فصلنامه پژوهش در نظام های آموزشی
پیاپی 58 (پاییز 1401)

this study was done to determine the effectiveness of executive function based parenting education program on cognitive flexibility and inhibitory control of preschool children. The research was a quasi–experimental study with a pretest–posttest–follow–up and a control group design. The statistical population consisted of approximately 8400 mothers with sons aged 4-6 years who had registered their children in the preschool centers of one of the twenty-two districts of Tehran in the academic year of 2021-2022. Cluster Multi-stage sampling was done and according to the entry and exit criteria of the study, 32 people were selected and randomly divided into two experimental and control groups of 16. To collect data, The Parenting Styles and Dimensions Questionnaire (PSDQ) (Robinson et al., 1995) and the Behavior Rating Inventory of Executive Function Preschool Version (BRIEF-P)(Gioia et al., 2003) were used. The executive function based parenting package(Ghasemi et al., 1401) for the experimental group was implemented in eight 70-minute sessions. The obtained data were analyzed using descriptive statistics, as well as inferential statistics, such as repeated–measures Analysis of Variance (ANOVA) and Bonferroni post–hoc test using SPSS18. The results showed that there is a significant difference between the average score of the child's cognitive flexibility and inhibitory control in the pre-test stage with the post-test (p<0.01) and the pre-test stage with the follow-up (p<0.01). Also, the results of the Benferroni test for grades in three stages of measurement showed that there is stability in the results. Therefore, if parents are exposed to this parenting intervention, it is expected that their children's cognitive flexibility and inhibitory control will improve.

The aim of this study was to investigate the effect of Toxic leadership of principals on organizational trauma mediated by the hypocritical behavior of teachers. The research method was descriptive and correlational. The study population consisted of 16750 teachers all secondary school in Khuzestan province in 2021.Which was people from this population based on Cochran's formula a sample of 407 people was selected by stratified random sampling. To collect data were used Poison Leadership Questionnaire (Schmidt, 2008), Organizational Trauma Questionnaire (Vivian & Horman, 2015) and Hypocritical Behavior Questionnaire (Hadavi Nejad, 2011). Data were analyzed using pearson correlation coefficient and structural equation modeling. The results of the path analysis showed that the toxic leadership of managers had a positive and significant effect on organizational trauma and hypocritical behavior in secondary school teachers. Hypocritical behavior had a positive and significant effect on organizational trauma in secondary school teachers (p≤0.05). In addition, the toxic leadership of principals through hypocritical behavior had an indirect, positive and significant effect on organizational trauma in secondary school teachers (p≤0.05). So that the toxic leadership of managers and hypocritical behavior explained 55% of the changes in organizational trauma among secondary school teachers. It seems that the hypocritical behavior of secondary school teachers plays a mediating role in the relationship between managers' poisonous leadership and creating organizational trauma.

The purpose of this study was to investigating the mediating role of academic adjustment in the relationship between self- construal and IQ with entrance exam performance in students. In this descriptive correlational study, the statistical population consisted of all first year male and female undergraduate students in the experimental subgroup of October entrance of Khorramabad State Universities (Lorestan University and Medical Sciences) in the academic year 2021-2022. 300 people were selected as a sample. To evaluate the performance of students in the entrance exam, from the average percentages obtained in the entrance exam courses in 2019-2020, from the level score of students in the entrance exam and from a questionnaire Self- construal of Hardin, Leong & Bhagwat (2004), Adult Raven IQ test & Academic adjustment of Anderson, Guan & Koc (2016) were used for data collection in this study. The proposed model was evaluated using a path analysis. The results showed that all of the direct paths, except IQ path whit entrance exam performance, were significant. Also indirect pathways were significant IQ and self- construal with entrance exam performance with mediating role of academic adjustment and also, self- construal with entrance exam performance with mediating role of academic adjustment. Based on the results of this study, the proposed model has a good fit and is an important step in identifying the factors affecting students' entrance exam performance.

The purpose of this study was to phenomenological study of the barriers and strategies presented in communicating with industry in work-knowledge curriculum. The methodology of this research was qualitative and phenomenological type. Semi-structured interviews were conducted with 9 teachers of University and schools in Khoy town during 2019-2020 who were selected purposefully. Recorded interviews were recorded in written form and analyzed in a seven-stage Colaizzi method. An analysis showed the barriers for communicating with industry included 4 components: cultural and value problems, structural and communication problems, facilities and resource problems, Instructional and lesson Content problems, strategies for communicating with industry included three components: improvement of industrial skills instruction, improvement of organizational structure and communication schools and industry, improvement of schools' facilities and motivation of learners.

The main purpose of this paper is to identify teachers' views on strategies to maintain a sense of community and learning motivation. In the present research method, qualitative content analysis has been used. The research participants were selected by purposive sampling approach Data collection method was semi-structured interview Content analysis method was used to analyze the data. In this regard, based on the topics obtained from teachers 'interviews on ways to maintain a sense of community in virtual education, teachers' views on a key component, improving social ties and three organizational components (strengthening social relationships, friendly relations and activities And 14 basic topics (increasing the role of the teacher as a mediator between students, constructive dialogue in the form of joint groups, timely and appropriate feedback, the possibility of making video calls, Creating respect and value for students' personalities, Encourage students to be friends, Forming groups for joint activities, Mind and group games, exams and evaluations by students themselves, building trust between students, creating competition, creating responsibility and commitment to each other, reading books and stories.) were also summarized. Also, teachers' views on motivation strategies Learning about 2 comprehensive components, improving school factors and improving family factors and 6 organizing components (upgrading virtual education facilities and infrastructures, upgrading teachers' competencies and capabilities, strengthening social interactions, upgrading educational knowledge, monitoring and follow-up , Improving the digital literacy of parents) and 24 basic themes

