method

The major challenge faced by novice teachers is their inability to maintain classroom control, and the most common request from teachers for more help is related to classroom management. The main objective of the present study was to develop a conceptual model of effective classroom management using the metasynthesis method for elementary schools. This study was conducted with a qualitative approach and using the metasynthesis method. The research population included all studies and research reports, including Persian and English articles and theses, related to the field of effective classroom management. For sampling, 140 articles were selected using relevant keywords and through reputable scientific databases and a review of research findings from 1970 to 2023. Sampling initially began with the study of 350 studies. In the first stage, after reviewing the titles of the studies, 97 studies that were unrelated to the present study were eliminated, leaving 253 studies. In the second stage, the abstracts of the studies were reviewed and 73 studies unrelated to the present study were excluded, leaving 183 studies. Then, in the last stage, after reviewing the content, 43 studies unrelated to the present study were excluded, and finally 140 study units were selected and reviewed. To gain credibility, all initial codings and categories were sent to experts who were faculty members of the University of Tehran, and their confirming and supplementary comments were used in all stages of the work to implement, code, and compile the conceptual model. Strauss and Corbin's (2016) 3-stage coding was used for qualitative analysis of the data of the present study. Based on the findings obtained in this study, a conceptual model of classroom management in elementary schools was drawn based on effective principles and strategies. The results showed that the model includes 4 categories of effective management principles and 2 categories of effective management strategies: Effective principles include: personal development (self-efficacy, self-monitoring, self-control, communication skills, self-confidence, self-management, independent decision-making); meeting psychological needs (ability in human relations, independence, capabilities and competencies); individual and collective rights (commitment, respect for individual and others' rights); promoting academic success (encouragement, academic growth and success, equal educational opportunity, feeling of attachment); and effective management strategies were classified as (creating a supportive atmosphere, stress management, delegating classroom management, recognizing students and paying attention to them, tendency to participate in learning, designing to achieve success, teaching practical skills, setting goals, voting and choosing); and reinforcement strategies (motivation, discussion and debate, knowledge-enhancing class meeting, behavior assessment, participatory decision-making). Based on the findings, it can be concluded that by strengthening teachers' effective classroom management strategies, students' growth and success are provided. By applying the results of this study, a better understanding of the principles of effective classroom management in schools can be achieved and ultimately help students' development and progress.

The purpose of this article is to investigate and explain the ways of Police discipline In Nahj al-Balagha's educational teachings.Research

This paper attempts to cite law enforcement discipline based on the precise definition of concepts and analysis of information extracted from Nahj al-Balagha and its related commentaries and interpretations.

The methods of disciplinary discipline were summarized in two parts: the ultimate goal and the intermediate goals. The ultimate goal in the discipline of discipline is the "divine impulse" that is achieved through the "language and heart synchronization" method. The ways in which the intermediate goals of lawful discipline were achievable were divided into two areas: "spiritual" and "physical". In total, 35 methods of spiritual discipline of disciplinary goals and 4 methods of discipline of spiritual discipline in Nahj al-Balaghah educational doctrines were presented.

Nahj al-Balaghah is a comprehensive book that can be used with various approaches, including the educational approach and the field of law studies appropriate to organizational requirements such as law enforcement.

The present study aims to identify and analyze the educational foundations of mosque-centered schools, seeking to answer the following question: “Which foundations do these schools adhere to and what goals and principles do they follow?”

To examine the above-mentioned questions, this research utilized a descriptive-analytical approach and employed a comparative-inductive content analysis method to have a case study of Hazrat Rouhollah Educational Complex in Mashhad.

The findings of study included educational foundations, goals, principles, and educational methods obtained through the content analysis of documents within this educational set. Educational foundations were classified into macro and micro levels. Macro-level foundations (policy-making) were presented in the field of structure (inefficiency of present educational systems) and in the field of approach (the centrality of the mosque in education, prioritizing teaching over education, the scientific-moral authority of the educator, and the priority of role of the family in education). Additionally, micro-level educational foundations (implementation) in the field of educational content (prioritizing the realm of doctrinal-worship-moral education, and the realm of various aspects of human being and the necessity of attention to them) and in the field of educational methods (observing gradual progression and adapting content to the learner, diversity in the learner’s capabilities and attention to them) were identified.

