methodology

In recent years, mixed methods research has gained popularity in doctoral theses, particularly in educational administration and higher education. This study delved into the approach, design, and research methodologies employed in these theses. By thoroughly analyzing the abstracts and third chapters of 85 doctoral theses, the research aimed to elucidate the prevailing trends in mixed methods research within the realm of education. The findings of this study reveal that a significant majority, 73%, of the examined doctoral theses aimed at developing patterns or models. Furthermore, 63% of the studies adhered to a sequential exploratory mixed methods approach during their exploration. Moreover, the qualitative phase of the majority (60%) of the research papers utilized grounded theory as a methodological framework. Concerning the quantitative phase, 60% of the studies relied on multiple correlation analysis. These findings not only provide valuable insights for instructing both quantitative, qualitative, and mixed methods research methodologies in doctoral programs but also underscore the significance of fostering innovation in research designs within the domain of behavioral sciences. Particularly noteworthy is the emphasis on the emergence of pattern development as a burgeoning focal point within doctoral studies.

The main objective of this research is to know the content status theses and dissertations of Tabriz University in Educational Psychology, Curriculum Planning, Human Resources Education and Improvement in order to determine the subject trend and methods used in each field  from 1376 to 1395. The present research is applied in term of objective which has done using content analysis method. Out of 405 theses and dissertations in the field of educational sciences that were available in the library of the Faculty of Educational Sciences and Psychology at the time of the research, 195 cases were selected as sample. A researcher-made check-list was used to collect data. The findings of the study showed that in the field Human Resources Education and Improvement theses were in 9 subject areas, with the highest frequency in the ​​"performance evaluation" subject area (4 cases); in the field of Curriculum Planning, theses were in 11 subject areas with the highest frequency in the ​​"learning and teaching theories" subject area (20 cases); In the field of Educational Psychology, theses were in 14 subject areas with the highest frequency in the subject area of ​​"study and learning strategies" (14 cases); In the field of Educational Psychology (doctoral degree) dissertations were in 6 subject areas, with the highest frequency in the "behavior modification and change" and "new methods teaching and learning" subject areas (5 cases). Furthermore, the most used research method at the theses and dissertations of educational sciences was the correlation method. The results showed that gender had no effect on the subject area of theses and dissertations, however the grade had a direct effect on the type of research method used. Determining the research priorities in each of the fields of educational sciences in both master's and doctorate levels, as well as teaching various research methods in order to enrich theses and dissertation in this field, is necessary.

One of the common schools in the modern world is Positivism whose methodological principles have affected not only natural sciences but also humanity. This paper with the analytic-descriptive method and library collection of data criticized five main principles of the positivism school including the principles of ontology, anthropology, epistemology, sociology, and axiology based on the principles of Transcendent theosophy or al-Hikmat al-Muta'āliyah. The limit of existence to matter, incompatibility of human freedom with necessity, inconformity of mind with object, the reality of society, and not perceiving values (absences of values) are the most important criticisms of Transcendent theosophy or al-Hikmat al-Muta'āliyah on the methodology of the positivism school. The most important findings of this research are the Positivists selected the quantitative research and limited the research to the data of experience-based they have the approach of the methodic convergent unity in the humanity methodology , while al-Hikmat al-Muta'āliyah considered the qualitative and quantitative method and non-exclusiveness of the sources of knowledge to natural sciences has used all capacity of the rational, transmitted knowledge and natural methods and has selected the approach of the methodic convergent diversity in humanity.

The study of art research dissertations in Iran can provide a perspective of art research. The purpose of this research is to analyze the subject and methodology of art research dissertations. Data were collected through a descriptive-analytical method in a library and analyzed both quantitatively and qualitatively. The samples studied include 1732 theses available in the master's degree course in art research from 1996 to the end of 2020. The findings indicate that most of the dissertations in art adopted a descriptive method and the most highly selected subjects were Iranian painting and motifs. Factors such as the subdisciplines of the department and supervisors, access to resources, student’s gender and undergraduate field of study were the most important factors influencing the choice of dissertation subject in art.

