نشریه تدریس پژوهی
سال هشتم شماره 4 (زمستان 1399)

The main purpose of this research was Identifying the features of curriculum basic elements  based on steiner model .A mixed (qualitative_quantitative) method was used. In qualitative section the participants were included (40) experts of curriculum development and philosophy of education.Based on criteria centerd and theoritical saturation (10) experts involve in research.In quantitative section the statistical population (N=220) were included all educators of hamedan city preschool centers in 1398-99 academic year.Based on strtaifed random sampling method about (135) educators were selected as study sample.The data gathering instrument in qualitative section were semi structured interview. The collected data were analayzed by  content analysis and coding method using MAXQDA soft ware and factor analysis. For assessment of construct validity  (KMO) and bartled  test method were used,Based on interviews analysis were idetified  about 78 open ,4 centeral and 1 selectional code .Also finding showed about ten features of goals, eight features of content, t seven features of method and five features of evaluation  .All components were detetermind about 55/084 percent of variables variance had the necessary fitness and validity. This research can provide a framework and guidline for preschool centers goal setting,production of content,teaching methodd and evaluation of learning activities.

The aim of this study was to obtain theories in the field of performance appraisal to better understand this phenomenon. The research method is qualitatively based on data theorizing. Theoretical sampling in the fall of 1997 with the participation of 24 management experts and qualified staff in a targeted manner to saturate the data and with the confidentiality of information and the possibility of leaving The study continued at any time, the data collection method was conducted through a semi-structured interview, the data were analyzed based on the Strauss Corbin method, and a total of 17 main categories and 39 concepts were enumerated.Ultimately, the main categories were performance appraisal impairments, improper performance appraisal results, performance appraisal applications, productivity in the organization, the creation of a dynamic culture, the provision of professional development competencies for employees and managers, and the implementation of comprehensive quality management. Effectiveness - Objective and subjective indexing - Pathology of conflicts and providing solutions for improvement - Futuristic planning - Development of communication competencies of technology - Smart organization - Improving productivity - Improving the performance of employees of the organization, which is based on these findings. Is that firstThe performance appraisal process should be institutionalized at Kurdistan University of Medical Sciences,The aim of this study was to obtain theories in the field of performance appraisal to better understand this phenomenon. The research method is qualitatively based on data theorizing. Theoretical sampling in the fall of 1997 with the participation of 24 management experts and qualified staff in a targeted manner to saturate the data and with the confidentiality of information and the possibility of leaving The study continued at any time, the data collection method was conducted through a semi-structured interview, the data were analyzed based on the Strauss Corbin method, and a total of 17 main categories and 39 concepts were enumerated.Ultimately, the main categories were performance appraisal impairments, improper performance appraisal results, performance appraisal applications, productivity in the organization, the creation of a dynamic culture, the provision of professional development competencies for employees and managers, and the implementation of comprehensive quality management. Effectiveness - Objective and subjective indexing - Pathology of conflicts and providing solutions for improvement - Futuristic planning - Development of communication competencies of technology - Smart organization - Improving productivity - Improving the performance of employees of the organization, which is based on these findings. Is that firstThe performance appraisal process should be institutionalized at Kurdistan University of Medical Sciences,The aim of this study was to obtain theories in the field of performance appraisal to better understand this phenomenon. The research method is qualitatively based on data theorizing. Theoretical sampling in the fall of 1997 with the participation of 24 management experts and qualified staff in a targeted manner to saturate the data and with the confidentiality of information and the possibility of leaving The study continued at any time, the data collection method was conducted through a semi-structured interview, the data were analyzed based on the Strauss Corbin method, and a total of 17 main categories and 39 concepts were enumerated.Ultimately, the main categories were performance appraisal impairments, improper performance appraisal results, performance appraisal applications, productivity in the organization, the creation of a dynamic culture, the provision of professional development competencies for employees and managers, and the implementation of comprehensive quality management. Effectiveness - Objective and subjective indexing - Pathology of conflicts and providing solutions for improvement - Futuristic planning - Development of communication competencies of technology - Smart organization - Improving productivity - Improving the performance of employees of the organization, which is based on these findings. Is that firstThe performance appraisal process should be institutionalized at Kurdistan University of Medical Sciences,The aim of this study was to obtain theories in the field of performance appraisal to better understand this phenomenon. The research method is qualitatively based on data theorizing. Theoretical sampling in the fall of 1997 with the participation of 24 management experts and qualified staff in a targeted manner to saturate the data and with the confidentiality of information and the possibility of leaving The study continued at any time, the data collection method was conducted through a semi-structured interview, the data were analyzed based on the Strauss Corbin method, and a total of 17 main categories and 39 concepts were enumerated.Ultimately, the main categories were performance appraisal impairments, improper performance appraisal results, performance appraisal applications, productivity in the organization, the creation of a dynamic culture, the provision of professional development competencies for employees and managers, and the implementation of comprehensive quality management. Effectiveness - Objective and subjective indexing - Pathology of conflicts and providing solutions for improvement - Futuristic planning - Development of communication competencies of technology - Smart organization - Improving productivity - Improving the performance of employees of the organization, which is based on these findings. Is that firstThe performance appraisal process should be institutionalized at Kurdistan University of Medical SciencesThe aim of this study was to obtain theories in the field of performance appraisal to better understand this phenomenon. The research method is qualitatively based on data theorizing. Theoretical sampling in the fall of 1997 with the participation of 24 management experts and qualified staff in a targeted manner to saturate the data and with the confidentiality of information and the possibility of leaving The study continued at any time, the data collection method was conducted through a semi-structured interview, the data were analyzed based on the Strauss Corbin method, and a total of 17 main categories and 39 concepts were enumerated.Ultimately, the main categories were performance appraisal impairments, improper performance appraisal results, performance appraisal applications, productivity in the organization, the creation of a dynamic culture, the provision of professional development competencies for employees and managers, and the implementation of comprehensive quality management. Effectiveness - Objective and subjective indexing - Pathology of conflicts and providing solutions for improvement - Futuristic planning - Development of communication competencies of technology - Smart organization - Improving productivity - Improving the performance of employees of the organization, which is based on these findings. Is that firstThe performance appraisal process should be institutionalized at Kurdistan University of Medical Sciences,,The aim of this study was to obtain theories in the field of performance appraisal to better understand this phenomenon. The research

