نشریه رویکردهای نوین آموزشی
سال شانزدهم شماره 2 (پیاپی 34، پاییز و زمستان 1400)

The aim of this study was to compare the variables of academic achievement motivation and stress between talented and normal students of Tabriz University. Method was a causal-comparative study. The statistical population includes all talented and normal master students of Tabriz University in 2019 and the statistical sample studied is 260 students, including: 130 talented students (According to the criteria of the department of the talented student Affairs of the Ministry of Science, Research and Technology) and 130 normal students. They were normal students and were selected using Morgan table and multi-stage cluster sampling. To collect the data, the Standard Student Stress Questionnaire of Pouladi Rieshahri (1995) and the Motivation Questionnaire of Helmrich and Spence (1977), which were scored based on the Likert scale were used. Data were analyzed using SPSS 21 software. In order to analyze the data, descriptive statistics and inferential statistics (Multivariate Analysis of Variance) were used. The results showed that the hypotheses related to the difference between the mean of the variables of achievement motivation and stress talented and normal students were not confirmed.

The present study seeks to investigate the challenges and opportunities of virtual education from the perspective of undergraduate students of the Faculty of Literature and Humanities of Shahid Beheshti University.  In this regard, qualitative method and in-depth interview technique were used to collect data. The sample of this study were undergraduate students of the Faculty of Literature and Humanities of Shahid Beheshti University who were selected through purposive sampling. Then, according to the research findings, we concluded that the challenges of virtual education from the perspective of students fall into 5 main categories, including: technical problems, educational problems, problems related to teacher performance, problems related to student performance and problems related to activism and interaction. On the other hand, for students'e-learning opportunities, such as: eliminating travel costs, reducing the stress of presentation, saving time, freedom and going beyond the framework, the possibility of recording the class and using it at another time, avoiding The corona epidemic, the elimination of dormitory problems and the optimization of leisure time. Finally, students were asked to make suggestions based on the experiences they gained during the semester to solve the challenges of e-learning to be applied in policy-making and to experience more efficient e-learning.

The purpose of this study was to investigate the effect of online educational, social and cognitive presence on academic satisfaction through the mediation of loneliness in gifted female students of the second high school. The research method was correlation of the type path analysis. The population of this study included all the population of this study includes all female high school students of Farzanegan Secondary School who were studying in the academic year 2020-2021. The statistical sample size was determined based on the rules of thumb Kline equal to 170 female high school students, which was done by available sampling method and online questionnaire. The instruments used in this study were Community of Inquiry Framework (CIF), University of California Los Angeles Loneliness Scale (UCLA) and The Multidimensional Students' Life Satisfaction Scale (MSLSS). Data analysis was performed using path analysis statistical method and by the SPSS-22, and AMOS-24 software. Findings showed that after eliminating the direct path from educational presence to loneliness, the causal model of educational, social and cognitive attendance to students' academic satisfaction was confirmed through the mediating role of loneliness. According to the results of this study, the presence of a sense of presence had a significant effect on reducing students' feelings of loneliness, which can increase their academic satisfaction; Therefore, in online environments where non-verbal communication in face-to-face meetings is limited, the presence of instructors and learners is essential to prevent feelings of isolation and create a productive online learning environment.

Community school is a concept of the school as a center available to all community organizations and citizen groups, seven days a week, twelve months a year and at all times. The present study conducted to propose a model of community school leadership in elementary schools. A qualitative research method was implemented, using the technique of qualitative content analysis. A sample of 77 documents more relevant to the research subject among 150 articles, books, summary reports and theses was selected. Open, axial and selective coding was used for data analysis. Reliability calculation and model validation were made, using the Cohen’s Kappa coefficient and the Strauss and Corbin’ ten evaluative indicators, respectively. Finally, 3 main categories, 17 subcategories and 112 codes were identified for community school leadership. School-site leadership, community-wide leadership, and intermediary leadership were determined as three main roles for community school leadership. Findings from the study indicate that community school leader with relational and collaborative skills can alter structure of the decision-making process towards a collective leadership. Also, a successful community school strategy necessitates making a change in existing structures, practices and collaborations in the school and, as a result, in its traditional leadership since expectations for schools and school administrators are changing.

It is important to pay attention to the experiences of successful schools in order to use them to improve the quality of other schools. In such a case, schools avoid trial and error and use the successful experiences that they have gained to overcome their educational weakness. The purpose of this study was to identify the strategies for using successful school experiences. The research strategy was descriptive qualitative. The research included all professors of educational management at the Islamic Azad University of Tehran in 2020-2021. The sampling method was purposeful based on criteria with experts to the extent of data saturation and finally 18 professors of educational management were selected. The research tool was an interview using informal conversations. To ensure validity, interpretive validity and to provide validity, accurate self-review technique and parallel information acquisition were used. Data analysis was performed using the method of basic themes, organizing themes and comprehensive themes. The results showed that strategies Benefit from the experiences of successful schools including 7 comprehensive themes (sharing experiences, launching a successful school festival, professional development, documenting the experiences of principals, management based on learning organization, integrated management, storytelling) and 24 organizing themes and 80 themes Has been the basis.

