secondary school

The present study aimed to investigate particulars of the elements of a scientific ethics curriculum in secondary school student researches using research synthesis approach in qualitative method. The statistical population included all the related studies done inside and outside the country between 2007 and 2022, of which, 53 researches were selected from reliable databases (SID, IranDoc, Magiran, Noormags, CIVILICA, ensani.ir, ERIC, ScienceDirect, ProQuest) as research sample by purposive sampling based on specific criteria, and analyzed using the 6-step synthesis method of Roberts. In the deep analysis stage, the initial coding was done with MAXQDA-18 software and then the content analysis was performed on the resulting codes. The result of the research was presenting a proposed model of scientific ethics curriculum in student researches consisting of two main themes (governing principles and structure or curriculum elements). In this model, principles include consideration of scientific, cultural, and social issues and norms of society; respect for patents, copyright and other types of intellectual property, trustworthiness and honesty in research, and presentation of scientific findings. The structure of the model consisted of elements like the program's existential philosophy, goals, content, learning experiences, teaching methods, role of teacher, educational space, time of instruction, grouping, and assessment. The final result is that by using this model, a suitable platform is provided for creation and growth of students' scientific ethics in conducting scientific researches.

Ethics is one of the basic competencies in the "Table of Detailed Objectives,". It is one of the core competencies of the principles governing the curricula of the education system, with special emphasis placed on educating students with these two characteristics. The importance of training ethics-oriented forces should be sought in different fields in the educational environment, including improving relationships among students, improving the quality of education, and increasing positive behaviors in the educational environment. These are issues that can be implemented through the application of a system of moral education in a practical way in the school environment. It seems that the most important feature of the field of moral education in the public formal education system is the characteristic of avoiding planning. Therefore, to fill this research gap and reduce this negative characteristic in the curriculum of moral education, the present study can play an important role in the development and promotion of the curriculum of moral education, especially in the secondary education system of Golestan province.

The goal of the present study is to present an applied model of ethics in the formal and public education system.

In the current study, a qualitative approach was used employing the grounded theory method to present and validate the applied model of ethics in the formal and general education system in Golestan province. The in-depth text interview method was used to collect data. Interviews were conducted with teachers and managers of education and schools in Golestan province, the output of which was to collect qualitative data to analyze information and identify and validate the applied model of ethics in the educational system. Based on this, a semi-structured interview was conducted with 13 managers. The research population in the quantitative part included the students of the first secondary school in Golestan province, and based on the Cochran formula, the sample size was estimated to be 383 people. Qualitative data analysis of the study was done through thematic analysis in MAXQDA software. In this plan, the steps of qualitative data analysis have been done through open identification and axial identification. Considering that in this study, the main dimensions and related components were identified, in the open identification stage, the concepts were identified and expanded according to their characteristics. In the quantitative part, according to the research questions, descriptive and inferential statistics methods were used. In the inferential method, Kolmogorov-Smirnov tests, SPSSv software, confirmatory factor analysis, and average variance from Smart- PLS were used. In the partial least squares technique, F2 effect size index, R2 determination coefficient, Q2 index, and GOF statistic were usually used.

The results of this study showed that in relation to the themes of the applied ethics-oriented model, there are a total of 397 themes in 7 domains, including the cognitive domain, the emotional domain, the skill and management domain, the planning and knowledge domain, the thinking and ability domain, the individual and personality domain, and the domain of attitude and religious beliefs. In the quantitative part (questionnaire), according to the predetermined components based on scientific theories, only eight components were confirmed: respect for others, striving for excellence and competition, seeking respect for social values and norms, social compatibility, personal compatibility, moral courage, honesty, and justice. In connection with Golestan province's actions, various things such as planning, setting goals, achieving ethics, education methods, enjoining what is good and forbidding what is bad, creating motivation, interactions, and responsibility have been introduced to apply ethical issues and components. Each of these includes the concepts that are described separately in the column related to the concepts. Also, the results showed that the independent components examined in the questionnaire have a significant relationship with the variable of the applied ethics model (dependent). This means that by improving the above components in the organization, the implementation rate of the applied ethics model will increase and improve.