The findings at both macro and micro levels can be utilized in educational systems.

This research begins with discussions in the field of “Methodology of Science”; and then it is followed up by proposing topics in the field of “epistemology of science” and finally, it tries to provide a research division for students of different educational levels based on them. Although the audience of this research is social science students; But it is also relevant for other fields of humanities. Acknowledging that some of the researches of Iranian students are considered to be of its top type; at the same time, we are of the opinion that most of them are not within the framework of a scientific work - in the sense that is intended by this article. We consider the reason for this deviation from scientific criteria to be their inability to reach the “expected problem”.Theoretical framework: the current research is data-based and therefore lacks a specific theoretical framework; however, its main idea, on which our proposed division of labor is based, originates from Randall Collins' views on “scientific society”.

The proposed work division of this article is the result of a “systematic review” of 51 scientific research articles written by masters and doctoral students. In the framework of the aforementioned proposed division of labor, the “Hijab issue” section; And during the systematic review of the previous researches that have been done regarding hijab; Formulated.

By planning seven types of process to reach the problem; we have shown which triple education level is suitable for each student.

Is moral education a rational thing free from indoctrination or is it necessarily accompanied by moral indoctrination? In answer to this question and the relationship between moral education and indoctrination, there are two completely different perspectives. The opposite view of indoctrination denies any relation between genuine moral education and indoctrination. In this view, indoctrination is based on four criteria: intention, method, content, and outcome. In the proponents of indoctrination, the role of indoctrination is moral and vital, and inevitable. In this approach, since it is impossible to acknowledge the ultimate moral standard, the effort in moral education is certainly indoctrinated. The common denominator of the above two views is ignoring the age of the learner in the matter of moral education. The present study considers moral education without indoctrination to be impossible. But on the other hand, by confining the positive and necessary function of indoctrination to the early stages of child development, it will also distance itself from the perspective of indoctrination moral education. Since the child in the early stages of development lacks the necessary critical and argumentative powers to understand and accept and adhere to a moral standard, moral education in this period is mixed with indoctrination. This type of indoctrination affects the child's desires, habits, and expectations, which will lead to the formation of a moral commitment in her. Therefore, instilling moral principles in childhood will not violate the thinking and critical assessment of moral judgments in the period of her intellectual development and maturity.

A study of the lives and works of philosophers shows that they have unique abilities and therefore have become among the enduring figures of all times. The purpose of this study is to identify the components of the philosophical mind of philosophers and how to use it in teachers' teaching methods. The research method was descriptive-analytical. First, the characteristics of the philosophical mind are systematically described. Then, the guidelines of the philosophical mind and its role and function in improving the quality and effectiveness of teachers' work with more emphasis on the field of education have been analyzed and studied. Skills derived from components of philosophical mentality such as comprehensiveness, insight, flexibility, theorizing, critique, philosophical analysis, and logical skepticism have valuable insights for teachers that can improve their performance. philosophical analysis, and logical skepticism have valuable insights for teachers that can improve their performance. philosophical analysis, and logical skepticism have valuable insights for teachers that can improve their performance.

The main purpose of this article is to investigatethe foundations, principles, and methods of cultivating transcendental self-love from the Islamic perspective. In so doing, a descriptive-analytical,  deductive, and Internal Critique have been used. The findings indicated that regarding the self-love, there are various approaches, such as ethical egoism and psychological egoism that were criticized by reasonable reasons, Based on the Islamic doctrines, "transcendental self-love" seems to have a broad and holistic view towards the self-love. In this regard, building on transcendental self-love, first, on the view of Islam transcendental growth, altruism and divine love principals were deducted, and then, educational methods, God-awareness, self-awareness, upgrade the transcendent self, balanced personality development, open ethical identity, respect for human emotions, love others based on divine love and reliance on God in life were extracted. Based on the findings, it is suggested that according to the components of transcendental self-love governmental documents of the education system be criticized and components of the transcendental self-love be examined in the hidden and formal curriculum. It is recommended that in necessary contexts and motivations to move towards the transcendental self-love, altruism, and open ethical identity be provide.