The purpose of this study is to develop and validate a teacher’s guide of 1st grade science subject-matter based on cognitive tools of imaginative education theory. The research method was qualitative content analysis. The research community included the textbooks and guide of the science teacher and related to the first primary sciences and resources, articles, and digital books associated with cognitive tools of imaginative education theory. The sampling method was purposive and thematic analysis was used to analyze the data. Based on open and axial coding,, 3 basic categories and 7 subcategories related to the water chapter of the first elementary sciences and 10 categories were obtained related to the subject of cognitive tools of imaginative education theory. The first primary science education guide was developed based on the cognitive tools of the imaginative education theory. In order to validate the developed guide, this guide was provided to the experts and their opinions and corrections were collected by Delphi method and applied in the guide. the content validity of the developed guide was investigated using the content validity index and content validity ratio. This guide, which has been approved by experts, has been compiled for the first time in the country and can be used by first grade teachers. It can also be used as a model for teachers and educators to use to teach any content in areas related to children's education such as schools and kindergartens.

The current study's objective was to examine and assess emotion-based preventive programs in the setting of schools using a systematic review methodology. By conducting a systematic assessment of the literature and searching specialist databases using the terms "school-oriented social-emotional learning," "prevention-oriented programs," "emotion-based programs," and "emotion-based preventative programs." To accomplish the research's objective, data from PubMed, Springer, Scopus, ProQuest, Elsevier, Science Direct, and Google Scholar from 1990 to 2022 were evaluated. After examining the databases, a number of reputable journals were manually searched to find and review more published publications (Hand Searching). The variables of emotion-based preventative programs were examined in the setting of the school in the research results connected to the Prisma model. Co-occurrence network clusters were created once the recovered data were entered into the analysis program for the software. Following identification, a number of papers were disqualified from further consideration after receiving their titles and abstracts reviewed. In the end, a handful of papers were selected as the final population of research based on their applicability to the study's subject. Programs for social and emotional learning have been applied as preventive treatments at the whole-school level in all studies. Based on the findings of this analysis, school-based emotional learning programs give kids the tools they need to deal with emotional dysregulation and develop effective coping mechanisms while also teaching children specific skills. As a result, it has been suggested that excitement-focused programs be used in elementary schools.

Education is one of the most basic human needs, and the ability to solve problems is one of the requirements of continuing life. The aim of the present study is to investigate the relationship between teacher's content knowledge and the improvement of problem-solving ability of female students of the second year of high school in Kerman city. The current research is applied in terms of purpose and in terms of implementation method in the field of correlational descriptive research. The statistical population of the research included all female students of the second year of high school in Kerman city in 2018-2019, according to the statistics of the General Department of Education of Kerman province, their number was equal to 7720 people. Based on the Georgesi-Morgan table, 370 students were selected as a sample for the study using a two-stage cluster random sampling method. Cassidy and Long's (1996) problem-solving skills questionnaire and Idaho University teachers' professional standards questionnaire (2000) were used to collect information. The results were analyzed using Pearson's correlation and multivariate regression in SPSS version 22 software. The findings of the research showed that there is a positive and significant relationship (p≤0.05) with the content knowledge of teachers with the components of creative problem-solving style, confidence in problem solving, tendency style, helplessness in problem-solving, problem-solving inhibition. Therefore, it can be concluded that the teacher and his ability are related to improving the ability of the problem level.

The current research was conducted with the aim of identifying effective strategies of planning the students' career development process, by using thematic analysis method. The studied population was documents and published texts, including books and articles related to the students' career development in the period between 2011 and 2021. According to the desired criteria, 21 items (7 books and 14 articles) were selected as samples using the purposeful sampling method. After collecting the data, they were analyzed using the 6-step thematic analysis method of Braun and Clark (2012). Based on the content of books and articles, 1 comprehensive theme entitled "exploratory and experimental contexts "; 6 themes of the organizer include " self-exploration, career exploration, career planning, education and skill enhancement, Career-related programs in school; and national actions" and 291 basic themes were obtained. According to the identified themes, it is necessary to planning the students' career development process in the form of a progressive developmental process, for a successful transition from school to the world of work.

TIMSS is one of the most important comparative studies that assess the status of mathematics and science education. In the past few decades, Iranian students have performed poorly. Therefore, the purpose of this study is to differentiate successful students from unsuccessful based on individual factors to investigate what individual factors can be the basis for the success of individuals in this evaluation. The method of this research is correlational in the form of differential equation. The statistical population is all schools participating in the TIMSS 2019 exam. The sampling method is regular two- stage cluster sampling method that was performed in the TIMSS 2019 exam. The data collection tool in this study is the questions of the 2019 TIMSS Questionnaire for family, student, principal and teacher, which was published by the International Association for the Evaluation of Academic Achievement in 2019. Differential analysis method was used to analyze the data. The findings of this study showed that the number of books with a resolution of 0.630, science in school with a resolution of 0.462, assets with a resolution of 0.261, gender with a resolution of 0.231 and mathematics in school with a resolution of 0.210 have the greatest impact on the separation of successful students from unsuccessful students based on individual components. Therefore Having effective textbooks, presenting materials in a practical way and students' practical learning, and economic and financial status are among the individual factors influencing the success of the TIMSS and PIRLS test.