جستجوی مقالات مرتبط با کلیدواژه « grounded theory method » در نشریات گروه « علوم تربیتی »

This qualitative study was conducted with the aim of understanding the semantic system of the participants in the Arbaeen walk in Khuzestan province. The method used in this research is the GTM as one of the main methods of qualitative research. The data of this study were collected through in-depth interviews and purposive-theoretical sampling method with thirty stakeholders related to this event and to analyze the data from five methods of open coding and concept recognition, concept development in terms of dimensions and features. Data analysis was used for context, process input, and category integration. After coding, fifteen main categories of data emerged, each of which was completely analyzed with reference to the text of the interviews. The emerging paradigm consists of three dimensions of conditions, actions-interactions and consequences, which after coding, in the form of fifteen major categories of coding and in the stage of selective coding to extract the core category of "Arbaeen walk in suspension" Stratification and instrumental rationality ”led to the central category of this research.

Curriculum leadership is recognized as a key component of improving the education system. Considering the vital role of principals in this sector, the present study was conducted with the aim of designing a model for curriculum leadership by head master. The approach that was taken in this research included a combination of sequential-exploratory type which was used in the qualitative part of the Grounded Theory method and in the quantitative part of the descriptive-survey method. The community studied includes faculty members, educational management experts, curriculum specialists, and head master. The data from the interviews in the qualitative section were analyzed by open, axial and selective coding and prioritized in the quantitative section with Friedman's test. The results showed that causal factors (including the need to form macro goals of education, the need for continuous improvement in the process of education and the need to implement an effective curriculum) are the basis of curriculum leadership by head master, which focuses on decentralize the education system, explaining the position of headmaster as curriculum leaders, appointing qualified head master and empowering them, cooperation of head master with teachers, awareness of students and parents about the curriculum, attracting extra-organizational cooperation, renewal of culture and Curriculum enrichment and regular monitoring of its implementation as a strategy for developing leadership curriculum head master, It causes individual, organizational and social consequences.

The aim of this study was to determine the indicators of critical thinking in teaching and learning in Iran based on Grounded Theory with a systematic approach attributed to Strauss and Corbin and paradigm logic. The scope of this research includes all literature and theories related to teaching critical thinking in accounting. To collect the required data, research literature, the technique of semi-structured interviewing of famous teachers in top universities and the method of snowball sampling were used. Data analysis was performed based on three stages of open coding, axial coding and selective coding. Findings were categorized into six general categories with 41 concepts/themes and 212 final identifiers. Finally, the initial theory of the executive model of the critical thinking process model in teaching and learning of accounting students was developed as a conceptual paradigm model. Because the ability to think critically is an important consequence of education, there is a need for further research and continuous development of reliable and validated tools to measure students' critical thinking in order to conduct educational strategies that effectively facilitate critical thinking among students.

Pedagogical Knowledge are useful, essential and essential lessons for students at teacher training courses, especially elementary teachers, when the content of these courses is tailored to the needs of the teacher's profession, they can play an important role in improving teacher performance. In this regard, the purpose of this article was to study the status Implemented Curriculum in Continuous Primary Education B.S courses at Farhangian University, in order to provide the strengths, weaknesses, and modifications needed for the specialized education group (elementary education). This study was performed by qualitative research method. The data of this study was obtained from semi-structured interviews with 31 faculty members of educational psychology courses, assessment of learning, principles and teaching methods, and 12 core student groups, using purposeful and theoretical sampling to saturation data (Based on the process of extracting variables and forming the theory), and the method The grounded theory suggestion, which include the coding paradigm (open, axial, and selective), the process of compilation and the results were analyzed. From the data of this research, from the total of three lessons, 628 initial codes, and finally, after several reductions and integration to achieve conceptual density, 503 initial codes were obtained from the interview with the participants, and in the subsequent analysis, the main class Called "Implemented curriculum quality". The choice of the word "Implemented curriculum quality" was due to the fact that it could explain a significant portion of the variety of data obtained. The results showed that a set of factors such as the characteristics of the causative conditions, the conditions of the intervener, the context, the teaching-learning strategies, and the methods of evaluation, and the consequences of these factors, affect the phenomenon and the main category, or "Implemented curriculum quality" is affected. The results are specific to this group and their generalization to other groups should be done with caution.

The purpose of this study is to design a human resource development model based on the requirements and necessities of the Islamic Republic of Iran Navy based on Grounded Theory Method (GTM). The methodology of this research, in terms of its outcome, is an applied research, in terms of target is exploratory research, and in terms of method of executing is qualitative. Through field analysis and interviewing, the necessary data were collected and open, selective, and pivot coding was performed and a paradigmatic model was designed. The statistical population of the study, based on the data saturation was 13 experts of the Navy's in human resources. Necessary coordination was done to conducte a semi-structured interview with them. The theoretical sampling method was used to select the participants. The results in the qualitative section showed that in the causal conditions of the development of human resources, three criteria of structural, cultural and extra-organizational elements, in the underlying conditions, three criteria of organizational attitude toward development, performance evaluation system, perspective challenges and organization mission, in terms of the intervening condition, the criteria of operation of laws and regulations, and the content of laws and regulations, in the strategies, three criteria of structural, operational and extra-organizational strategies, and in the outcomes, the criteria of functional, organizational, structural, and cultural value are existed

National identity (NI) is one of the most important and dominant issues in every society. It is one of the most important and essential issues due to its role in national unity and solidarity. Educational system, having the most national manpower could take considerable and effective steps to reinforce and deepen NI. Many previous research showed that there has not been sufficient attention on NI in curriculum and school textbooks. On the other hand, books, dissertations, papers and research have not been used the same components for studying national identity. The main aim of this research was identifying the components of national identity in curriculum based on grounded theory method. For this purpose, 43 books, 44 dissertations and thesis and the interview with 9 prominent expertises in the field of national identity were chosen as data. Then the data were analyzed using the grounded theory method. The results showed 6 main components and 19 subcomponents for Iranian national identity. These components were presented in a theoretical model based on grounded theory. The main components were: territory (country), language, culture, history, religion and symbol.