نشریه پژوهش های تربیتی
سال هفتم شماره 1 (بهار و تابستان 1399)

The Aim of this study is to investigate the perception of preschool teachers attached to rural primary schools about the challenges of these centers by phenomenological method. The statistical population of the study was all the instructors of these centers in Ghaenat city in South Khorasan province, in the academic year 2018-19. Based on purposive sampling, 17 of these trainers participated in this study. Data were collected through semi-structured interview tools. Data analysis was performed through thematic coding. To evaluate the reliability of the results, the review method was used by the participants and external auditors. Based on the findings; Results in 4 main categories and 11 axes; Coacheschr('39') perceptions of nature (unnecessary, compulsory, useful but annoying), micro-level challenges (coach-related challenges, content and training challenges), macro-level challenges (environmental, managerial, peer-to-peer challenges, and Parents) and the macro level (lack of support and lack of codified planning) were categorized. Finally, according to the results, education is better considering the importance of this course than training specialized instructors in the field of preschool children education and providing a well-organized organizational structure for this course to meet the challenges of these centers, especially in the regions. Rural and primary school annex centers.

The aim of the research was the study of the relationship between empowerment of teachers and student’s use of networks. The research community was every teachers and student of sixth grade of girls public schools which by using multistage cluster sampling method have been chosen from 100 persons of teachers and students from seven areas of Tehran fifth district. Data tool collection was psychological empowerment questionnaire and the amount of using from social networks questionnaire. Reliability of the tool was calculated and validated by using Cronbachchr('39')s alpha. Data were analyzed using descriptive and inferential statistics (Pearson correlation coefficient and stepwise regression analysis) and was analyzed by SPSS software. The results showed there is a negative and meaningful relationship between the components of teachers empowerment consist of meaningfulness, competency, autonomy, with the amount of student’s use of social networks and there is a positive and meaningful relationship between the effectiveness of teachers with student’s use of social networks. Competency as a variable explains 20/4 and effectiveness explains 23/7 Percent of the variance of social networking.

This study was developed to analyze the effectiveness of play in childrenchr('39')s participation. The research method in the present study is applied and survey. In this regard, in order to collect data, field observations, questionnaires, and site visits are used. The sampling method was randomly completed using Cochranchr('39')s formula and a questionnaire was completed by 92 children aged 7-12 years. Data analysis was performed to evaluate the effect of symbolic, educational and collective games and childrenchr('39')s participation in childrenchr('39')s perception in Sajjad neighborhood of Mashhad, Khorasan Razavi province using a combined method using two types of quantitative and qualitative data with a sequential approach. In data analysis to evaluate the effect of role play in participation after data collection, the data were analyzed by one-way analysis of variance (ANOVA), Kolmogorov-Smirnov hypothesis test and the significance level of the indicators using Spearman correlation. Cronbachchr('39')s alpha was used to evaluate the reliability, which indicates a reliability coefficient of 0.924. In the analysis of qualitative data, childrenchr('39')s drawings have been examined. The results of the study indicate that the use of appropriate contexts for childrenchr('39')s play has a significant impact on childrenchr('39')s participation. Differences in childrenchr('39')s age groups make a difference in how important they are to environmental qualities. The age group of 7-9 years old is interested in painting and playing games and pays attention to facilities and equipment, sense of place and participation, while the age group of 10-12 years old is more interested in painting, singing and playing ball, and they They pay attention to identity and diversity in urban spaces