The purpose of the present study was to analyze lived experience of teachers about the strengths and weaknesses of the Shad education network During the Covid pandemic 19. The mixed method of asynchronous sequential exploration (qualitative with phenomenology type and quantitative with descriptive-survey type) was used. The statistical population comprised of all elementary school teachers (N=600) in Zahedan County, Iran. In the qualitative step, the sample subjects (n=50) were selected using purposeful sampling based on the theoretical saturation, while 250 teachers were selected using a convenience randomized sampling and Kerjcie and Morgan Table in quantitative part. The data collecting method of the qualitative step was the semi-structured interview, while the questionnaire extracted from interviews was used as a data-collecting tool in the quantitative step. The interviews were analyzed using 7-step Colaizzi's coding method. In the quantitative step, analyses were done by using descriptive statistics (percentage and frequency) through SPSS software. According to the findings of the qualitative step, five variables, including facilitating the learning process, teaching process, and appraisal process, infrastructural-technical capabilities of the application, and professional development of teachers were introduced as strengths. Three weaknesses were also introduced: structural constraints of the Shad app. Job procrastination, and threat for students. Quantitative results indicated that most participants agreed with the opinions of participants of the qualitative step.

The use of active and learner-oriented teaching methods can be effective in improving factors such as self-regulatory learning strategies and learning motivation components that are directly related to learners' learning performance. The aim of this study was to investigate the effect of flipped classroom teaching on the self-regulatory learning strategies and learning motivation components research methods among the staff of the research center and the Army self-sufficiency Jihad. Quasi-experimental research method with pre-test-post-test design with control was used, in which 30 staff members of the Army Research Center were selected by available sampling method, and randomly assigned to experimental and control groups (15 staff members in each group). The research instruments were Self-regulatory Strategies Questionnaire (MSLQ, 1991) and Learning Motivation (SMTLS, 2005). Data were analyzed in SPSS software using multivariate analysis of covariance. Findings showed that reverse classroom training increased self-regulated learning strategies, learning motivation and their components in the experimental group. In other words, there was a significant difference between the scores of self-regulated learning strategies, learning motivation and their components in the post-test of the experimental and control groups (P<0.001). According to these findings, it can be said that teachers can use the flipped classroom method to increase the motivation and enthusiasm of students and learners in the teaching-learning process.

The aim of the present research was to promote learning of philosophical concepts in virtual education during the Covid-19 pandemic. This research was conducted using combined action research method over six months and with the participation of 51 12th grade students of the second period of secondary school in Shahryar city in the academic year of 2021-22. At first stage, comparative and direct teaching (audio dialogue) methods were separately implemented in two classes to improve education as well as the quality of learning philosophical concepts and topics, but the results of combined evaluation and monitoring of the implemented solutions were not satisfactory as the average scores in both classes were below the minimum passing threshold of ten. Findings of the evaluation revealed that disruption in teaching, incomprehensible and fragmented delivery of some materials, long educational files, lack of visual communication with the teacher and lack of conversational orientation were among the shortcomings of the two methods used in the first stage of the research. Therefore, in the next step, the pre-reading and group discussion method were used to enhance students' learning, and the results of the research evaluation and monitoring indicated an improvement in learning and an increase in the active participation of students in philosophical discussions. The ability to discuss, increase participation in teaching, a sense of intimacy and connection with the teacher, better understanding and comprehension of philosophical topics and critical thinking about coursebook topics were among the outcomes of pre-reading and group discussion teaching methods.

In this study, researchers have tried to develop a model for acquiring the professional competencees of preschool teachers in Iran, based on the Waldorf educational approach and in accordance with the frameworks determined in the country's upstream documents. For this purpose and with the aim of checking the degree of conformity and consistency of the Waldorf teacher training model with Iran's upstream documents and as a kind of theoretical feasibility for developing such a model for the training of Iranian teachers, a comparative analysis method was used. In comparison of the eight components of Waldorf teacher's competences with the Supreme Council of Education, fundamental transition document and the national curriculum document, finding shows that Waldorf educational approach does not have a serious conflict with the Iranian upstream documents theoretically. This approach is largely responsive to the spiritual ideals of the Iranian society. However, unlike the Waldorf model, there is no mention of parent education by teachers in the Iranian preschool educational documents. Based on existing studies, researchers have tried to develop a program for the training of Waldorf preschool teachers according to the needs of the society. This proposed program follows the global patterns and considers the necessary subtleties to align with Iranian Islamic culture and tries to remove the fundamental gaps in knowing this approach.

The purpose of this study was to investigate 10th grade male and female students' apprehension of geometrical figures based on Duval’s theory, which was done through survey method. The statistical population is 10th grade boys and girls of Pakdasht city and the sample includes 235 students who were selected by cluster random sampling method. The tool is a test based on related research whose face and content validity were investigated by experts and its reliability was confirmed by Cronbach's alpha criterion. Descriptive statistics and inferential statistics including one sample t-test, correlation coefficient and multivariate analysis of variance (MANOVA) were used to analyze the data. According to Duval’s theory, learning geometry and applying geometrical figures requires four apprehensions, which are perceptual, sequential, operative and discursive. The results indicated that for issues that require discursive apprehension, students' average scores are lower than the average. In general, students' performance in solving problems related to discursive and operative apprehension is lower than their performance in solving problems that require perceptual and sequential apprehension. There is no significant difference between the performance of boys and girls. Also, the results of the Pearson correlation test indicated that there is a significant and positive correlation between every two dimensions of figural apprehensions. The results of the present study inform teachers about the strengths and weaknesses of students and as a result, will improve the methods of teaching geometry. It can also help authors and educational planners determine educational policies.