Considering the background of philosophy and mysticism and the differences that exist between intellectual, narrative and intuitive followers, their connection and evolution point can be seen in Mulla Sadra's views and opinions. Along with reason and quoting, it is one of the most important issues that have been addressed in this research. Mulla Sadra believes in doubt in existence as a single truth, he can also be considered in doubt by reaching that truth; A single way that has occurred in three levels of intellect, intuition and revelation. According to Mulla Sadra, the universe consists of three levels of existence that created the existential worlds, which are: the material world, the example world and the intellect world. For each of these worlds, there are levels in the soul, which include the levels of natural or physical existence, sensual existence, and rational existence. According to him, the human soul is the all-encompassing truth of the universe. Mulla Sadra has made possible the connection of reason and intuition and intuition together and has accepted the possibility of using the intuitive method with rational and narrative reasoning. The intuitive method has an ontology based on the science of the appearance of God and an intuitive epistemology based on reasoning and narration, and based on face-to-face and acquired science and the methodology of using intuition and reason and narration to reach the truth

The belief system of Islam has enough capacity to create curriculum theories, therefore it is necessary to carry out methodological reflections and explanations in accordance with this system for theorizing the curriculum with an Islamic approach.

The current research was a descriptive, analytical-inferential method.

The current research with a descriptive, analytical-inferential method ،has recognized the capacity of the Islamic system and explained its methodological assumptions, and explained its theoretical requirements.

Determining the basic approach of the curriculum and the conceptual network arising from two sources of reason and revelation and considering the three effective, internal and final systems in the theorizing of the curriculum are some of these requirements.

The purpose of this study is to study the future motivation of teachers.In this article, using the causal layer analysis method as a method of futurology to explore different layers to the subject of teachers' job motivation, different scenarios for the future have been considered. The statistical population of this study is high school teachers in District 1 of Rasht in 2020, Using purposive and theoretical sampling method, 11 of them were selected as the sample Judgmentally or purposefully. The data collection technique is semi-focused interview. In this regard, based on the analysis of the lower layers and due to the degree of uncertainty and importance, two social and economic drivers were identified and based on them, the desired scenarios were designed. In the findings of this study, four scenarios have been identified that job is a problem for cultural workers

The Dreyfus skill acquisition model is a phenomenological explanation of skill development over time. This model has five stages: novice, advanced beginner, competent, proficient, and expertise. The more one increases one's skill, the more one distances oneself from the rules and propositional knowledge and finds a kind of skillful conflict with one's skill. Teaching is one of the most popular professions in Dreyfus literature. This research is qualitative and its method is descriptive-analytical. The main issue of the research is to investigate the implications of the Dreyfus skills acquisition model in the teaching profession. For this purpose, it is necessary to first examine the components of Dreyfus's phenomenological approach to skill acquisition, the most important of which are the relationship between propositional knowledge and skill, the role of following rules in skill development, and the position of position and intuition. Then, according to these principles, the implications of the model of acquiring Dreyfus skills in the teaching profession from the novice teacher to reaching the highest level, i.e. the expert teacher, will be presented. The research finding is that to expertise in teaching practice, the teacher must change her attitude from abstract situations of theoretical ideas to active action in the real space of the classroom. As a result, the expert teacher will be able to rely on her own experiences in real-life classroom situations and be able to plan as she grows in the skill development phase instead of abstract principles.

Although the methodology is the foundation of teacher education research, and today the domain of this research has encountered methodological ambiguity, limited studies have been conducted on it in recent years. This shortcoming has led some studies to ignore the theoretical requirements of research and suffer from frequent conceptual fallacies. Therefore, it is necessary to seriously review and rethink the methodological concepts in the teacher education research. In fact, it is necessary to re-conceptualize the method in teacher education research using the fundamentals of this field. In this regard, the present study intends to take a comprehensive look at the developments in the domain of research and the emergence of the third methodological movement, to conceptualize the method versus research method and examine the relationship between the methodology and ontology, epistemology and axiology and then compare the quantitative and qualitative approaches in the teacher education research from a methodological point of view. To achieve these goals, using systematic documentary methods in a regular process, 28 related articles on the educational methodology were retrieved and analyzed, and the selected texts were reviewed and criticized. Findings indicated that the research methodology in the teacher education research has homogeneous philosophical foundations at the ontological, epistemological and axiological levels, which is necessary to be considered to shape the research methods as the operational research techniques.  Also, the qualitative and quantitative research at all the mentioned levels were investigated, and their differences and similarities were evaluated. Using these findings, the researchers in the domain of teacher education could avoid many of the methodological fallacies in the results of the contemporary research on the teacher education and achieve a deeper and more conceptual understanding of the research method.