The self-acceptance component was the strongest predictor of social components and beliefs and ethics; therefore, those who are more social, have stronger religious beliefs, and are more moral, have more acceptance towards their personality and have higher practical ethics. Also, the component of mastery of applied ethics is the strongest predictor of devotional, family, thinking, science, and financial components. In other words, paying attention to religious and financial actions based on lifestyle and having a supportive family, and paying attention to the issue of thinking and science and valuing it by teachers, increases their mastery over their surroundings and ultimately leads to more practical ethics in them. Religious beliefs as the axis of lifestyle have a positive role in practical ethics. In a general pattern, it can be stated that religious beliefs and practices of individuals as well as their families play an important and effective role in the well-being of their practical ethics, especially for peo

Ethics is one of the basic competencies in the "Table of Detailed Objectives,". It is one of the core competencies of the principles governing the curricula of the education system, with special emphasis placed on educating students with these two characteristics. The importance of training ethics-oriented forces should be sought in different fields in the educational environment, including improving relationships among students, improving the quality of education, and increasing positive behaviors in the educational environment. These are issues that can be implemented through the application of a system of moral education in a practical way in the school environment. It seems that the most important feature of the field of moral education in the public formal education system is the characteristic of avoiding planning. Therefore, to fill this research gap and reduce this negative characteristic in the curriculum of moral education, the present study can play an important role in the development and promotion of the curriculum of moral education, especially in the secondary education system of Golestan province.

The goal of the present study is to present an applied model of ethics in the formal and public education system.

In the current study, a qualitative approach was used employing the grounded theory method to present and validate the applied model of ethics in the formal and general education system in Golestan province. The in-depth text interview method was used to collect data. Interviews were conducted with teachers and managers of education and schools in Golestan province, the output of which was to collect qualitative data to analyze information and identify and validate the applied model of ethics in the educational system. Based on this, a semi-structured interview was conducted with 13 managers. The research population in the quantitative part included the students of the first secondary school in Golestan province, and based on the Cochran formula, the sample size was estimated to be 383 people. Qualitative data analysis of the study was done through thematic analysis in MAXQDA software. In this plan, the steps of qualitative data analysis have been done through open identification and axial identification. Considering that in this study, the main dimensions and related components were identified, in the open identification stage, the concepts were identified and expanded according to their characteristics. In the quantitative part, according to the research questions, descriptive and inferential statistics methods were used. In the inferential method, Kolmogorov-Smirnov tests, SPSSv software, confirmatory factor analysis, and average variance from Smart- PLS were used. In the partial least squares technique, F2 effect size index, R2 determination coefficient, Q2 index, and GOF statistic were usually used.

The results of this study showed that in relation to the themes of the applied ethics-oriented model, there are a total of 397 themes in 7 domains, including the cognitive domain, the emotional domain, the skill and management domain, the planning and knowledge domain, the thinking and ability domain, the individual and personality domain, and the domain of attitude and religious beliefs. In the quantitative part (questionnaire), according to the predetermined components based on scientific theories, only eight components were confirmed: respect for others, striving for excellence and competition, seeking respect for social values and norms, social compatibility, personal compatibility, moral courage, honesty, and justice. In connection with Golestan province's actions, various things such as planning, setting goals, achieving ethics, education methods, enjoining what is good and forbidding what is bad, creating motivation, interactions, and responsibility have been introduced to apply ethical issues and components. Each of these includes the concepts that are described separately in the column related to the concepts. Also, the results showed that the independent components examined in the questionnaire have a significant relationship with the variable of the applied ethics model (dependent). This means that by improving the above components in the organization, the implementation rate of the applied ethics model will increase and improve.

The self-acceptance component was the strongest predictor of social components and beliefs and ethics; therefore, those who are more social, have stronger religious beliefs, and are more moral, have more acceptance towards their personality and have higher practical ethics. Also, the component of mastery of applied ethics is the strongest predictor of devotional, family, thinking, science, and financial components. In other words, paying attention to religious and financial actions based on lifestyle and having a supportive family, and paying attention to the issue of thinking and science and valuing it by teachers, increases their mastery over their surroundings and ultimately leads to more practical ethics in them. Religious beliefs as the axis of lifestyle have a positive role in practical ethics. In a general pattern, it can be stated that religious beliefs and practices of individuals as well as their families play an important and effective role in the well-being of their practical ethics, especially for people who have a sensitive, boring, and stressful job, and this issue can have a significant effect on reducing their practical ethicsple who have a sensitive, boring, and stressful job, and this issue can have a significant effect on reducing their practical ethics

Teaching English as a mediating and widely used language worldwide has always been necessary. In the current situation and considering the advancement of education technology, designing a suitable space for learning using modern education methods, as environmental factors and components, is an essential matter in education. Active teaching methods significantly improve students' academic performance, and students' interaction, participation, and motivation will be more in such methods.