This study aims to introduce the method of qualitative analysis of the content of religious texts and its application in psychological research with an Islamic approach. The method used in this study was descriptive-analytical to develop the tool. The method of qualitative analysis of the content of religious texts is derived from linguistic studies, theory of semantic domains and efforts made to understand religious texts (literary, principled, interpretive) and has a basic principle and nine sub-principles in five stages (system view Mandate content immersion, data formatting, validation, final review and reporting). Each step also consists of several steps. The basis of qualitative analysis of the content of religious texts is the active processing of the text in which the researcher explores and analyzes the textual data (concepts, propositions of religious texts) so as to reach the general constructions of meaning (semantic domains). Find. Active text processing is an operation in which data is collected, analyzed, classified, and put together in a new way. The main purpose of this method is for the researcher to gain psychological understanding and inferences from a series of concepts and propositions of religious texts. Thus, text processing begins with general descriptions and analyzes and leads to deeper, more complex, abstract, and semantic analyzes.

This paper aimed at identifying the parental participation components in implementing elementary school curriculums from the perspective of the curriculum planning experts of the elementary textbook compilation organization and the professors of curriculum. The Delphi method was used to perform this research according to its subject and nature. Snowball sampling method was used in qualitative section and its size was according to the saturation principle, which was saturated in the 14th person. An unstructured questionnaire was used to collect data in the qualitative section and a structured questionnaire was used in the quantitative part. To determine its validity in the qualitative section, recommendations and training were provided to the members of the Delphi group before responding and Cronbach’s alpha was used in the quantitative section. For validity of the questionnaire, the professors were used as referee to determine the validity of the questions that were distributed among the group members after their approval. To analyze the data in the qualitative section of the questionnaire, the ranking method and the third quartet were used as agreement criterion and the Kendal coordination coefficient was used to determine the agreement among experts' opinions in the quantitative part, according to the results of the findings regarding parenting practices in implementation of elementary school curriculums are as follows: helping to reduce anxiety and mental tensions, financial assistance for programs, participation through teaching and learning opportunities, parent participation as a teacher and his successor, participation in the implementation of practical methods, facilitating teaching and learning process, emotional and social support in implementing curriculum projects and helping in performing teaching methods according to recognition of local and natural facilities and facilitating lesson study processes. Based on the results, it can be said that the experts have confirmed and selected the following components with more agreement: participation in implementation, financial assistance in implementation of programs and participation in creating learning and learning opportunities.

The modernization project in the West has led to the emergence of two concepts of the modern and non-modern world; the worlds that had nothing to do with each other, and were completely opposite to each other. These contradictions emerged on two levels of external and internal exposures. The fruit of these two worlds has also led to the emergence of a new and old human being, coupled with dichotomies such as science-ignorance, variable-constant and the like. The emergence of these dichotomies, one of which leads man to plurality and the other to unity, created a crisis in the realm of human life in the form of modernism and traditionalism. The controversy of traditionalism and modernism also influenced non-Western countries such as Iran, and left significant impacts on their political thought and practices, among these influences is the emergence of new and old political concepts in contemporary Iran. The superficial understanding of Western concepts and their application in Iranian society has led to disasters such as the confrontation of hardware and software in the humanities and the crisis in the methodology of the social sciences. Many attempts have been made to overcome this crisis, which can be called the "Iran Humanities Crisis", but the results have not been significant. Therefore, the lack of a suitable localization pattern still emphasizes the necessity of designing a new model.

The dynamism of Muslims' scholars in the revival of Islamic thought has caused the fields for the social and cultural growth of the Islamic communities. For developing this goal, Muslims' scholars apply the different thinking and philosophical bases and consequently the epistemology and various methodologies. Some under the effect of empiricism and with denying the particularization of the social phenomena in comparison to the natural phenomena have broadened and used the research methods and models of natural sciences in the area of human and social sciences. Some others under the effect of the West hermeneutic philosophy believed that the social sciences have subjects which differ from the subjects of the natural sciences and also they think it should be established special methods to study these subjects. In contrast to these two groups, there is another group of Muslims' thinkers who advance into this way with utilizing the Islamic doctrines as the principles and bases of epistemology. As of the social thought of the supreme leader Ayatollah Khamenei with the pivot of the knowledge and a deeper understanding of the Islamic doctrines has been paid observed, his methodology also in the social sciences under the method of the exegesis of the noble Quran and with considering history can be explained. He uses the adaption (versatile method) to obtain God's Sunnah such as rules and the social rules of the holy Quran. This paper is going to determine Ayatollah Khamenei's methodology in the social sciences with applying the documentary method and examining the bases of ontology, epistemology and anthropology in the thought of Ayatollah Khamenei.