the purpose of this research is showing and analyzing of the author experiences through his own learning and teaching at prosodic lessons in the form of a self-ethnographic study. This is done by sharing the author's experiences during his studies and teaching which has resulted in increasing the impact of learners' motivation to learn this lesson by changing their attitude towards prosodic lessons. Using participatory teaching-learning strategies and providing prerequisites for teaching this lesson has resulted in these positive learning outcomes.

As a qualitative research, this study carried out via a self-ethnographic study. The data source for this research is experiences and memories of one of UoK's senior lecturer (the author) in the field of prosody and its teaching in pre-university, university and in-service training of educators, which were explained, analyzed and organized in a narrative style based on the researcher’s narrations. Among the qualitative methods, auto-ethnography has been used in this study. This method is one of the newest research methods in the qualitative approach and helps researchers to produce knowledge using personal life experiences or "biological experience" (Fazeli, 2017). By adopting a self-critical approach in the form of retrospective and selective, an auto-ethnographer writes about his/her experiences that are essentially rooted in a part of a culture or derived from a particular cultural identity (Pitard, 2019). To validate the research, a researcher-made questionnaire was used, the validity of which was confirmed by several instructors who taught this lesson, and it was distributed among teachers in different cities. Eighty-five percent did not feel well about the lesson, 10 percent said they had been forced to teach it, Only 5% expressed interest, that they were only able to identify poetic rhythm by quantitative scanning. These experiences were provided to a number of literature teachers in District One of Sanandaj during a training course, the feedback of which was a complete success (retraining). I also asked an educational sciences colleague from the University to review all the steps as an outside observer.  

findings show that the traditional methods for prosodic, makes it boring and a bit difficult for the students. The subject (the faculty that we talk about) has invented a new method according to his own experiences about this kind of problems in his schooling period. This method is taught collectively and simultaneously repeats by learners. Therefore, individual questions about meter recognition by hearing, especially at the beginning of the semester, should be strictly avoided. The nature of this study is to describe the achievement of this teaching method and how to implement it. The most appropriate method was to use auto-ethnography. Therefore, by choosing this method, the researcher first recounted his teaching experiences using this method; then recounted the factors that motivated him to find a new way to teach the subject of prosodic, and finally represented his teaching experiences with the aim of sharing these experiences with colleagues and teachers of the subject. This model was implemented in a class of 40 people for one semester and at the end of the semester students were tested orally and in writing. The results showed the complete success of this educational model in learning Prosodic. The results showed the complete success of this educational model in learning pronouns, so that 85% of the learners could recognize all contexts of agreed elements, alternating elements (distance) and the various elements well by hearing. 15 percent of learners recognized 90 percent of the meter, but sometimes had little difficulty recognizing various elements meter. The result also showed the ability to recognize the appropriateness or disproportion of the meter of the poems with their content in learners. The researcher implemented this project with long intervals both in the pre-university and undergraduate levels of Persian literature, both of which were successful; With the difference that the learning process in pre-university learners was faster than university students due to lack of mental background But in literature students having a negative mental background, due to traditional education because of passing this course in high school, along with mental fragmentation when asking to repeat the meter of the poem aloud, in the first two or three sessions, in the learning process creates noise. This problem was solved by teaching the release of the mind and reminding not to fragment the meter in the mind, and this issue increased their self-confidence and made them more credible in this teaching method. Priority of teaching the meter of agreed elements, alternating elements (distance) and the various elements , respectively, using poems appropriate to the interest and age of the learners, avoiding hymns with verbal and spiritual conviction, asking students to participate in group activities based on Repeating meter groups , pounding slowly on the floor or pounding the hand on the table evenly with the rhythm of the poem, while creating a happy atmosphere for students, played a key role in making them more confident in succeeding in learning the prosodic.   In this method because we want to dominate the acceptance of irregular teaching, first it was necessary to notice some preconditions like phoneme, poetical invective, scansion, metrical spelling, metrical teeth, then rely on preparing a suitable lesson plan rely on macro-strategy (at university level and educational centers) and micro-strategy (at class level) we can answer their educational needs. Preparing interesting examples of poems, using functional and soft metrics, educating mind triggering, presenting examples that has harmony with cultures and be adequate with the student’s age and emotional, and finally using participatory learning-teaching guidelines makes this lesson one of the interesting lessons for the students and they successfully could learn the rhythm and meter, educating mind triggering, presenting examples that has harmony.

