فصلنامه نوآوری های آموزشی
پیاپی 77 (بهار 1400)

The aim of this study was to identify the dimensions of the neglected components in the curriculum implemented in the field of educational sciences of Farhangian University. The approach of the present study, based on the nature of the research objectives, is qualitatively phenomenological and descriptive. Participants in the study were professors and teachers, graduates in the field of primary education at Farhangian University, 98-97. Participants were selected by purposive sampling based on the experiences of both groups by snowball method and this theoretical saturation was finally completed for 12 professors and 15 new teachers. In-depth semi-structured interviews were used to collect qualitative data. Also, in order to check the validity, the information obtained from the analysis of the text of the interviews was given to the supervisors, advisors as well as specialists at Farhangian University; The reliability of the data was confirmed by three criteria considered by qualitative study experts: including: acceptability, reliability, and verifiability. Based on the structure of the interview, the seven-step Klaizi method was used to analyze the participants' perceptions. After the above steps, seven main dimensions including: organizational structure and university course, necessary professional skills and proper performance of the teacher, attention to the learner's needs, appropriateness of the subject and course materials with student resilience, central research in the classroom, were extracted. Recognizing and introducing the neglected components in the country's teacher education system can help policy makers, administrators and educational planners in adopting appropriate strategies to reduce the gap between the current and desired situation in this field and improve the status of implemented curriculum components.

The teachers are main part of the teaching-learning process so we can extract valuable information from their life experiences. The main purpose of this study was experience of elementary teachers from mattering. This qualitative research had done by phenomenology method. Data collection method was semi-structured interviews. Accordingly; 14 elementary school teachers were selected based on the criteria for entering the research. Interviews analyzed based on Colaizzi method and thematic analysis. After subject extracting and categorizing, findings were identified in 3 main themed: Influencing students, self-esteem and belonging to the education system and 9 subs themed. Examining elementary teachers life experiences showed that teachers with the feeling of mattering from teaching will prevent mental exhaustion and will meet some of their social needs. The teachers are main part of the teaching-learning process so we can extract valuable information from their life experiences. The main purpose of this study was experience of elementary teachers from mattering. This qualitative research had done by phenomenology method. Data collection method was semi-structured interviews. Accordingly; 14 elementary school teachers were selected based on the criteria for entering the research. Interviews analyzed based on Colaizzi method and thematic analysis. After subject extracting and categorizing, findings were identified in 3 main themed: Influencing students, self-esteem and belonging to the education system and 9 subs themed. Examining elementary teachers life experiences showed that teachers with the feeling of mattering from teaching will prevent mental exhaustion and will meet some of their social needs.

Teaching literacy in elementary school is particularly important, and teachers play an important role in students' literacy performance. Therefore, it is essential to have teachers who have leadership competencies to teach and develop students in the field of literacy. This research aimed to design a teacher literacy leadership framework. In this study, with the qualitative method of Sandlowski and Bareso (2007), 65selected articles were evaluated after the quality assessment process that met the accepted criteria .As a result, a total of 79 codes, 12 concepts, and 3 categories were found. Concepts include communication skills with students, parents and co-workers, motivational skills to generate interest and motivation in student literacy, use of educational tools and resources, use of educational techniques, educational planning and design skills, skills Student Behavior Management, Monitoring and Evaluation Skills, Knowledge of Learner Needs and Conditions, Knowledge of Subjects and Content of Literacy, Knowledge of Technology and Teaching and Learning Tools, Attention to Long-Term Personal and Professional Skills Development, Interest, Motivation And the clear goals in education were to be a teacher Must have the title of literacy leader. The concepts were also included in three main categories: knowledge, attitude and skill. As a result, teachers in the leadership role of literacy need to develop their attitudes, acquire the skills they need, and use the knowledge necessary to train literacy to advance their careers and promote student literacy.