Sexual education is a branch of education dealing with discussions such as control and directing sexual desire, healthy relationship between girls and boys, readiness for marriage and familiarity with family rights and duties. The main goal of the present article is a comparison between the views of some Muslim thinkers regarding sexual education and offering a model based on their views. The research paradigm is qualitative and the research design is non-generative. Using the method of purposive sampling, we studied eight Muslim thinkers. The method for gathering data was documentary; that is, while referring to the works of the abovementioned authorities, we extracted the related data and analyzed them using the method of relational content analysis. Finally, using the method of continuous comparison of the data, the categories of discussion on sexual education from the Muslim thinkers’ view were extracted in three sections of goals, method and content. They were then compared and contrasted to present a model.
Although Muslim thinkers were considering childhood and teenage period, their main emphasis was on preparing the youths for marriage and forming family. The results show that the discussions pertaining to goals and methods of sexual education from Muslim thinkers’ view is properly conforming to the cultural atmosphere of the present age. However, some aspects of sexual education they had in mind require revision.

Using an analytical and theoretical approach, the present paper tries to compare the traditional approach and modern approach to the method of scholarship and highlight their strengths and weaknesses. The question in this research is: What are the principles and methods of scholarship of the traditional approach and modern approach? The research findings indicate that the principles of the scholarship in the traditional approach are mainly based on sincerity in acquiring knowledge, and more efforts are devoted by students and teachers. Furthermore, due to the lack of realia and teaching aids they are rarely used due to their lack and the dominant teaching method is memorization, repetition and lecturing. In modern approach, however, the teacher and student are semi-active and modern teaching-learning process makes use of educational technology and tools on a large scale. The best method of scholarship and the best research method emphasize on the strengths of each of these methods and combines their educational merits, due to the fact that the traditional method as well as modern method of scholarship have some deficiencies.

One of the most important issues discussed in the field of communication is the question of presenting proper methods and frameworks of analyzing and criticizing communicative messages. Unfortunately, due to researchers’ unfamiliarity with the limitations and capacities of the existing methods no proper methods are used for analyzing the messages. The present paper seeks to review and criticize theorist's views about the methods of semiotics and discourse analysis, that is, the two important methods used for analyzing pictorial messages because there are many similarities and differences between semiotic and discourse approaches. One of the differences is that semiotic approach takes care of the way of conveying the meaning by means of representation and language and that the discourse approach emphasizes on the effects of representation, its policies and historical particularity of a certain form or regime of representation. The aim is to provide a certain framework for criticizing and analyzing pictorial messages and the limitations and capacities of the applied methods. Finally, the paper provides a proper framework for analyzing pictorial messages, based on John Fiske’s view.

The present paper reviews the methods used by the Holy Prophet (May the blessing and peace of Allah be upon him and his progeny) in his encounter with those who denied his rights. The Noble Quran introduces the Holy Prophet as good example, which means that his lifestyle provides a helpful guidance on encountering the offenders in Islamic society. To this end, the Holy Prophet's biography and lifestyle which is not based on a complete understanding of Islamic sources, shows that the Holy Prophet's primary aim was to attract people to Islam to the maximum. The Holy Prophet's attitude varied according to the different conditions. Therefore, he dealt with the offenders on the basis of the principle of "mercy" and considered "forgiveness" as a means for achieving this principle.