Word problems, despite their difficulties, are of great importance in mathematics. Many students' ability to solve word problems is lower than their ability to solve computational problems (Burns, 2000; Miller et al., 2017). It can be argued that understanding these kinds of problems requires an active interaction between linguistic knowledge and mathematical knowledge. If these difficulties are not solved in the early stages of learning math, these difficulties will become more widespread over the years and reach the academic level. Therefore, initial action is essential for students' success in such problems in elementary school (Clements and Sarama, 2011). Most elementary school students, in the face of these problems, after reading the problem without realizing it, simply try to find the keywords and as soon as they find them, they start solving the problem, unaware that this method does not always lead them to the correct answer. Therefore, since elementary schools are the keystone of learning mathematics for future levels, conducting research to find students' difficulties in solving word problems as well as examining and recognizing their errors in solving such problems and eliminating them. They are very important in all grades of in elementary schools, especially the fourth grade; because this is the first grade to be addressed in the TIMSS international Study. There are several ways to analyze student errors. One of these methods is the Newman error analysis method, which includes a systematic method for analyzing the errors that students make while answering word mathematical problems. This method is hierarchical and based on the assumption that students follow orderly mental patterns in problem solving that can be divided into specific stages. Other models ignore students' specific and individual methods, which are quite vital (Clarkson, 1991). According to Newman, in order to reach the correct answer in solving word problems, one must go through five hierarchies: read the problem; understand what he/she has read; to be able to choose an appropriate mathematical strategy, make a mental transformation of the words used in the problem; depending on the strategy chosen, use the required process skills and finally present the answer in an acceptable written form. These five hierarchies are abbreviated as: 1) reading, 2) comprehension, 3) transformation, 4) process skills, and 5) coding. Newman used the term "hierarchy" because failure at each level prevents the problem solver from advancing properly in the problem-solving process. In solving word problems, students go through five stages, in each of which, an error may occur that prevents the student from reaching the correct answer (Clements and Ellerton, 1996). Newman's hierarchical model of error analysis enables teachers to identify five obvious difficulties students have when solving word problems, to recognize students' errors before solving problems, and to use appropriate strategies (Watson, 1980; White, 2005). Therefore, conducting research in this field will be useful. In this regard, the present study examines the types of students' errors in solving word problems using Newman analysis. The study aimed to investigate the ability to solve word mathematical problems of 4th-grade students based on the Newman error analysis model using descriptive-survey method of cross-sectional type. Among the all 4th-grade primary school students from district 12th of of Tehran, 399 students were selected by using cluster random sampling. To collect data, a researcher-made test which composed of four questions as well as Newman questions was applied. To examine the validity of the research instrument, face and content validity was used and Cronbach's alpha (α=0.82) was used for reliability. The paper and pencil tests were corrected by two raters, and the inter-rater reliability was computed. Data analysis was done using descriptive and inferential statistics (MANOVA). Based on the results, among the errors of reading, comprehension, transformation, process skills and coding, students in the process of achieving the correct answer to the word problems have the most error in the transformation (24.9%) and the least in coding (0.5%).of the Newman hierarchy stages. The results of Chi -square test at the level of 0.05 showed that there is a significant relationship between the rate of reading error and students' performance in solving math word problems (P <0.05, 2χ = 71.637). The results of Chi-square test showed that there is a significant relationship between the rate of comprehension error and students' performance in solving math word problems (P <0.05, 2χ = 61/984). The results of Chi -square test showed that there is a significant relationship between the rate of transformation error and students' performance in solving math word problems (P <0.05, 2χ = 33.543). The results of Chi-square test showed that there is a significant relationship between the rate of error of process skills and students' performance in solving math word problems (P <0.05, 2χ = 63.262). The results of Chi-square test showed that there is a significant relationship between the rate of coding error and students' performance in solving mathematical word problems (P <0.05, 2χ = 44.645).  Also, the results showed a significant difference in the performance of the two groups of boys and girls, while boys generally made fewer errors than girls. In fact, the results of Wilks' Lambda statistic showed that there was a significant difference between the total problem solving error in the Newman analysis model in comparison between the two groups of girls and boys (ƞ2 = 0.135, P = 0.002, 4.365, F (4, 394)= 4.394). The findings of this research can be used to review the word problem solving teaching process and to set up educational materials for mathematical textbooks.