The ultimate goal of education is creativity in students in all levels of education.So entrepreneurial school can provide development in society.The aim of this study is to provide a framework for quality in Voctional & educational school for converting to Entrepreneurial Schools .This is a development research .It's also qualitative research based on grounded theory studies.14 theoreticicians in the fields of Entrepreneur and university professors and teachers and managers in vocational schools and The head in educational office and students participated in this grounded –theory based qualitative research.They were selected based on the purposive method.In this study,using Corbin and Strauss grounded theory methods in open coding by using Attlas 7,10 categories and 101 concepts were extracted.It had 598 open coding and 22axial coding stage and 4 categories in the selective coding stage. The choice of the theoretical model derived from the research findings was introduced.It was drawn based on 4 categories (Intra-organizational dimensions ,External organizational dimensions Entrepreneurial Schools , School bedding,The consequences of entrepreneurial school).It is suggested to pay attention to the cultural foundations of entrepreneurial schools and Education officials should take the necessary task.

The purpose of this study is to identify the dimensions and components of chemistry education for sustainable development and Surveying the Degree of Attention in the high School's chemistry Curriculum. The present study is a combination of non-experimental studies in terms of nature, non-experimental in terms of control over variables, applied researches in terms of purpose, and Shannon in terms of document analysis, comparative and entropy methods. The statistical population in this study were: high school chemistry textbooks, curricula, documents related to chemistry education for sustainability and UNESCO global documents. Purposeful sampling method and the countries of England, Canada and Finland were selected for comparison with Iran. The research findings identified 3 dimensions, 17 components and 81 indicators in chemistry education for sustainable development. In addition, the results of the study showed that in Iranian textbooks in the eleventh and twelfth grade, less attention has been paid to the components of the environmental dimension and more attention has been paid to the economic and social components. In the tenth grade, the components of chemistry in the society have received the least attention. The results show that the current situation of Iranian secondary chemistry curricula is not sufficient for sustainable development in comparison with other countries in terms of attention to skills training.

The aim of the study was to examine effective factors on academic motivation in student and school levels. So 500 female students (11th grade) and 200 teachers from 20 classes from 10 schools were chosen through multiple cluster sampling. The students completed students’ perception of school climate and Harter’s academic motivation surveys. The teachers completed teacher’s self-efficacy and job satisfaction questionnaire. According to unconditional model, 8% and 92% of the variance in academic motivation explained based on the variables at student and school levels respectively. The variance in full model was 8% and 9% that showed aconsiderable decrease in student level. The results of analysis showed that academic motivation had enough changibility after and before adding two levels variables. Students’ perception of school climate was a meaningful predictor but schools’ variables were not meaningful ones. It is better to notice students’ perception of school climate considerably to improve students’ academic motivation

Cognitively-guided instruction is an approach in math teaching based on metacognition which emphasizes discovery and uses language and conversation of math. CGI explains how the students can develop their math understanding while benefiting from a minimum prior math knowledge and interaction with other students. The present research is applied and quasi-experimental. Population of the research included fourth-graders in elementary school of the first district of Arak with a sample of 50 participants chosen via tow step clustered sampling to be put into two experimental and control groups. After conducting the pre-test of math anxiety, learning and instruction were conducted according to cognitively-guided instruction in five 45-minute sessions in the control group, and ordinarily in the experimental group. To investigate any change in learning factor, the students’ capability of math problem-solving were compared; to investigate anxiety, the Mathematics Anxiety Scale for Children (MASC) was employed. To analyze results of Self-direction in learning, the expert analysis method, and to analyze data from the anxiety questionnaire, the Analysis of covariance (ANCOVA) were used. The findings showed that the cognitively-guided instruction positively affected learning and recalling, and anxiety in math classes. This method facilitates learning and recalling of mathematics and reduces anxiety in math.

Due to social, economic, cultural and linguistic differences in different provinces of the country, the university entrance exam items may not be valid for all provinces, which makes comparisons unfair. The purpose of this study is to investigate the effect of the province of residence of the subject as a source of differential item functioning(DIF). Approximately a sample of 1000 people from each province was selected. multilevel factor mixture analysis placed the provinces in 3 homogeneous classes, which shows that the subjects do not have the same response pattern in the provinces, and therefore the subject's residence is one of the sources of the DIF. Post hoc comparison of homogeneous classes showed that age groups are also one of the factors affecting DIF in the provinces. In this study, the ratio of men and women in the latent classes is the same, so the subject gender cannot be reasons of DIF. The statement that subjects in a group (for example, men) answer a DIF item differently leads to a stereotypical view of the item, which benefits all members of the group (men). Therefore, if latent classes are formed first and then the differences in the characteristics of the subjects in the classes are examined, it leads to a more informative analysis of DIF.