The qualitative research method is a synthesis research using six stages. The keywords active teaching, English language, and secondary school were used to find sources. Also, 46 articles and two books were used from the databases of comprehensive humanities portal, scientific information database (SID), ScienceDirect, doormats, Google Scholar, civilian, IEEEexplore

The purpose of this research is to investigate active teaching methods for English language courses in secondary school. The results show that five items were found as central themes among the extracted components, and eight were obtained as secondary themes. 

According to the findings, it can be concluded that active teaching methods for English language lessons in secondary school are effective and improve the classroom teaching process.

Considering the importance of teaching philosophy to teenagers, the purpose of this research is to study and examine the methods of teaching philosophy to teenagers. This research investigates the methods of teaching philosophy to teenagers in secondary school by using the qualitative research method of documentary studies. According to different approaches in the field of teaching philosophy to teenagers, in this research the methods of teaching philosophy to teenagers have been examined in three approaches. Exploratory, collective exploration, discussion, Community of inquiry and question and answer, and in Australia according to Philip Cam, the methods include: story, use of question, Community of inquiry, group discussion and dialectic; and according to Millet, it includes: Community of inquiry and images. And in France, according to Bernafier, it has included the use of questions to start a discussion, Socratic dialogue, and Community of inquiry, and in England, according to Fisher, Garrett Matthews, Sutcliffe, it includes: stories, Community of inquiry, group discussions, plays, role playing, music, handmade things and objects, is a Socratic dialogue. Also, the results of this research show that all three approaches use the methods of philosophical stories, collective exploration, hive-exploration circles, and question and answer, and their differences, especially in the first approach, philosophical stories are used to start the discussion, but in the second approach uses a philosophical question as a starting point.

The main goal of the current research was to examine the qualitative pathology of the middle school thinking and media literacy course in the implementation stage. The research was carried out by the phenomenological method with the participation of 18 individuals. The findings showed that executive damages include inconsistent content (failure of students in determining the accuracy of information, failure to lead students toward reflection and critical understanding of information, inability to meet students' information needs, failure of students to promote responsibility of choice and the use of messages, the problems of students in recognizing visual forms of communication), the weakness of school activists (weak media literacy of principals, assistants and teachers), uninformed and non-accompanied parents (lack of attention to parents' education and their role in supporting media literacy education, parents' ignorance In reasonable exposure to the media and the media literacy lesson), ignoring the hardware (not considering the appropriate space and location, lack of necessary facilities to produce multimedia content, lack of support forces to repair, maintain and update the classroom hardware).

The general goal of the current research was to design a multicultural curriculum model for the second year of secondary school. In terms of its purpose, this research is one of applied research and according to the nature of the data, it is mixed. The sample in the qualitative section consisted of 18 experts and specialists in the field of curriculum, all of whom had doctorate degrees in curriculum planning and had 10 years of teaching experience at the university. Also, the statistical population in the quantitative section included the teachers of the five districts of Tabriz city who taught in the second period of secondary school in the academic year (2019-2020), and 274 people were selected as a sample. The findings of the research identified 9 factors that had a characteristic value greater than 2 and had the ability to predict more than 60% of the variance of the questionnaire score. The extracted factors in order of priority were human communication, collective experience and promotion of participation, creation of pluralistic curriculum, growth of peace and understanding, development of justice and equality, increase of multicultural knowledge, duties of the ruling system in Multicultural society, multicultural education strategies, acceptance of cultural diversity. Therefore, in order to design a multicultural curriculum model, the main dimensions of the model and the components of each dimension were extracted based on the findings of the qualitative and quantitative stages of the research.