 The purpose of this study was to investigate the effect of educational games on improving the basic English language proficiency of students at Payam-e-Kermanshah University. The research method was semi-experimental and the four-group Solomon design with pre-test and post-test was used. The statistical population consisted of all students, Payame Noor Karmanshah University. 60 people were selected from the community using random sampling and were randomly assigned to experimental and control groups and trained for one semester using educational games and routine. In this research, a researcher-made test was used to measure students' learning. The validity of the test by using the Richardson CoD method was 82. announced. SPSS software was used for statistical analysis and multivariate analysis of variance analysis was used to investigate the research hypotheses. The results of the data analysis showed that there is a significant difference between the mean scores of the test and control groups in the visual, written, auditory and spoken components, but the effect of pre-test, as well as the pre-test and group interaction is not significant. Abstract The purpose of this study was to investigate the effect of educational games on improving the basic English language proficiency of students at Payam-e-Kermanshah University. The research method was semi-experimental and the four-group Solomon design with pre-test and post-test was used. The statistical population consisted of all students, Payame Noor Karmanshah University. 60 people were selected from the community using random sampling and were randomly assigned to experimental and control groups and trained for one semester using educational games and routine. In this research, a researcher-made test was used to measure students' learning. The validity of the test by using the Richardson CoD method was 82. announced. SPSS software was used for statistical analysis and multivariate analysis of variance analysis was used to investigate the research hypotheses. The results of the data analysis showed that there is a significant difference between the mean scores of the test and control groups in the visual, written, auditory and spoken components, but the effect of pre-test, as well as the pre-test and group interaction is not significant. Abstract The purpose of this study was to investigate the effect of educational games on improving the basic English language proficiency of students at Payam-e-Kermanshah University. The research method was semi-experimental and the four-group Solomon design with pre-test and post-test was used. The statistical population consisted of all students, Payame Noor Karmanshah University. 60 people were selected from the community using random sampling and were randomly assigned to experimental and control groups and trained for one semester using educational games and routine. In this research, a researcher-made test was used to measure students' learning. The validity of the test by using the Richardson CoD method was 82. announced. SPSS software was used for statistical analysis and multivariate analysis of variance analysis was used to investigate the research hypotheses. The results of the data analysis showed that there is a significant difference between the mean scores of the test and control groups in the visual, written, auditory and spoken components, but the effect of pre-test, as well as the pre-test and group interaction is not significant. Abstract The purpose of this study was to investigate the effect of educational games on improving the basic English language proficiency of students at Payam-e-Kermanshah University. The research method was semi-experimental and the four-group Solomon design with pre-test and post-test was used. The statistical population consisted of all students, Payame Noor Karmanshah University. 60 people were selected from the community using random sampling and were randomly assigned to experimental and control groups and trained for one semester using educational games and routine. In this research, a researcher-made test was used to measure students' learning. The validity of the test by using the Richardson CoD method was 82. announced. SPSS software was used for statistical analysis and multivariate analysis of variance analysis was used to investigate the research hypotheses. The results of the data analysis showed that there is a significant difference between the mean scores of the test and control groups in the visual, written, auditory and spoken components, but the effect of pre-test, as well as the pre-test and group interaction is not significant. Abstract The purpose of this study was to investigate the effect of educational games on improving the basic English language proficiency of students at Payam-e-Kermanshah University. The research method was semi-experimental and the four-group Solomon design with pre-test and post-test was used. The statistical population consisted of all students, Payame Noor Karmanshah University. 60 people were selected from the community using random sampling and were randomly assigned to experimental and control groups and trained for one semester using educational games and routine. In this research, a researcher-made test was used to measure students' learning. The validity of the test by using the Richardson CoD method was 82. announced. SPSS software was used for statistical analysis and multivariate analysis of variance analysis was used to investigate the research hypotheses. The results of the data analysis showed that there is a significant difference between the mean scores of the test and control groups in the visual, written, auditory and spoken components, but the effect of pre-test, as well as the pre-test and group interaction is not significant. Abstract The purpose of this study was to investigate the effect of educational games on improving the basic English language proficiency of students at Payam-e-Kermanshah University. The research method was semi-experimental and the four-group Solomon design with pre-test and post-test was used. The statistical population consisted of all students, Payame Noor Karmanshah University. 60 people were selected from the community using random sampling and were randomly assigned to experimental and control groups and trained for one semester using educational games and routine. In this research, a researcher-made test was used to measure students' learning. The validity of the test by using the Richardson CoD method was 82. announced. SPSS software was used for statistical analysis and multivariate analysis of variance analysis was used to investigate the research hypotheses. The results of the data analysis showed that there is a significant difference between the mean scores of the test and control groups in the visual, written, auditory and spoken components, but the effect of pre-test, as well as the pre-test and group interaction is not significant.

The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers. The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them.

The main purpose of this study was to analyze the lived experiences of new teachers from the first year of teaching in the Education Organization of Fars Province.

This qualitative study was performed using phenomenological method. The method of data collection was the use of semi-structured interviews. Accordingly, 18 elementary school teachers were selected based on inclusion criteria. The interviews were analyzed using the Colaizzi (1978) seven-step model and the content analysis method. The validity of the obtained data was verified using the researchers' verification, reliability and alignment techniques.

After thematic extraction and their classification, the findings are divided into two main themes of "positive outcomes" including three sub-themes "teaching skills", "communication skills", "psychological skills" and "negative consequences" consisting of four sub-themes consists of four sub-themes: "professional challenges", "psychological challenges", "environmental challenges" and "challenges among students".

Creating entrepreneurial educational centers as catalysts for national, national and international innovation is inevitable. Few foreign and domestic studies have considered the entrepreneurial capacity, so this study aimed to identify and rank dimensions of educational centers' entrepreneurial capacity. A framework based on dimensions and develop have been developed and concepts of potential deployments of the Entrepreneurial University Development Model are presented. The study has been conducted based on the Descriptive-exploratory research method in terms of category identification and evaluation model design. The research community consists of specialists, books, documents and related articles in the research literature. Using the focus group method, 15 experts in academic entrepreneurship were selected. Designed based on the Delphi method, data collection tools included a researcher-made form of dimensions and concepts of Entrepreneur educational centers that was designed and developed based on the theoretical foundations and literature of the research as well as experts' opinion. Using TOPSIS software, data were analyzed in terms of content analysis and rating test. The research findings showed that the dimensions and concepts of Entrepreneurial educational centers Capacity include: Governance and Leadership; Entrepreneurial Human Capital; Financial Capital; Entrepreneurial Intellectual Capital; Technical (Digital) Capital; Reflexivity (Strategic Planning Evaluation of effects; Organizational structure; Entrepreneurial culture; Strategy (strategic plan); Pivotal development; Competitiveness; Interdisciplinary Majors, respectively. The findings suggest that, this framework can be used to assess the entrepreneurship capacity and prepare the strategic plan for the national educational centers as well as for academic centers.