The purpose of this research is methodologically explain and evaluate the conceptual analysis process of "education" in the research entitled as:"Introduction to the philosophy of education of the Islamic Republic of Iran" (Bagheri 2010) and to identify the strengths and weaknesses of this process and its results. This process has been explained by retrospective analysis and external and internal critique. To achieve the objectives of the study, the conceptual analysis process used to define “education” in the “research” is methodologically explained, leading to the identification of seven methodological assumptions for this process. Then, its methodological assumptions are evaluated on the basis of a set of criteria that explain the methodology of processing educational concepts in the philosophy of education with an Islamic approach. These criteria are: 1-. Attitude to the philosophy of education as a product of human productive reason which can only be attributed to religion if it is inspired by religious texts and the educational practices of religion 2. The concept of education as a normative matter of credit and the product of human invention (albeit according to the needs and realities of human life).3- Using controversial reasoning in definition the concept of education 4-Considering educational concepts as a product of human creativity ( with meeting efficiency and indigenous and social needs and being proportionaal to worldview and accepted value system as a criterion for validating educational concepts. (not conforming to the objecive facts or content of religious texts)

Fundamental methodology is a theory proposed by Professor Parsania that explains the process of development of scientific theories. Using a documentary research method, the relationship between this theory and the five components of depth, degree, level, purpose and dominant factor in the social determination of knowledge and also the relationship between epistemological foundations and non-epistemological principles in this theory has been studied in this paper. The findings indicate that, while believing in transcultural knowledge, the fundamental methodology does not consider all types of knowledge to be influenced by society and also believes in transcultural knowledge. This theory assigns a causal role to epistemic factors in the content of knowledge, but assigns a causal role for non-epistemic factors in the secular and material cultures and a preparatory role in the revelatory and rational cultures. In the relationship between science and society, this theory also believes in the strategic capacities of some sciences in changing social conditions in favor of the growth and prosperity of sciences. For example, the science of jurisprudence, in three fields of politics, judiciary and economics, brings rare social resources, power, wealth and dignity, even when there are no suitable non-epistemic factors for the growth of science, or at least prepares the ground for growth or preservation of science.

Fitra means the special nature and creation of man. Dedicating to human beings, non-acquired nature, commonality among all human beings, invariability in specific temporal and spatial conditions and civilizations are among the main important features of nature. Hence, nature is a reliable, independent and unchangeable source of knowledge. The status of nature in methodology of the humanities is the main question of this paper. It seems that nature is the most prominent method of understanding the humanities. Identifying the strategy of Islamic humanities, the creation of humanities propositions through this source of knowledge i.e. "nature", as a comprehensive theoretical and practical model, has been discussed. Using a deskresearch and descriptive-analytical method this paper is proposed. Nature has three meanings, from which the information that guides man's special creation is the basis of research. To use nature as a source of knowledge in the humanities, one must use self-cultivation. The obtained scientific propositions in this way can be closer to reality and truth. Obtaining the knowledge of humanities from other paths, can cause several deviations in the evolution of Islamic humanities.

The purpose of the present study is to investigate and represent the methodology domain in the geography of curriculum studies in Iran. The research method is descriptive and quantitative and in terms of purpose is applied research and has been done by document analysis method. The statistical population of the study was specialized journals of Iranian Curriculum Studies Association which used simple random sampling method (121 articles) to estimate sample size. Data collection tools, content analysis checklist, "Domain of Methodology in Geography Curriculum Studies" and data analysis method were selected based on descriptive and interpretive analysis indices. The results showed that the methodology domain in the geography of the curriculum studies of Iran is a small and limited domain. Out of 31 articles (91.74%), only 16 (47.36%) of the total articles were in the field of methodology. Of these, 24 article (19.83%) had the highest frequency related to content analysis research and the least frequency with 1 article (0.83%) belonged to narrative research, combined research, theoretical research and normative research. Finally, according to the findings of the research, some suggestions were made to improve the status and extend the scope of methodology in the geography of curriculum studies in Iran.

The problems of sciences, obviously, are dealt with in a particular method. The method of research in each science is discussed in the methodological discussions of that science. This science is classified as secondary knowledge in the philosophy of science. A methodological study of science reveals the strengths and weaknesses of that science and provides the conditions for its growth and development. Jurisprudence is also not an exception to this rule, and the critical approach to its methodology can develop its scope. The method of jurisprudential research is called ijtihadi method. The application of the ijtihadi method, although having a history of one thousand and two hundred years, has not been evaluated as a secondary knowledge. Using an analyticaldescriptive method, this paper seeks to analyze the method of the deduction of the legal decree as a secondary knowledge in three dimension, basic knowledge of deduction, sources of deduction, and the stages of deduction.