Following the outbreak of the coronavirus, the closure of schools and the need to continued education in the school coerces, teachers were forced to provide training on social networks. The main purpose of the present study was to understand the lived experience of parents of first course of elementary school students in the challenges of virtual education in social networks due to the Outbreak of coronavirus, which was implemented using phenomenological methods. The data collection method was to use a semi-structured interview questionnaire. Accordingly, with a targeted sampling approach and standard method, parents whose children have used virtual education on social media for at least a month were selected, and 16 people were finally interviewed based on theoretical saturation.Interview analysis was performed using a cleavage model and thematic analysis method. After extracting and categorizing the topic, the advantages and disadvantages of virtual education in social networks in five educational categories (advantages: preventing academic backwardness and creating opportunities for creativity; Disadvantages: unwillingness to complete class assignments and reduction of adherence to class discipline regulations), Social (advantages: student freedom of action and greater parental supervision; Disadvantages: Elimination of group activity and laziness and distraction of students), cultural (advantages: entering virtual education into the education system and creating new experiences; Disadvantages: eliminating the charisma of teacher presence and fatigue and boredom of some parents), Economic (advantages : reducing travel costs and saving travel time; disadvantages: time for additional training and the cost of providing the necessary hardware) and technical (improving media literacy of parents as good; disadvantages: lack of visual appeal of videos and Lack of mastery of information technology ) were classified. In addition to the disadvantages mentioned by parents, it is necessary to design a coherent and effective infrastructure for providing virtual education

The aim of this study was to investigate the efficacy of educational interventions on studentschr('39') critical thinking and Comparison of this effect in elementary, junior and high school students by using meta-analysis method based on the Hunter and Schmidt approach. Fifteen studies which were accepted methodologically and conducted within the last 10 years in Iran were included in the meta-analysis. The checklist of meta-analysis with 1222 participants were used. The results indicated that the effect size of educational interventions on studentschr('39') critical thinking was 0/43. The effect size in elementary, junior and high school students was 0/32, 0/45 and 0/61. Also, the results of modulatory analysis showed the efficacy of moderating variables in these interventions. Based on the results of the present meta-analysis, the effect of educational interventions on studentschr('39') critical thinking according to Cohenchr('39')s table was above average. This effect rate was evaluated moderate in elementary students, above average in junior high school students and high in secondary school students. The effect of moderating variables in elementary school was higher than the first and second secondary school.

Today, with the expansion of the Internet and social media, new educational environments have emerged and expanded the names of social networks which has attracted children and adolescents due to their unique features and capabilities. Because technology is not neutral, children and adolescents with numerous educational opportunities and dilemmas by social networks are faced. Therefore, the purpose of this study is to study the educational bottlenecks of social networks on children and adolescents and providing preventive strategies with emphasizing the educational teachings of the Qurchr('39')an and hadiths. The method of this study is qualitative and descriptive-analytic (qualitative content analysis) and inference of practical analogy. Findings of the research showed; educational bottlenecks of social networks on the education of children and adolescents, including breaking the norm (such as breaking the law, violence and aggression, sexual freedom and the promotion of abusive content, the promotion and normalization of the illegitimate relations of girls and boys, promotion of luxury and extreme consumerism, violating some ethical and religious virtues, routine and stereotypes), addiction to social networks and away from god and violation of privacy. Also, culturalize, Promoting Conscious parental supervision, protect privacy, fill leisure time and emphasize the importance of self-esteem and breeding its skills is a suggested solutions which leads to the study of the Qurchr('39')an and traditions to reduce the negative effects of our social networks.

One of the fundamental aspects of education is social education. This  term of the education in consider to magnitude, complexity and comprehensiveness covering  all educational institutions and overlooks the education of individuals, in one hand, develop individual character and  the other hand, transmits  heritage to the next generation. In the media field, one of the most fundamental question in communication science which  engaged researchers’ and experts’ mind is  the  extent of Influence of  media and their powerful in shaping the beliefs and the audiences’ ability to select and different conceptualizations of the message. Firstly , we will see what is the nature of media-related issues and perspectives? And Secondly, what is  the role of media  in social  education with regard to reception theory that suppose   a person mentally and active in receiving a message ? In this regard, the researcher used qualitative research methods such as  content analysis and Practical syllogism to define :  media, media types, nature of the media, issues related to media.  reception theory, social education, its objectives  and methods, and finally Conclusions drawn four types of  relationships involving media and social education and understanding of the role of media in the social education  with  emphasizing on  “reception theory”.