The field of art and education is so close that some thinkers of art and aesthetics consider the foundation of education (Karami and Abedi, 2017). The purpose of aesthetic education is to create aesthetic experiences. This type of experience indicates the presence of the element of pleasure in various human experiences (Sharifzadeh, Baezat and Jalalian Rad, 2016). Broudy (1994) also considers the development of pleasure and satisfaction capacity of "aesthetic satisfaction" as one of the reasons for justifying and confirming aesthetic education. He considers aesthetic knowledge as a unique kind of knowledge in which decoding takes place. This type of knowledge can be used in educational systems when, in addition to paying attention to the cognitive and intellectual field, it also pays attention to other fields, including the field of aesthetics. This attention in the teacher education system is doubled due to the artistic characteristics of the teacher (Emam Jomeh and Mehr Mohammadi, 2006). Due to the fact that aesthetic education has been marginalized for reasons such as having priority in the field of cognition, lack of attitude towards aesthetic education, lack of awareness of its importance, consequences and benefits, lack of attention to applied art, etc. Necessary reforms should be made to recognize the importance and application of art curriculum in order to eliminate the shortcomings and needs of student teachers (Kian and Mehr Mohammadi, 2013), therefore, teacher training is a good place to understand and be aware of these principles and based on the program Formal and non-formal education provided the basis for teacher training with desirable professional competencies. In the meantime, the competence of aesthetic educators, which indicates having diverse and attractive strategies based on aesthetics and innovation, and considering different cognitive, social, emotional and skill areas, has a higher priority and is used wisely. They facilitate the achievement of educational goals in Farhangian University, in accordance with the time and place requirements. Educational strategies are one of the important factors in educational design; Because it determines the form of teacher and student activity in the classroom. Aesthetic-based educational strategies, in addition to being diverse, are enjoyable, productive, innovative, and exciting, and the learner tends to repeat them, so when subjects are presented in schools with strategies such as storytelling, drama, imagination, and the use of artistic symbols, The emotional relationship between the speaker and the audience is strengthened, learners follow the subjects with interest and a positive attitude and have a better performance in understanding the relationships of existence (Kharazi and Talkhabi, 2017). Wilcox (2019) emphasizes the creation of a safe psychological art class in which learners can discuss, produce, discover, test, "fail" and succeed in the social, emotional nature Therefore, this research intends to identify the educational strategies of aesthetic education in teacher training system and provide new insights based on aesthetic education. Therefore, while critically analyzing the prescription curriculum of aesthetic education in teacher training system, educational paths of aesthetic education have been identified and presented. This research has a qualitative strategy. To answer the first question, the descriptive-analytical method was used and according to Aisener, the method of "educational expertise and educational criticism" was used. The statistical and sample population in this section was the undergraduate curriculum at Farhangian University. To answer the second question, using the fundamental theory method and purposive sampling method, semi-structured interviews were conducted with 13 experts in the field of educational sciences, art and aesthetics to reach theoretical saturation. The collected data were analyzed by Strauss and Corbin method in three steps (open, axial and selective coding) and Delphi method was used for validation and component approval At present, little attention has been paid to aesthetic education in all undergraduate disciplines of Farhangian University (on average, nearly 2% of the units in each field) and the skill fields of article 28 students were deprived of it, but this amount, with the view of educating the general aesthetics to the curriculum and the mission of the student teachers in the implementation and presentation of aesthetic content that should lead to valuable and meaningful learning and deep understanding and understanding It is insignificant and expandable and can be extended to at least 5 units (two theoretical units of three practical units) in all disciplines. In addition, the professors who teach these courses should have scientific, practical, ethical, artistic and aesthetic competencies and these aesthetic activities are tailored to the teaching profession. One of the most important and practical aesthetic skills in all fields of education and disciplines is orly art and calligraphy. The art of ore can be included in the curriculum of all disciplines (except elementary education) by increasing the number of language courses in education, and calligraphy can be included in the curriculum of all disciplines (except elementary education) by increasing the course of art application in the following education. Also, all the fields of Article 28 can have at least one workshop of three-hour aesthetic training. The courses related to aesthetic education need to be reviewed in number and content. In the meantime, increasing the number of aesthetic training units in the field of exceptional children's education, and including them in the curriculum of different majors of 28 provision of apprentices is a priority. Based on the findings of the data analysis, the educational strategies of aesthetic education are: physical aesthetics, micro-aesthetic skills, aesthetic-based methods, aesthetic teaching, student-centered aesthetic strategies, echnology-based aesthetic methods, aesthetic experiences, master aesthetic literacy, general aesthetic strategies, as well as the core category of "aesthetic strategies" and the most important component of educational strategies "integration and diversity". The identified strategies in this study have two sides. In the first aspect, it covers aesthetic education in teacher training, and secondly it is used in teaching other courses and disciplines. Although it is not possible to introduce a specific strategy or approach as the best method in all educational situations, but aesthetic strategies have capacities and elements that, on the condition of proper design and implementation, can pave the way for mechanical, dry and free classes of innovation, participation and interaction and develop the scope of teacher training strategies. In addition, it should be emphasized on the aesthetic teacher and his continuous support and empowerment in this type of strategies which plays a key role, because the developments in the teacher's education system can only be followed by the role of the teacher's model and transformational role. Using aesthetic guides, it can be expected that future teachers will make a change in school educational strategies and students will experience new and enjoyable experiences.

