مجله آموزش پژوهی
پیاپی 31 (پاییز 1401)

The present study was conducted to investigate the role of the whole-word reading method in the development of reading language skills of preschool children. The research method is qualitative, regular library review. The research community includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. From them, resources related to research objectives and accessibility were selected as a research sample. The results of the analysis indicate that teaching in a holistic way leads to meaningful language learning. Children can easily use new words in different situations, read more fluently and memorize their spelling more easily. Therefore, it is suggested that the preschool reading method be used to develop reading skills in the early years of primary school.The present study was conducted to investigate the role of the whole-word reading method in the development of reading language skills of preschool children. The research method is qualitative, regular library review. The research community includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020.

The aim of this study was to investigate the effect of two-way question teaching method on self-efficacy, self-esteem and academic achievement of sixth grade students in the city of Sarayan. This research was applied in terms of purpose and quasi-experimental in terms of method. The total research population of sixth grade elementary school students in Sarayan and the research sample was random sampling method which was estimated to be 30 people using Morgan table. The research tools were three questionnaires of student self-efficacy of Jink and Morgan (1999), Coopersmith self-esteem (1967) and academic achievement. The content validity of the questionnaires and their reliability based on Cronbach's alpha coefficient are 0.83, 0.81 and 0.89, respectively. Descriptive statistics (mean, standard deviation) and inferential statistics (analysis of covariance) were used to analyze the data in SPSS software version 22. The results showed that two-way questioning training on the components of talent with a significant level (0.024) and effort with a significant level (0.009) and components of general self-esteem with a significant level (0.001), family self-esteem with Level of significance (0.001), social self-esteem with a significant level (0.001) and academic achievement with a significant level (0.002) are effective.

The current research was to investigate the amount of implemented curriculum to the dimensions of national identity from the high school teachers perspective. This research was a type of descriptive-survey and Statistical population of this research includes all male and female high school teachers in Naghdeh who teach the textbooks of history, geography, literature and educational science And taught social sciences in the first and second years of high school who were 140 people. Also, the Statistical sample of this research includes 103 number of male and female teachers who were selected coincidental and based on the Morgan table. the research data collection tools was a researcher made questionnair. In order to Statistically data analysing, indicators and descriptive and inferential statistic methods were used. Singular sample of T testing coefficient was used to data analysing. Generally, the research findings showed that the amount of the implemented curriculum is low in the content and objective. In addition, the results show that there is a significant difference between the perspective of the male and female teachers in the dimensions of national identity and the amount of the teachers attention to dimensions of national identity for male teachers is at the higher level.

Following the outbreak of the Corona virus, the virtualization of schools and the need to continue education in the school year, teachers were forced to provide education on social networks (Shad). The main purpose of this study was to understand the lived experience of elementary school teachers of the challenges of e-learning in social networks due to the prevalence of coronavirus, which was done using a qualitative approach and phenomenological method. Semi-structured interviews were used for data collection method. Accordingly, with the purposeful sampling approach and standard method, teachers and schools that were in the forefront of virtual education and experienced teachers were selected and based on theoretical saturation, finally 20 people were interviewed. The interviews were analyzed using the Claysian model and the content analysis method. After thematic extraction and categorization, the challenges of e-learning in social networks fall into five main categories: problems for students and parents; Problems with teachers; Problems with content production; Organizational problems and evaluation problems were classified, each of which had subcategories. Based on these findings, it can be concluded that despite the problems and challenges mentioned by teachers, designing a coherent and effective infrastructure to provide virtual education is necessary.

The aim of this study was to investigate the integrated curriculum effect on students self-esteem and academic achievement in multi-grade classes in Piranshahr.Method of this study was quasi-experimental and with pretest-posttest with two control groups and two experimental groups.The study statistical population was all students in the sixth grade of multi-grade classes in Piranshahr.Using multi-stage cluster sampling, two primary schools were randomly selected from two groups of multi-grade schools in Lajan and Markazi, and finally, from each primary school, the second grade class in which the sixth grade was located was selected. It was elementary and the sixth grade was selected.Therefore, the research samples include four classes (60people), ie two classes of experimental group (30people), and two classes of control group (30people).The Cooper-Smith Self-Esteem Questionnaire (SEI) was used to assess students' self-esteem.The questionnaire is first administered to 30 people experimentally and after removing some of questions, the Cronbach's alpha coefficient of the questionnaire was 91%.To measure academic achievement, a teacher-made math test with 15 questions was used, which was designed for the sixth grade of elementary school. In order to analyze the data, in addition to descriptive statistics methods (mean and standard deviation), inferential statistics method (ANCOVA) was used.

Generally, there exists a latent futuristic approach in almost every education which assumes childhood as a station to achieving a so-called ideal adulthood. The dominance of this view in citizenship education, which distinguishes the child as a future citizen, entering the society and acting actively only happens in adulthood. However, two major approaches in citizenship education can be identified in educational systems; the conservative approach and the progressive approach. In this study, we have tried to investigate the position of the child in these approaches through a reflective analysis. We have also embarked on identifying and analyzing each of these approaches’ goals in citizenship education. findings show that in the conservative approach, focuses on educating future citizens and the child has a passive position since children are educated for adulthood. The progressive approach, maintains an active position for the child, focuses on empowering the child to be an active member of society while being a child. This study concludes with a proposition of a life-world approach to children’s citizenship education which takes into account the goals of the active/progressive approach, considering the realities of the community in which the child lives, and the child is accepted as a social actor.

The purpose of this study is to identify the opportunities and challenges of virtual education in schools during the outbreak of coronavirus using a combination of findings and results of published research with the method of qualitative meta-analysis. Accordingly, after reviewing numerous articles from various domestic scientific databases and based on ten criteria, among 188 researches in this field, 17 articles were selected as the final sources for review, analysis, interpretation and classification. Based on the results of the present study, which is the result of reviewing all selected articles, a total of 126 codes were extracted, which were determined in 6 components and 3 levels, 47 codes as opportunities and 79 codes as challenges. The findings of this study indicate that among the existing components, except the productivity component, which has nearly twice the opportunities and the organizational component, whose opportunities and challenges are exactly equal to each other, among others Components, challenges from 1.5 to more than 3 times more than the opportunities available in that component among different sources.

The main purpose of the present study is to develop a practical guide for the integrated first- grade elementary curriculum. The research approach was qualitative (qualitative content analysis method) and the research community was all first- grade elementary textbooks and the teacher’s teaching guide for each book. The research sample was the same as the community. The theme-based integrated curriculum approach (concept based and skill-based) was chosen. Concepts and skills were extracted from the textbook and objectives of each lesson were extracted from the teacher’s teaching guide and coded simultaneously. Codes that had a common theme were categorized into curriculum themes. 81 initial codes were obtained and classified into 43 categories, and finally, 19 combined themes were formed. Topics include: The journey to the past, wonders of creation, science and life, the essence of life, our motherland, Iran, science learning, jobs, Muslim child, change, our family, senses, fauna, assortment, health, modeling skills, measuring skills, drawing skills, counting skills, Life skills. Class lesson plans (annual and daily) are based on these common themes; if the book's concept and content are not included in these themes, it will be taught in the same traditional (separate) way.