Using a descriptive - analytical approach, the present paper expounds the main issues of epistemology in peripatetic philosophy and comes to a conclusion about its educational implications. The epistemology of peripatetic philosophy is a coherent and methodical system which combines the issues about psychology with angeology in two falling and rising patterns, and makes explicit combined rational explanations of different issues, such as the nature, kinds, hierarchy and sources of knowledge. Such explanations provide the necessary bases of extracting the educational implications, which follows that the connection with active mind can be regarded an important educational goal. In addition to achieving this goal some intermediary and longitudinal objectives, such as developing the outer and inner senses and intellectual faculties will be attainable. Furthermore, achievement of the above-mentioned bases and goals can contribute to realizing some implications about the principles, methods and curriculum. Due to the fact that these implications are drawn from the Islamic approach, they can be of great importance in designing religious curricula.

Schooling should reflect life in its curricula and methods. In the light of contemporary psychology, school must be conceived as a laboratory wherein with the use of clinical method, preparations are made for life. There seems to be a duality of curriculum and method in the educational process wherein, with the assistance from Psychology, efficiency and productivity can be increased. Considering the two notions of open and closed systems, it can be said that the latter is rooted in behavioristic dispositions, whereas the former is more constructivist in nature, as it emphasizes creativity and the use of clinical method of teaching in unison. Furthermore, open systems create operational programs in close relation to life. The developmental path that the concept of education has gone through, from Herbertian notions of humans being passive to Piagetian understanding of humans being active and creative, represents an outlook on life school.

The danger of qualitative research methodologies falling into the fatal trap of relativism and null (non-existent) reality in an honest and worthy pursuit to emancipate human knowledge and understanding from the dominant account offered by quantitative methodologies is a serious one. It should be taken as even more serious for research communities who have just begun to practice breaking away from the hegemony of conventional methodologies like Iran. This danger can be traced back to the presumed dichotomies or the either – or arguments that are widely believed to explain the differences discriminating quantitative and qualitative camps. To overcome this danger on the other hand، it is argued that researchers need to take refuge in”trichotomies” that provide a space to define a third epistemic position that is as far from the illusionary position of “certainty” claim embraced by quantitative approaches as it is from the position of “uncertainty” or equal validity of all claims that threatens the well-being of qualitative approaches. The third epistemic position is referred to as “pluralism”. It is argued that pluralism، if defined properly and acted upon intelligently، could become the safeguard against relativism، most often attributed to findings of qualitative research or accounts of reality entertained by such research. Qualitative research، it is stressed، will gain much ground in terms of legitimacy and persuasiveness and in rightfully breaking the existing hegemony، if their agents are guided by the wisdom inherent in “trichotomies”. In addition to a theoretical remedy for the problem، the article proceeds to offer a practical strategy for researchers that، if properly acted upon، will attribute a rigorous status to research findings emerging from qualitative methodologies. The practical strategy explained here is referred to as method-boundedness.

A qualitative method is one of the main methodological paradigms versus positive paradigm in sociology. Due to the essential features of this method on the one hand and its novelty in Iran's academic and scientific circles on the other hand this method has not gained its proper position in Iran's academic and research circles so far. The dominance of positivistic method has led to considering the activities done through qualitative method to be lacking necessary accuracy and perfection and qualitative methods to be facing different challenges. One of the main challenges is the challenge of quality management, or to put it loosely, the criterion of measuring the validity in qualitative research method. Therefore, the present paper tries to explore ethnography (as the most qualitative method) and grounded theory (as an intermediary method between qualitative and positive methods). It has been proved that in ethnography quality management is a product of a clear conception of the meaning from the view of the actor and in the grounded theory it is the product of exact way of going through theorization stages.

The issue of teaching and training, as a social phenomenon, has always depended on the theories of the big scholars, philosophers and mystics.” Islam” is one of the reputable training schools in the current age, and its content is crystallized in sayings and deeds of its leaders such as Imam Ali. On this basis, the researcher tries to review training methods from Imam Ali’s point of view. The present research aims at reviewing Imam Ali’s point of view and its impact on methods and content of Islamic teaching and training. For this purpose, two elements: training and teaching methods and content have been reviewed. The most important findings of the research are: reward method, punishment method, moderation method in punishment and accusation, annunciation, warning, affection, negligence, getting accustomed to good deeds, minding, association with scientists, visualized method, and advice method. The content of training and teaching with respect to Imam Ali’s point of view is: Quran training,”Halal “and forbidden training, content of pious persons’ day and night plan, and reflection raising content.