Various models and theories have been developed to measure and understand the factors that influence an individual's decision to use technology. The Theory of Planned Behavior (TPB), meanwhile, has received widespread support as a robust model for explaining individuals' decision to use technology. The statistical population of this study was 28161 sports secretaries of Kurdistan province, of which 205 people answered the questionnaire voluntarily. To collect data, the decision questionnaire to use technology using the theory of planned behavior was used. Relationships can be meaningful and the research model can provide a suitable model and show the relationships between dimensions and variables well. This study confirms the theoretical importance of teachers' perceptions (ie perceived ease, perceived usefulness, perceived behavioral control) and attitude technology in predicting their future intention to use technology, and also shows that environmental factors (ie management expectation) And technical support) also play an important role in influencing their technology.Various models and theories have been developed to measure and understand the factors that influence an individual's decision to use technology. The Theory of Planned Behavior (TPB), meanwhile, has received widespread support as a robust model for explaining individuals' decision to use technology. The statistical population of this study was 28161 sports secretaries of Kurdistan province, of which 205 people answered the questionnaire voluntarily. To collect data, the decision questionnaire to use technology using the theory of planned behavior was used. Relationships can be meaningful and the research model can provide a suitable model and show the relationships between dimensions and variables well. This study confirms the theoretical importance of teachers' perceptions (ie perceived ease, perceived usefulness, perceived behavioral control) and attitude technology in predicting their future intention to use technology, and also shows that environmental factors (ie management expectation) And technical support) also play an important role in influencing their technology.Various models and theories have been developed to measure and understand the factors that influence an individual's decision to use technology. The Theory of Planned Behavior (TPB), meanwhile, has received widespread support as a robust model for explaining individuals' decision to use technology. The statistical population of this study was 28161 sports secretaries of Kurdistan province, of which 205 people answered the questionnaire voluntarily. To collect data, the decision questionnaire to use technology using the theory of planned behavior was used. Relationships can be meaningful and the research model can provide a suitable model and show the relationships between dimensions and variables well. This study confirms the theoretical importance of teachers' perceptions (ie perceived ease, perceived usefulness, perceived behavioral control) and attitude technology in predicting their future intention to use technology, and also shows that environmental factors (ie management expectation) And technical support) also play an important role in influencing their technology.Various models and theories have been developed to measure and understand the factors that influence an individual's decision to use technology. The Theory of Planned Behavior (TPB), meanwhile, has received widespread support as a robust model for explaining individuals' decision to use technology. The statistical population of this study was 28161 sports secretaries of Kurdistan province, of which 205 people answered the questionnaire voluntarily. To collect data, the decision questionnaire to use technology using the theory of planned behavior was used. Relationships can be meaningful and the research model can provide a suitable model and show the relationships between dimensions and variables well. This study confirms the theoretical importance of teachers' perceptions (ie perceived ease, perceived usefulness, perceived behavioral control) and attitude technology in predicting their future intention to use technology, and also shows that environmental factors (ie management expectation) And technical support) also play an important role in influencing their technology.Various models and theories have been developed to measure and understand the factors that influence an individual's decision to use technology. The Theory of Planned Behavior (TPB), meanwhile, has received widespread support as a robust model for explaining individuals' decision to use technology. The statistical population of this study was 28161 sports secretaries of Kurdistan province, of which 205 people answered the questionnaire voluntarily. To collect data, the decision questionnaire to use technology using the theory of planned behavior was used. Relationships can be meaningful and the research model can provide a suitable model and show the relationships between dimensions and variables well. This study confirms the theoretical importance of teachers' perceptions (ie perceived ease, perceived usefulness, perceived behavioral control) and attitude technology in predicting their future intention to use technology, and also shows that environmental factors (ie management expectation) And technical support) also play an important role in influencing their technology.Various models and theories have been developed to measure and understand the factors that influence an individual's decision to use technology. The Theory of Planned Behavior (TPB), meanwhile, has received widespread support as a robust model for explaining individuals' decision to use technology. The statistical population of this study was 28161 sports secretaries of Kurdistan province, of which 205 people answered the questionnaire voluntarily. To collect data, the decision questionnaire to use technology using the theory of planned behavior was used. Relationships can be meaningful and the research model can provide a suitable model and show the relationships between dimensions and variables well. This study confirms the theoretical importance of teachers' perceptions (ie perceived ease, perceived usefulness, perceived behavioral control) and attitude technology in predicting their future intention to use technology, and also shows that environmental factors (ie management expectation) And technical support) also play an important role in influencing their technology.Various models and theories have been developed to measure and understand the factors that influence an individual's decision to use technology. The Theory of Planned Behavior (TPB), meanwhile, has received widespread support as a robust model for explaining individuals' decision to use technology. The statistical population of this study was 28161 sports secretaries of Kurdistan province, of which 205 people answered the questionnaire voluntarily. To collect data, the decision questionnaire to use technology using the theory of planned behavior was used. Relationships can be meaningful and the research model can provide a suitable model and show the relationships between dimensions and variables well. This study confirms the theoretical importance of teachers' perceptions (ie perceived ease, perceived usefulness, perceived behavioral control) and attitude technology in predicting their future intention to use technology, and also shows that environmental factors (ie management expectation) And technical support) also play an important role in influencing their technology.

