and distinct activities. This perception leads to the rupture of educational activities and a kind of dichotomy in the activities, programs, mechanisms and inefficiencies of the system and the school, which will ultimately lead to a lack of coherence and unity in the identity and personality of students. The irresponsibility of teachers in playing their educational role, entrance exam and focusing on the central role of "education" in school processes and activities are other consequences of this discriminatory view.

The coexistence of visual impairments and learning disabilities presents unique challenges. It is imperative that teachers be apprised of the characteristics of this population as well as instructional strategies targeted at meeting their unique needs. The authors highlight typical patterns of performance and provide suggestions for effective intervention.

The aim of this study was Review of the latest theoretical developments and qualitative methodology,.the International Journal of Qualitative Studies in Education was evaluated. Methods descriptive document content analysis and community where all 12 numbers recent (2016-2017).. In the field of international standing in Q 2 and H -index is 23. According to the position of research methods used in each of the papers, was divided into two categories: qualitative and Post qualitative. All articles are reviewed by census methodology, tools population were analyzed. For analysis of frequency be used in tables and graphs. The results showed that, among the methods of qualitative research, ethnography had the highest frequency. Also, a set of Post qualitative methods, including Difraction, photo-voice, poetic inquiry been used in the literature. In Iran the use of qualitative methods is gradually increased. Students and teachers in the statistical society have the highest percentages. Hence, in this area, the use of teachers and educators in innovative research methods can help to improve the adoption and application of new research.

The aim of present research was the study of family functioning, school and class environment and extra-curricular activities’ effects on the academic achievement of students. The research method was correlation and statistical population included female students in second high school of Mazandaran province in 2013-2014 academic years. Sample were included 321 students that selected by cluster random sampling method. Data were collected by FAD, school and class environment questionnaire and extra-curricular questionnaire. Data were analyzed by structural equation model using of LISREL and SPSS software. The findings showed that family functioning, school and class environment and extra-curricular activities have a significant impact on the academic achievement of students. So that the impact of family functioning equal to 0/75, school and class environment equal to 0/43 and extra-curricular activities equal to 0/32 on the academic achievement of students. Also findings showed that there was a significant relationship between family functioning component, school and class environment and extra-curricular activities include (scientific, sports, art, music and language learning) with academic achievement of students. In general the findings of present research emphasis on family functioning, school and class environment and extra-curricular activities’ effects on the academic achievement of students.

The present study was carried out to examine the impact of a conceptual change model of instruction on philosophical understanding of resurrection (Ma’ad) among male eleventh graders in Kermanshah. This quasi-experimental research had a pretest posttest control group design. The statistical population of the study comprised all male eleventh grade students in Kermanshah. For the purpose of sampling, 120 students were selected through random multi-stage cluster sampling method and were randomly assigned to four groups of 30 (two experimental and two control groups). The instrument included a self-devised questionnaire whose content validity was confirmed by experts. In addition, the reliability of the measure was computed to be 0.86 using Kuder-Richardson coefficient. The obtained data were analyzed via analysis of covariance. Results showed that a conceptual change model of instruction had a significant effect on students’ philosophical understanding of resurrection. More specifically, the effect of the pretest was significant and through the elimination of this effect, a significant difference was observed between control and experimental groups concerning philosophical understanding of resurrection.

The purpose of this study was to investigate the effect of self-regulation strategies training on the ability to solve unusual problems among elementary school students grade 5. This research is a pre-test-post-test-follow-up with control group. After studying and designing, 40 female students of fifth grade elementary school studying in a school in Yasouj city in the academic year 1397-98, were selected by random sampling method and were randomly assigned into two experimental and control groups. After the pre-test, the subjects of the experimental group were trained for 12 sessions (one session per week) around the eight problem-solving strategies, and the control group did not receive any training. Two groups were re-evaluated with post-test. For analysis of data, repeated measures were used to analyze variance. The results of repeated measure ANOVA showed that there is a significant difference in ability mean to solve unusual problems (P <0.05) between the control and experimental groups. Therefore, teaching self-regulation strategies has increased the ability to solve unusual problems in students. In addition, these results indicate that the ability to solve unusual problems over time is steady.

The field of education and curriculum in Iran is an arena in which the government seeks to preserve sovereignty and people seek to preserve identity in an endurable effort for domination. Before the familiarity with the doctrine of modern western education, the Iranian governments were unaware of the magic of governmental education and curriculum. The Qajar kings who became familiar with this issue began their efforts in 1841, to turn “Popular” education and curriculum into “governmental”. The Pahlavi regime finalized this procedure in 1956, and the Islamic Republic also put this upon new purposes. What exists at the heart of these conflicting nation-state efforts is the common belief of possibility of induction in both sides; the belief that presents shaping of behavior and faith as possible. However, the question remains whether the apparent dominance of government on education and curriculum has led to real domination?

The purpose of the current study is to present the model of customer orientation culture which is in accordance with the Islamic doctrine and instruction in Education Organization of the country. The method of study is mixed-exploratory carried out in the academic year 2015- 2016. First, themes of customer-oriented culture in Education Organization were identified by making use of inductive thematic analysis. Base on the whole field of research, containing 51 items listed in databases since 2000 to 2015, 608 themes were identified. Then, according to Islamic doctrine and instruction and by making use of thematic analyzing and studying Hole Quran exegesis and Nahj-ol-balaghe, the themes of customer-orientation culture were identified. In both steps, Holsti's method was used in order to investigate the reliability. As a result, two categories of main themes, including 73 basic and fundamental themes and 15 organizing themes as following: 1.Organizing strategy with comprehensive themes: strategic standpoint to clients, creating a corporate knowledge, improving customer service, staff recruitment criteria, requesting for appropriate work, discipline – centering, justness, righteousness, management attitude, adopting appropriate practices and handling of complaints. 2. Client satisfaction strategy with comprehensive themes: valuing customer, building trust in customers, paying attention to ethical issues, promoting and persuading people, learning skills, improving services and tangible factors. In the follow, according to identified themes, a questionnaire was designed with 210 items (tests) in order to control the validity of the study by making use of Cronbach Alpha, proving validity of 0.89. The research society was 30156 people in the quantitative sector, including all school principals from five provinces East Azerbaijan, Bushehr, Tehran, Khorasan Razavi, and Fars. Random method was used for sampling which finally 379 were selected. Factor analysis was used to validate the model where all themes were verified with high load-factor.

The present study aimed tocompare theeffect of behavioral-based vs. cognitive-based multimedia instructions on the rate of learning andretentionof the eighthgrade female studentsin Social Education lesson.The method of the study was quasi-experimental and with regard to the objective it is an applied study.The study populationincluded all eighthgrade female students whohad enrolledin theacademic year of 2014-2015 in Tehran, Iran.The statistical sample of the study included 30 female students in the eighth grade in Sana non-profit school who were selected through aconvenientsampling method.The instrumentals of the study consisted of 3 researcher-made tests as well as 2 researcher-made multimedia software.Data analysis was performed using independent t-test and ANCOVA.The results of the study revealedthat cognitive-based multimedia instruction had more effect on the rate of learning andretentionof this studentsin Social Education lesson.