فصلنامه نوآوری های آموزشی
پیاپی 83 (پاییز 1401)

The purpose of this research was to identify the most important pedagogical challenges of primary school education in the e-learning environment. In accordance with this aim, a qualitative research design of the meta-synthesis type was selected. Data were collected using Sandelowski & Barroso (2007)'s seven-stage model. For this purpose, after searching for articles in the databases (during the period 1399-1400 for the nationwide researches and 2020-2021 for the foreign researches), finally, out of 217 articles related to the field of this research, 39 articles that directly address the challenges of primary school education in the e-learning environment, were purposefully selected using the Critical Assessment Skills Program (CASP), and they were entered into the analysis phase. To analyze the data, the content was analyzed using the categorization method. To evaluate the validity and reliability of the findings, the researcher's self-review criteria and peer review method were used. Finally, in-depth analysis of the previous studies resulted in the representation of 11 main categories, 32 concepts and 242 related codes. Findings showed that the identified pedagogical challenges have included issues on the interaction, teachers, students, parents, teaching method, classroom management, monitoring and evaluation, homework and feedback, educational content, learning outcomes and educational resources. Finally, the results of meta-synthesis emphasized the need for rethinking and preparing appropriate educational mechanisms to reduce the effects of challenges and potential problems, and promoting the positive conditions, and some practical suggestions have been point out.

As a coach, the principal helps the staff to believe that they can have behaviors and activities that are more effective, efficient and innovative than before. To be successful in coaching, having a good character could facilitate the coaching process. In this research, the indicators of coaching character of primary school principals are identified in order to be useful for users of the results of this research and those interested in coaching in the school environment. It was a qualitative research of the content analysis type. The participants of this study were 15 teachers and school principals who were selected purposefully. The research instrument was a semi-structured interview and the data were analyzed using a thematic technique. Triangulation method was used to confirm the validity of the research and Holstein method was used to confirm the reliability. The results led to the identification of 8 main categories including the excellence and superiority, accountability, participation, humanity, humility, service, justice and honesty and 30 sub-categories. Since schools are considered as the cultural center of the country and play an effective role in this regard, so using the results of this study could be useful as a model for teachers and school principals.

The current qualitative study aimed at identifying factors behind organizational trauma among the primary school teachers using an exploratory approach. To do so, 20 experts were interviewed and then the data were analyzed using content analysis method. Findings showed that discrimination and inequity, financial abuse, low level of welfare and livelihood, difficulty of assigned responsibility, disease and death, not being professional, tough conditions for occupational promotion, loss of quality, and personal problems (individual factors), politicization of education, insufficient budget and credit, weakness of management, recruitment of inefficient personnel, bureaucracy, lack of organizational support, centralism, poor performance evaluation and reward system, and inappropriate payment (organizational factors), unfavorable condition of workplace, neglecting the education, beneficiaries’ dissatisfaction and protest, teachers’ inappropriate socioeconomic position in society, the decline of education, students’ family problems, having unrealistic expectations of teachers, poor performance of media on the education (environmental factors), limited access to the technological requirements, the cost of technology, inability to utilize educational technologies, lack of appropriate support and utilization of available technologies, riskiness of technology and rapid technological growth and changes in education (technological factors) were recognized as the factors behind the organizational trauma among the primary school teachers. Using the results of this study, the educational policy makers and managers could think how to manage the phenomenon of trauma in the identified domains.

The global epidemic of Covid-19 has faced the education system with unprecedented challenges and opportunities. A prominent feature of this pandemic is the creation of unpredictable, uncertain conditions and lack of certainty in all the phenomena of the universe,which many experts believe that it promises a new life or better order in all aspects of life, including education. Achieving this new life or higher order depends on reflection, reform and even transformation of the education system. This requires a new rearrangement and rethinking of philosophical foundations. The present study was conducted to study the rhizomatic thinking of Deleuze and the quantum thinking of Zohar in order to identify their educational implications for the five dimensions of Eisner's educational reforms using conceptual and inferential analysis. Considering the focus of both philosophical approaches on uncertainty and accepting the differences and constant changes, and based on the research findings, the original questions could be dealt with through rhizomatic and quantum thinking and some solutions could be provided to adapt to the continuous changes in the field of education. In this study, some considerable educational implications in various dimensions of objectives, structure, curriculum, pedagogy and evaluation (assessment) were deduced through analyzing the important elements of these two philosophical approaches.