The current literature on flipped classrooms offers limited insights into the motivations, perceptions, and challenges of educators, especially in higher education. The purpose of this qualitative study is to understand the motivations of teachers to adopt the flipped classroom method and the challenges and problems that educators face when teaching in the form of information in a public university. In this study, semi-structured interviews were used to collect information. Thirteen professors who had previously taught using the flipped classroom method were interviewed. Data were analyzed using content analysis method. Peer assistance was used to increase the reliability and validity of the analysis. The findings of this study showed several challenges related to the use of flipped teaching method in Iranian higher education: 1) managerial and structural weakness of the higher education system, 2) weak content required in the flipped classroom, 3) individual barriers in relation to knowledge and attitude And information of students and professors, 4) Weakness of technology. These findings could potentially be used as a guide for educators who want to use the flipped classroom method to improve their students' learning outcomes. In the third millennium, with the introduction of information and communication technologies in the field of life, the proper use of educational systems from these technologies in teaching and learning is one of the major professional challenges in most societies (Parsa Moin, 2020). It is popular where activities that were traditionally done in the classroom (for example, presenting material) become homework and activities that were normally called homework become lesson activities. Akçayır et all., 2018) In the reverse classroom, the instructor helps students to take responsibility for the learning process instead of just providing information, and in fact promotes inclusive learning (Lai & Hwang, 2016). . Because class time is not used to impart knowledge to students through lectures, the instructor is able to engage with students through other learning activities such as discussion, problem solving suggested by students, helpful activities, and guidance. Today, the concept of reverse class is implemented in many different disciplines (mathematics, social sciences, humanities, etc.) and in schools and universities around the world (Hao, 2016). As a popular new educational model, the reverse class has attracted a lot of attention in recent years. Research on reverse class, especially in higher education, has increased dramatically. In general, the literature on this topic focuses mainly on the benefits and challenges of reverse classrooms (Ho & et all, 2018). Researchers have discussed the benefits of inverted classrooms to justify their effectiveness. Another important benefit of such a classroom is that it can enhance active learning. In the reverse classroom, students are more involved in meaningful learning activities, self-centered learning, in-depth information processing, and achieving more learning (Lai & Hwang, 2016). The problem is used, which leads to deep learning (Maciejewski, 2016), citing self-centered learning theory, claiming that active presence in the reverse classroom may meet students' need for independence, solidarity and competence, and thus Improve students' motivation and learning. Flexibility is another benefit of the reverse classroom that is often discussed by researchers. Using step-by-step self-help videos enables students to quickly, at any time, place, confront themselves with pause, rewind, review, or video lectures (Karabulut-Ilgu, 2018). Regarding student participation in an inverted classroom, Qualifi concluded that the emotional dimensions of learning should not be underestimated. Dimensions such as peer commitment, recognition, a sense of security, and the coaching relationship are particularly highlighted as contributors to student learning (Steen-Utheim & Foldnes, 2018). Another study showed that reverse teaching method was more effective in students' learning than traditional (explanatory) teaching method (Mobaser Maleki & Kian, 2018). Although the reverse classroom has many benefits for improving learning, it also has some drawbacks. Some studies do not support the effectiveness of the reverse class compared to the traditional class, or even show that the reverse class discussion undermines group learning (McClelland, 2013; Velegol, 2015;). The biggest challenge of using the classroom approach is the heavy workload created for faculty and students. Turning a traditional course into a reverse course creates a significant workload and workload for professors (Howitt and Pegrum, 2015). As noted (Wanner & Palmer, 2015), the actual time used to prepare a reverse class course is approximately six times longer than the preparation time of a traditional course. To effectively implement the reverse classroom approach, the instructor has to design the curriculum, including objectives, content, instructions, and reassessment. Teachers should prepare pre-class video lectures and in-class activities. Even their PowerPoint slides have been redesigned to make them better at online personal learning. In-class activities also require more investment from the instructor to design, monitor, guide and provide feedback. Students should also make more efforts for learner-centered. Students must complete significant amounts of preparation through class before entering class, including watching pre-class video lectures, reviewing other instructional materials, completing online tests, and completing extracurricular activities. In the traditional classroom, students need to discuss and engage with peers and give lectures to solve their academic problems. Therefore, facing a large amount of information along with the feeling of drowning in a lot of work will cause anxiety and frustration for students. They may not be interested in learning online, give up and resist classroom activities, and are therefore dissatisfied with the reverse class approach (Karabulut ‐ Ilgu, 2018). Another important challenge of using the class is The reverse lesson is the lack of theoretical and practical framework for the design and implementation of this model (Karabulut ‐ Ilgu, 2018), which creates a major obstacle and prevents educators from using this type. A large number of experimental studies have focused on the effectiveness of flipped classrooms. A significant body of research has generally demonstrated the benefits of this educational approach in terms of improving student learning, including understanding, participation, learning approach, motivation, general skills, satisfaction, and academic achievement (Al-Zahrani, 2015; Zainuddin & Attaran, 2016; Hung, 2015). Researchers have discussed the benefits of flipped classrooms to justify their effectiveness. One of the most important benefits of such classrooms is that it can promote active learning. In the flipped classroom, students are more involved in meaningful learning activities, self-directed learning, deep information processing, and achieving more learning (Bishop & Verleger, 2013; Hwang & Lai, 2016; Davies, 2013). Moreover, class time is used more for social interaction, peer support, group discussion, and problem solving, which lead to deep learning (Hao 2016; Gilboy et al., 2015; Maciejewski, 2016). Abeysekera and Dawson (2015), referring to self-directed learning theory, claimed that active participation in flipped classrooms may fulfil students’ need for autonomy, solidarity, and competence, thereby improving students’ motivation and learning.