This article aims to identify strategies for effective implementation of curriculum changes in the cultural scope of Hormozgan, as a distinct ecosystem from other provinces of the country, using a qualitative approach and ecological study method. The data collection tool was a semi-structured interview. The potential participants of the research were all executive officers of the first secondary education in Hormozgan province (including staff managers, administrative experts, principals and vice-principals of schools), among whom fifteen people were selected by purposive sampling method with the logic of theoretical saturation of information. The analysis of the information obtained from the interview was done through the three-step coding method with the Strauss and Corbin approach and using the maxqda10 software. The results showed that the expectation in the Hormozgan region is that when the curriculum changes are implemented, "the whole new school be". This analysis was extracted from the following categories: improving the facilities of the schools implementing the change, persuading and preparing the local stakeholders, linking the program change with the conditions of the local community, creating an organizational culture related to the change, changing the curriculum from one place to another, improving the lives of the people implementing the change. curriculum, fair treatment of schools implementing curriculum changes; This expectation is above all a cultural-native expectation. In Hormozgan culture, change has meaning when it can be seen everywhere. We have interpreted this sight as "all-round drunkenness of the school".

The purpose of this study is to validate the model of environmental ethics curriculum based on social constructivism in secondary school. This is an applied research with a descriptive survey method. The statistical population of the study is all secondary school teachers in Mazandaran province with 11024 people (5692 men and 5332 women). The research sample includes 360 secondary school teachers who were selected by multi-stage relative cluster sampling with Cochran's formula. As a data collection tool, a researcher-made social constructivism questionnaire with 23 items on a five-point Likert scale was used. Content validity was used to determine the validity of the questionnaires and composite reliability was used to determine the reliability of the questionnaires, which had a suitable and acceptable status. Exploratory and confirmatory factor analysis were used to analyze the data with SPSS and PLS software. The results showed that the objective components, content, teaching-learning activities, and evaluation are effective in explaining the model of environmental ethics curriculum based on social constructivism and the model had a good fit. Environmental ethics curriculum based on social constructivism allows students to be actively involved; they also focus on thinking and understanding rather than just memorizing and the model makes them perform better. Using this approach, basic learning activities can take place in the real-world context (nature) so students' constructivism is stimulated.

The purpose of this research is to identify and study the teachers' needs for curriculum counseling and examine the existing gaps in this regard.  The approach of this research is qualitative and it was done with the method of phenomenology. A semi-structured interview was used to collect information. The research community was secondary school teachers of public schools in Tehran, and 14 people were selected to conduct interviews through available sampling. Qualitative content analysis and the method of analyzing themes and categories have also been used for data analysis.Discussion and Based on the findings of the research, 5 core themes were identified about the origins of curriculum counseling, including teaching and learning methods, evaluation methods, classroom management, implementation of new curricula, and the link between teachers and planners. Also, 29 main categories that were a subset of the aforementioned core categories were identified: teaching and learning method (including choosing a teaching method based on content, choosing a teaching method that fits the characteristics of learners, choosing a suitable educational strategy for specific students, and receiving advice regarding teaching methods), evaluation method (including the suitability of the evaluation method with course subjects, developing a comprehensive evaluation plan, choosing the appropriate method of receiving feedback from learners, and helping teachers in the field of various evaluation methods), classroom management (including developing appropriate lesson plans and facing various classroom challenges), implementing new curricula (including explaining curricula and persuading teachers, correcting and adjusting teachers' resistance, responding to teachers' questions), and link between teachers and planners (including documenting teachers' opinions regarding curricula and helping to modify and adapt curricula to implementation conditions). The teaching profession is more complex and challenging than it seems at first glance, and teachers need to receive expert advice and guidance to carry out activities related to education and teaching, which the establishment of curriculum counselors in schools can play an effective role in this regard. According to the findings of the research, suggestions such as paying serious attention to the needs and challenges of teachers, trying to accurately define the professional duties and responsibilities of curriculum consultants, and planning for the establishment of curriculum consultants in schools are provided to develop and improve the teaching-learning process.