The purpose of this paper is to present a methodological exploration of the process of analyzing educational concepts in philosophy of education with an Islamic approach based on the theory of conventional perceptions of M.H. Tabatabaie. The findings show firstly that educational concepts have these characteristics: 1. Conventional and normative, and therefore the impossibility of connecting them to facts and the truth 2. Not having a productive relationship with the obvious and theoretical theorems. 3. The possibility of change. 4- The possibility of the psychological connection of these types of concepts with the set of facts and needs of human existence. Therefore, it is necessary for educators to integrate these realities and existential needs in the process of analyzing educational concepts. Secondly, the most important criteria for accreditation of such concepts are: 1- Validity of values and supporting propositions, 2- Efficiency (in meeting the needs of human beings), and 3- Compatibility with other social values

The falsity from the viewpoint of its followers is not the criterion of meaning or standard of truth, rather, it is the only criterion for separating science from non-science and semiotics. Popper, in the view of falsity with the idea of approaching truth, comes with inductive belief in rationality and scientific progress, and preserves the optimism of modern philosophy for the role of science in society and human history; But he does not consider the empirical basis for scientific theories and introduces the theory as a temporary conjecture that is proposed to solve the problems of previous theories. He considers the function of experience to be in critique and revocation, and emphasizes that experience is not involved in proving or confirming a theory. He not only sees this logic in the current natural sciences, but also sees this method and logic in the theorizing in the social sciences. In this article, we examine the epistemological foundations and the results of Popper's falsification in the natural and social sciences and eventually examine them.

Muslim scholars typically distinguish between normative and positive economics. Such a distinction has been a source for discussions on the meaning of these two concepts and the method of producing and testing them. The current paper deals with the question that whether the difference in the content of normative and positive economics could differentiate their methodology? According to the hypothesis of the paper, each of normative and positive Islamic economics has their own method for building theories. Such a conjecture is mainly based on the definition of Shahid Sadr of Normative and positive Islamic economics and their relationship. The findings of the paper, which is based on an analytical approach, show that theories of normative Islamic economics are discovered by using direct Ijtihad from Islamic sources or by using "the discovery methodology". In contrast, the theories of positive Islamic economics are produces by the aid of deduction, induction and hypothetico-deduction. There is, of course, a methodological convergence between positive and normative economics. Since the findings of normative Islamic economics especially those about the ideal structure of Islamic economy are used as some assumption in positive Islamic economics, the methodology of positive Islamic economics is not totally distinct from the methodology of normative Islamic economics.

The purpose of the study is to provide an illustration of the curriculum of neo-pragmatism approach through the conceptual and inference methods. The features of the philosophy of Rorty (the founder of neo-pragmatism philosophy) include: the instrumental and language features of the language, the feature of the self and the community, the contradiction between public and private affairs, social solidarity instead of objectivity and critical look at the vocabulary. Regarding neo-pragmatism curriculum, it can be said that education goals are relative and variable; however, the achievement of self-development, the education of a critical citizen, the establishment of conditions for the establishment of democracy, the emphasis on the transfer of knowledge, the valuation of practical knowledge can be the goals of neo-pragmatism. Due to changes in objectives, the content is also variable and there is no consistent content. Neo-pragmatism teaching methods involve participatory learning and critical discourse. Neo-pragmatists, including Rorty, reject objective evaluation methods. In general, the goals and content, methodology and evaluation of the curriculum are flexible and adapted to the environmental conditions and so-called emerging syllabus.

As an important branch of philosophy, the methodology of recognizing the truth can provide curriculum designers with several diverse approaches. Based on the qualitative research method following Lawrence Burdon’s content analysis, this research focuses on studying the methodology of recognizing the truth from the viewpoint of Mulla Sadra and explaining its implications for the curriculum designing. According to the findings, Mulla Sadra divides knowledge into two intuitive and acquired types regarding its nature. According to the types of domains, he speaks of three or four types of perceptions. He studies the methodology of cognition by considering both rejection and confirmation. The sources and means of cognition are accompanied by reasoning with sensual intuition and revelation intuition according to him. According to Mulla Sadra, curriculum designing is based on the most important components of the curriculum, namely: the goal (perception of intuitional knowledge for the realization of acquired knowledge), the principles controling the content of the curriculum (the selection of material on the basis of hierarchy of knowledge from sensual affairs to rational-intuitive issues); and the principles governing teaching and learning methods (rational-intuitional  method and interdisciplinary transcendental approach).