The aim of this research was to identify the components of peace literacy of the junior high school teachers. The research approach was qualitative; and the descriptive-analytical as well as grounded theory methods were chosen to answer the research questions. Data collection tools included document, written sources and semi-structured interviews. The research participants were university professors, activists in the area of peace education, as well as the junior high school teachers in Tehran. The researcher achieved the theoretical saturation through conducting 15 interviews. Qualitative data analysis was done based on the classic version of the grounded theory using three stages of coding including open, axial or theoretical as well as selective coding. After analyzing the data, 97 open codes and 28 axial codes were identified which were classified into 7 general categories. According to the results of this research, the most important components of peace literacy include: New needs, identification of basic peace capacities and skills, accurate understanding of the meaning of humanity, accurate understanding of social conditions, characteristics of teachers with peace literacy, triple elements of individual, social, and global levels and the art of living. Accordingly, peace literacy is a new way of creating and developing peace that emphasizes the non-physical needs.

The aim of this research was to evaluate the content elements including textbook, audio book, educational cardboards and teacher's manual in the Quran curriculum of the junior primary school. The research population included students, teachers, classrooms and primary schools of the whole country, and due to the extent of the research population, the purposeful cluster sampling method was used. The research sample consisted of four provinces, 16 schools, 48 ​​classrooms, 353 teachers, 32 educational group leaders and 295 students. The research tools included a quantitative teacher survey questionnaire, a semi-structured teacher interview form, a structured student interview form, and a question form for teachers' focus groups, and to analyze the data, the triangulation model was used. Findings showed that the content of the Quran education is not aligned with some principles and intended objectives of Quran education. In fact, considering that the principles of the curriculum emphasize the attractiveness of the content, this issue has not been taken into account in the compilation of the junior primary school Quran textbooks, which resulted in the non-fulfillment of the objective of developing familiarity and interest in the Quran. The teachers in each of the first to third grades have given below-mean scores to different parts of the content (textbook, audio book, teacher's manual, educational cardboards). In fact, according to the teachers, the presented content is far from the optimal and needs a fundamental revision.

Based on environmental situation of Iran, learning second language has great importance. For this purpose, Arabic language teaching is implemented in the first and second levels of high schools of Iran. This article compares the teaching methods of memorizing the Arabic vocabulary of male students in the first high school in Ahvaz. In order to memorize 200 words, after teaching the subjects in conventional classes and added education in three study groups, three methods of traditional teaching, digital flashcards and animation based on the research design, were determined that in the post-test that conducted 8 weeks after the beginning of word memorizing, the Digital flashcard and animation were significantly different from traditional teaching method with 0.05 error coefficient. But after 16 weeks of training and memorizing in the follow-up phase, only the memorized vocabulary using animation method compared to the traditional method of digital flashcards had a significant difference with the error coefficient of 0.01 with an average 128.5 memorized words. This differences shows a significant elements that embedded in animation method to help student in memorizing Arabic words.

The present study examined the context-based problems of the fourth grade primary school math textbook and also compared it with the latest published problems of the TIMSS 2015. This evaluation has been based on the degree of relevance of the context-based problems to the real world with the help of frameworks proposed in the related researches and the content area of the problems. It was a descriptive-analytical-comparative research, for which the proposed Brady model has been used. The research tool was the checklists whose face and content validity have been confirmed by experts and their reliability have been computed using the Holsti formula (0.88). The results showed that in the fourth grade math textbook, 83.89% of the problems are standard application and 16.11% are context separate, and these values for the TIMSS context-based problems are about 84% and 16%, respectively, which indicates the similarity of the distribution of these problems. In terms of content, the frequency of context-based problems is the same between the two sources, however the observed ratio among the content domains in the textbook is unbalanced. About half of the context-based problems of the TIMSS studies have a very similar example in the textbook, and the other half have the same content, but a different or slightly more complex solution method, and a few number of these problems have not been similar to the ones in the textbook. However, the students' performance in solving TIMSS study's context-based problems was lower than the international mean. The results of this research could help the educational planners in identifying the positive and negative points of textbooks.

The optimal age to start teaching a foreign language is one of the most challenging topics in foreign language education, especially when the role of culture in such education is discussed. The aim of this research was to identify the optimal age range for foreign language education (focusing on English) and considering the cultural factors. The method adopted in this study was synthesis of the related studies. In the first stage of research synthesis, through electronic search of the databases over a time period starting from 1961 to 2020, 81 sources were identified as the research population. Subsequently, through two round of purposeful sampling 19 studies were selected for the next stage. In the second stage, the selected researches were analyzed using the physiological analysis tables. The results of the analysis were entered into the synthesis stage, which has two sub-stages of aggregate and combined synthesis. In the synthesis stage, the data were integrated with the purpose of coding, which resulted in open, axial and selective codes. The selective codes included the intercultural competence, cultural-critical awareness, early learning of second language culture, and the time required for the formation of the first and second language culture. The findings indicated that the majority of researchers whose studies were reviewed conceded that the optimal age range to start teaching a foreign language considering cultural factors is the age range below 12 years preferably young children of 3 to 5 years old. The results of the present study could be used by foreign language education policy makers.