The main goal of this research is to analyze changes in the dimensions of educational pragmatism in the function chapter of mathematics textbooks using a mixed (quantitative-qualitative) method. The study focuses on the "function" chapter of two textbooks: "Mathematics (1) 10th grade of the second high school Period" published in 2020 and "Mathematics (3) and (4) of the second year of the New secondary education system" published in 1997. The statistical population of the research consists of mathematics teachers who have taught the two mentioned textbooks, and the sample was selected non-randomly from available mathematics teachers and educational leaders. To begin, the content of the textbooks was analyzed using a quantitative method based on John Dewey's "educational pragmatism" theory. A total of 87 completed questionnaires designed as a Likert scale were analyzed and the questionnaire was adapted from Jarrah et al.'s research and localized. The reliability of the questionnaire was verified using Cronbach's alpha coefficient of 0.86. Following this, a qualitative method was used, in which a five-person expert group analyzed the contents of the chapters of the two textbooks under the four dimensions of pragmatism: usefulness, interest, experience, and integration. The expert group coded the results. The joint analysis of the questionnaire and coding showed that the textbook published in 2020 had a more favorable situation in terms of the components and dimensions of pragmatism compared to the textbook published in 1997. Finally, suggestions for future editions of the textbook are presented, with an emphasis on the experience dimension.

The purpose of this study was to investigate the factors affecting the management of organizational excellence in evaluation of the performance of public schools.(Case study: Secondary schools in Tehran).The study was done using the grounded theory method. The Statistical Society was consisted of experts who specialized in the field of educational sciences, educational management, human resources and higher education management (had a book or article).

Based on theoretical saturation criteria, 11 people were selected purposefully. Data were collected through semi-structured interviews using maxqda12 software.

form of a paradigm model including causal factors (Managerial with 3 indicators, organizational with 5 indicators), (Strategic planning with 4 indicators, structural planning with 2 indicators, education and development of excellence culture with 6 Indicators and factors of compensation for services and rewards materially and spiritually with 4 indicators), strategic factors (phenomena Social (social conditions) with 5 indicators, economic phenomena with 2 indicators, political phenomena with 3 indicators, structural dimensions With 5 indicators and process with 4), intervening factors (documents with 3 indicators of systems and information technology with 3 Indices, skills and capabilities with 4 indicators and organizational culture with 7 indicators) and outcomes (increasing community and employee satisfaction4 indicators, familiarity with new concepts and increasing capabilities with 5 indicators, cost reduction with 3 indicators and systematization of processes 4 indicators)

The present research was conducted with the aim of identifying the effective factors on teachers' happy mood and its effect on learning and academic motivation of secondary school students. The statistical population of the current study includes all teachers of the first secondary school and male and female students of the eighth and ninth grades of the first secondary school who were studying in the schools of the Department of Education in Amirabad region in the academic year of 2009-400, which numbered 44 teachers and 204 students were selected by stratified random sampling method. . To collect information, Oxford Argyle's happiness scale (1989) and Harter's educational motivation scale (1981) were used. The results of exploratory factor analysis led to the identification of organizational, psychological, educational and physical factors on teachers' happy mood. Also, the results of Pearson's correlation test showed that there is a positive and significant relationship between the factors of teachers' happy mood and students' learning and academic motivation. It seems that therapists, researchers and educational consultants can use the educational program of the present study to reduce the academic problems of learners.

The purpose of the present research is to review the effects of religious education programs, both formal and informal, on the cognitive aspect of religious attitudes of secondary school girls in Tehran. In order to do this, the descriptive method was used to measure cognitive aspect of religious attitudes and describe the characteristics of the population, such as educational background and academic field. The statistical population includes all female students of secondary school in Tehran, and four hundred people was determined by the size of the sample. The research tool is a questionnaire, which included 37 questions in the cognitive aspect of attitudes. In this research, which used random cluster sampling, these results were obtained that the cognitive aspect of religious attitude of the students is high and desirable. Also, the effect of religious education programs on the dimensions of the students' religious attitudes, according to the different variables of the educational level and the educational field, does not have a meaningful difference.

