فصلنامه نوآوری های آموزشی
پیاپی 84 (زمستان 1401)

The purpose of this study was to identify the factors affecting the establishment of knowledge management at schools. It was a qualitative research with the systematic grounded theory design. The research population included professors of education in Iranian universities and elite educational experts and managers in the Ministry of Education and at schools and educational institutions in the academic year 1399-1400. In this study, purposive sampling method was used and 16 people were interviewed until reaching the theoretical saturation. In order to check the credibility and dependability of the data, we presented them to the participants for reviewing, and the necessary corrections were made according to their opinions, and finally, the experts who did not participate in the interviews were asked to help in this regard. Then, the expressions in the interviews were transcribed and by open, axial and selective coding method, the concepts and categories were classified. Hence, 85 open codes and 17 axial codes were considered. In the selective coding stage, four effective factors including organizational culture, employee characteristics, program-orientedness with a systematic approach and human resource management were explained.

The teacher is considered the most basic element in the education system and his/her professional qualification, self-efficacy, interest, and professional mastery would have a determining impact on the quality of the teaching-learning process. This aim of this study was determining the primary school and high school teachers' qualification using integrative review of the related Iranian valid studies. For this purpose, electronic databases were searched using the Persian words with the aim of extracting the researches related to measuring the teachers' professional qualifications. Searching these databases was done between January and February 2021. Out of 100 PhD dissertations, research projects and the articles in Persian which were published during 2006-2021), 22 cases (15 articles, 4 research projects and 3 PhD dissertations) were screened based on the research criteria. Whittemore and Knafl’s integrative review method directed these texts' analysis. Open coding, and categorizing the relevant codes and themes resulted in 4 dimensions of qualifications (knowledge, skill, attitude/value/ and personality/ethical) at 3 levels (Above, within and below average). Findings showed that in general, the teachers were at an average level in terms of knowledge dimension. In the dimension of skill (including class management, planning and organizing the learning opportunities, active teaching methods and elements like assessment as well as using technologies in the teaching-learning process) they were ranked lower than average. However, teachers were above average in terms of value/attitude and personality/ethical dimensions. It was concluded that there is a need to develop and improve the professional qualifications of teachers with systematic planning based on the fundamental document for developing educational system and scientific researches.

The present study is one of the qualitative researches that was conducted as the field work. The qualitative method used in this study was phenomenological. Participants included the sport teachers in the deprived areas. Purposeful sampling method was used with homogeneous sampling approach, while observing the maximum sampling diversity. Sampling was done until the theoretical saturation was reached. Finally, 15 interviews were conducted in this regard. The research tool was a semi-structured interview. Thematic analysis was used to analyze the data. The results showed that 5 physical, psychological, educational, training and sport factors are influential on the injustice at the schools' sport in the deprived areas. The principals are suggested to improve the conditions for the students in these areas, so that they could participate in the sport activities by solving the problems of sport at schools in the deprived areas, such as allocating more funds, more motivated manpower and more facilities.

The aim of this study was to identify the components of principals' quantum skills in implementing blended learning. The research method was qualitative of the meta-synthesis type. Data has been collected by reviewing the scientific documents and sources related to the research topic in the last 31 years (1990 up to 2021). For this purpose, the related keywords were searched in the valid scientific databases and finally 31 sources were selected for the final review. In order to increase the credibility and dependability, the documents were coded separately and the percentage of agreement between the two coders was 0.89. After reviewing and analyzing the content of resources by the coding method, the quantum skills of principals in 3 dimensions of quantum knowing, quantum action and quantum trust were extracted with 17 components. In the dimension of quantum knowing, the components of education and awareness, open flow of information, professional development and the nature of blended learning, in the dimension of quantum action, the components of leadership, management, spiritual environment, educational infrastructure, human resources, technical support, technology infrastructure and financial resources, and in the dimension of quantum trust, the components of self-organization, creating the atmosphere of trust and confidence, situationism, monitoring and feedback and motivating were extracted.