The current literature on flipped classrooms offers limited insights into the motivations, perceptions, and challenges of educators, especially in higher education. The purpose of this qualitative study is to understand the motivations of teachers to adopt the flipped classroom method and the challenges and problems that educators face when teaching in the form of information in a public university. In this study, semi-structured interviews were used to collect information. Thirteen professors who had previously taught using the flipped classroom method were interviewed. Data were analyzed using content analysis method. Peer assistance was used to increase the reliability and validity of the analysis. The findings of this study showed several challenges related to the use of flipped teaching method in Iranian higher education: 1) managerial and structural weakness of the higher education system, 2) weak content required in the flipped classroom, 3) individual barriers in relation to knowledge and attitude And information of students and professors, 4) Weakness of technology. These findings could potentially be used as a guide for educators who want to use the flipped classroom method to improve their students' learning outcomes. In the third millennium, with the introduction of information and communication technologies in the field of life, the proper use of educational systems from these technologies in teaching and learning is one of the major professional challenges in most societies (Parsa Moin, 2020). It is popular where activities that were traditionally done in the classroom (for example, presenting material) become homework and activities that were normally called homework become lesson activities. Akçayır et all., 2018) In the reverse classroom, the instructor helps students to take responsibility for the learning process instead of just providing information, and in fact promotes inclusive learning (Lai & Hwang, 2016). . Because class time is not used to impart knowledge to students through lectures, the instructor is able to engage with students through other learning activities such as discussion, problem solving suggested by students, helpful activities, and guidance. Today, the concept of reverse class is implemented in many different disciplines (mathematics, social sciences, humanities, etc.) and in schools and universities around the world (Hao, 2016). As a popular new educational model, the reverse class has attracted a lot of attention in recent years. Research on reverse class, especially in higher education, has increased dramatically. In general, the literature on this topic focuses mainly on the benefits and challenges of reverse classrooms (Ho & et all, 2018). Researchers have discussed the benefits of inverted classrooms to justify their effectiveness. Another important benefit of such a classroom is that it can enhance active learning. In the reverse classroom, students are more involved in meaningful learning activities, self-centered learning, in-depth information processing, and achieving more learning (Lai & Hwang, 2016). The problem is used, which leads to deep learning (Maciejewski, 2016), citing self-centered learning theory, claiming that active presence in the reverse classroom may meet students' need for independence, solidarity and competence, and thus Improve students' motivation and learning. Flexibility is another benefit of the reverse classroom that is often discussed by researchers. Using step-by-step self-help videos enables students to quickly, at any time, place, confront themselves with pause, rewind, review, or video lectures (Karabulut-Ilgu, 2018). Regarding student participation in an inverted classroom, Qualifi concluded that the emotional dimensions of learning should not be underestimated. Dimensions such as peer commitment, recognition, a sense of security, and the coaching relationship are particularly highlighted as contributors to student learning (Steen-Utheim & Foldnes, 2018). Another study showed that reverse teaching method was more effective in students' learning than traditional (explanatory) teaching method (Mobaser Maleki & Kian, 2018). Although the reverse classroom has many benefits for improving learning, it also has some drawbacks. Some studies do not support the effectiveness of the reverse class compared to the traditional class, or even show that the reverse class discussion undermines group learning (McClelland, 2013; Velegol, 2015;). The biggest challenge of using the classroom approach is the heavy workload created for faculty and students. Turning a traditional course into a reverse course creates a significant workload and workload for professors (Howitt and Pegrum, 2015). As noted (Wanner & Palmer, 2015), the actual time used to prepare a reverse class course is approximately six times longer than the preparation time of a traditional course. To effectively implement the reverse classroom approach, the instructor has to design the curriculum, including objectives, content, instructions, and reassessment. Teachers should prepare pre-class video lectures and in-class activities. Even their PowerPoint slides have been redesigned to make them better at online personal learning. In-class activities also require more investment from the instructor to design, monitor, guide and provide feedback. Students should also make more efforts for learner-centered. Students must complete significant amounts of preparation through class before entering class, including watching pre-class video lectures, reviewing other instructional materials, completing online tests, and completing extracurricular activities. In the traditional classroom, students need to discuss and engage with peers and give lectures to solve their academic problems. Therefore, facing a large amount of information along with the feeling of drowning in a lot of work will cause anxiety and frustration for students. They may not be interested in learning online, give up and resist classroom activities, and are therefore dissatisfied with the reverse class approach (Karabulut ‐ Ilgu, 2018). Another important challenge of using the class is The reverse lesson is the lack of theoretical and practical framework for the design and implementation of this model (Karabulut ‐ Ilgu, 2018), which creates a major obstacle and prevents educators from using this type. A large number of experimental studies have focused on the effectiveness of flipped classrooms. A significant body of research has generally demonstrated the benefits of this educational approach in terms of improving student learning, including understanding, participation, learning approach, motivation, general skills, satisfaction, and academic achievement (Al-Zahrani, 2015; Zainuddin & Attaran, 2016; Hung, 2015). Researchers have discussed the benefits of flipped classrooms to justify their effectiveness. One of the most important benefits of such classrooms is that it can promote active learning. In the flipped classroom, students are more involved in meaningful learning activities, self-directed learning, deep information processing, and achieving more learning (Bishop & Verleger, 2013; Hwang & Lai, 2016; Davies, 2013). Moreover, class time is used more for social interaction, peer support, group discussion, and problem solving, which lead to deep learning (Hao 2016; Gilboy et al., 2015; Maciejewski, 2016). Abeysekera and Dawson (2015), referring to self-directed learning theory, claimed that active participation in flipped classrooms may fulfil students’ need for autonomy, solidarity, and competence, thereby improving students’ motivation and learning.