The aim of the current research is to analyze the content of secondary Arabic books based on the amount of attention paid to the components of revolutionary education in them, and to conduct this research, we have used qualitative and quantitative content analysis methods. The research community in the qualitative content analysis section includes the text of the second step statement and the statements of Imam Khamenei, and in this area, using the purposeful sampling method, all related documents have been examined in the years 1368 to 1401. In the section of content analysis of textbooks, the Arabic books of the secondary humanities major were considered, and due to the nature of the subject and due to the limitation of the statistical community, the enumeration method was used for the sample. The data collection tool is a researcher-made checklist, which includes the components of revolutionary education based on the statement of the second step, with a validity of 0.88, and its reliability using Scott's reliability coefficient is 0.89. Based on the results of the research, seven categories of foundations and principles, strengths, opportunities, threats, strategies, policies and goals of the Islamic Revolution constitute the most important components of revolutionary education from the perspective of the Supreme Leader. He results of the content analysis show that revolutionary education is mentioned 245 times in the books in question, of which 82 cases (33.47 percent) refer to the 10th grade, 86 cases (35.11 percent) refer to the 11th grade. And 77 cases (31.42 percent) are assigned to the twelfth grade. The highest amount of attention to the components of revolutionary education is seen in the 10th grade Arabic book and the lowest amount of attention is seen in the 12th grade Arabic book. The amount of attention to the concepts of revolutionary education in the basics and principles section, 130 cases (53.06 percent), the strengths of the revolution, 30 cases (12.24 percent), threats one case (0.40 percent), strategies 79 cases (24. 32 percent) and policies were five cases (2.04 percent) and the opportunities of advancement and the goals of the Islamic Revolution were not paid attention to.

This research was conducted with the aim of studying the relationship between the use of virtual space and the moral education of female students in the second year of secondary school in Hamadan city. The research was a descriptive and correlational type that was conducted in the community of female students of the second secondary school in Hamedan city in the academic year of 2021-2022 and 364 people were selected as the sample size by multi-stage cluster sampling method. In order to collect information, the questionnaire for measuring the amount of use of virtual space and the moral education questionnaire of Asgarian Bigdeli et al. (2017) were used. The results were analyzed using SPSS software and descriptive and inferential statistics. The results showed that the use of virtual space is related to the four components of familiarity, duration of use, degree of addiction and presence in virtual space, with the general dimension of moral education and the six mentioned dimensions. Meanwhile, the level of familiarity with virtual space has a positive relationship with moral education, and its other three dimensions, i.e., the duration of use, the level of addiction, and the amount of presence in various virtual spaces have a negative relationship with moral education. It seems that trainings in the field of how to use virtual space correctly for students and parents as well as managing this space can be effective in improving students' performance.

The aim of this study was to evaluate the performance appraisal syndrome of teachers. The approach of the present study is the analysis of documentary content and its method is synthesis research. The research population is all articles (137 documents and studies) about teacher performance appraisal syndrome in specialized and scientific databases. The research sample is 23 documents and studies, which have been purposefully selected based on thematic monitoring, theoretical data saturation. Research data were collected from qualitative analysis of the studied documents. By analyzing the data, teachers' performance appraisal symptoms were classified into 4 dimensions, 15 axes. These dimensions include the individual dimension (including axes; personality, perceptual skills, and appearance), Organizational dimension (including factors; commitment, professional development, organizational participation, professional motivation, communication and satisfaction), It is the social dimension (including factors; social values and social relations) and the dimension of the teaching and learning process (including factors; observance of educational rules, teaching, Evaluation and research and writing).

The purpose of the current research was to investigate the Persian books of secondary education based on the components of caring thinking. The method of this descriptive research was content analysis and the Shannon entropy method was used to analyze the data. The analyzed sources were three volumes of Persian textbooks of the first secondary school in the academic year of 2021-2022 and the research tool was the content analysis checklist based on the components of caring thinking from Lipman's point of view, the validity of which was verified by five education experts. The findings of the research showed that in the Persian books of secondary school, the highest importance coefficient in terms of attention to the components of care thinking is related to the eighthgrade book (0.336) and the lowest importance coefficient is related to the ninth grade (0.329). Also, in Persian books of secondary school, the component of appreciative thinking has the highest information load (0.99) and the importance coefficient (0.20), and the component of affective thinking has the lowest information load (0.95) and the coefficient of importance (0.19) they have dedicated themselves. Therefore, according to the insignificant difference in the information load and the importance factor between the books and the components, it can be said that the content of these books has been balanced to some extent, and considering the important role of caring thinking in the life of students, it is suggested while revising the content of Persian books of secondary school, they should pay more attention to this issue.