The aim of this research was to study the characteristics of the elements of the sixth grade primary school science curriculum based on the STEAM method. This study was conducted in the academic year 1399-1400 with a qualitative approach and the directed qualitative content analysis method. Sampling was done using the purposive sampling (standard) and the data was collected through semi-structured interview with 23 experts in the field of curriculum studies and sixth grade primary school teachers. The transcript of the interviews was analyzed manually and simultaneously, along with data collection. The dependability of the findings was obtained using immersion and repeated study and review of the participants and experts. Based on the elements of Akker's proposed curriculum, in this study, ten elements were studied. The results showed that the STEAM-based science education curriculum has removed the traditional barriers separating the five areas of learning. It has integrated these areas to achieve learning based on the objectives of the curriculum and it has relied on the principles of creativity and ideation.

The purpose of the present study was to create a semantic network of concepts in the field of education with the help of folksonomy. The research was applied in terms of purpose and in terms of method it was a co-lexical analysis. This analysis means creating a word-concept in the design of the thesaurus and its conversion to the ontology. This means that first, the texts, the proposed links, as well as the terms and words inserted by the users were turned into the words - concepts. Then, at the same time with this process; 10 experts in the field were interviewed, based on the purposive sampling. Six Primary school Fārsi text books were the main part and the demands of this study from the research population, participating in the folksonomy. The related users were 240 experts of the Organization for Educational Research and Planning and among them 148 people were selected as the sample, based on the Morgan table. The results of this project were run in Fārsi parser and Rover matrices software for the lexical analysis and then they were inserted in the Protégé version5.5 and they were represented with OWLViz and OntoGraf plugins. The desired relationship was categorized into seven general categories, as well as 24 subcategories, and 122 (sample). The hierarchy and relationships among them were determined by extracting the concepts, and the semantic knowledge and repetitive words used by the users and the experts in the folksonomy were identified. Using this method is effective in systematizing the primary school textbooks, so that students and teachers could access the resources in the web environment. Also, it facilitates the storage and retrieval of information.

The purpose of this research was to design an empirical science curriculum model based on the actor-network theory in a network learning environment. In order to achieve this goal, a meta-synthesis and grounded theory approach has been used. The research population included the faculty members, familiar with the fields of curriculum studies, educational technology and all articles and theses, related to the subject in the valid databases in the time interval between 2005 up to 2020. The research sample in the qualitative section of the research was selected through theoretical (non-probability) and purposive sampling using the snowball method. To analyze the data, the open, axial and selective coding methods were used. In order to measure reliability and quality control, Kappa method was used. Kappa coefficient, was calculated by SPSS (0. 94), which was at the level of excellent agreement. Findings showed that the principles governing the actor-network curriculum include: the generalized symmetry, heterogeneity and multiplicity, free analysis, correlation, networking, and process-orientedness. The actor-network theory-based curriculum is sensitive to context, based on differences, inter-subjective and distributed multi-vein. The objectives of this multi-faceted curriculum is interdisciplinary, climatic, and plural. Its content is dynamic, indeterminate and generalizable. Its strategy is teaching and learning, based on deconstruction, cultivation of reproduction skill, multi-network, based on the negotiation and creation of knowledge. The teacher's role in such a curriculum is like an anthropologist, intellectual and reformer. The learning environment should be collaborative and it should provide a space for searching the archived knowledge. Also, the learning environment should be multi-sensory, having divergent evaluation, sensitive to the individual differences, problem-oriented and responsive-oriented.

The aim of the current research was to identify the key factors that are effective in improving the quality of the educational environment's architecture in order to increase the motivated presence of students in such environment and as a result to strengthen the academic efficiency. It was a qualitative research. The research population included the valid scientific researches, published between 1980 up to 2019, on motivating students at schools and the behavioral, physical and psychological components influential on improving the quality of the environment. At first, using the keywords "educational environment", "school", "academic efficiency", "evasion of education", "architectural structure" etc… and based on the entry criteria, 362 scientific researches were identified. Then, considering the exclusion criteria, 59 articles were included in the final analysis stage. To analyze the documents qualitatively, Roberts' six-stage research synthesis model was applied, using "MAXQDA10" line-by-line coding methods. Finally, the following key factors were identified including: 1. behavioral-satisfaction, 2. psychological- sense of belonging to the place, and 3. physical - the architectural structure. Also, the conceptual model of key factors influential on improving the quality of educational environments was developed.