Journal of Education Experiences
Volume:5 Issue: 1, Winter and Spring 2022

The purpose of this study was to understand the experiences of university professors in relation to the challenges and opportunities of decentralization of curriculum development in high school with an emphasis on multiculturalism and cultural heritage. This qualitative research was performed using phenomenological method. In this study, semi-structured interview method was used. For this purpose, data were collected by interviewing 15 professors (Professors of educational sciences in Tehran universities) who had research and teaching experience in this domain which was analyzed by Streubert and Carpenter (2003) method. The analysis of the interviews identified four main themes, including cultural challenges, social challenges, economical and structural challenges, and 19 sub-themes in the form of opportunities and challenges, including: flexibility, comprehensive participation, rejection of predetermination, focus on the interests of the child, non-prescriptive nature, avoidance of prejudice, practicality, attracting financial participation of the target community, avoidance of wasting resources, loss of bureaucracy, direct communication between developer and learner, risk of rupture cultural, ethnic and cultural hatred, cultural narcissism, risk of community fragmentation, risk of ethnic self-determination, the high cost of resources, the lack of a unified structure, and the confusion of mining.

The most affective variables in the process of language learning are related to learners’ emotions, attitudes, and personality; hence, the present study aimed at investigating the possible relationship between emotional intelligence, field dependence/independence cognitive styles, motivation, and lexical knowledge among learners of English as a Foreign Language. Since learners’ affective, cognitive, and personality traits may influence how they receive, perceive, and store vocabulary items in English, investigating such traits to know how they are pertained to the composite and breadth of learners’ vocabulary would be very useful in dealing with teaching vocabulary in a foreign or second language. A number of university Iranian students majoring in English Language Teaching were selected as the participants. Three tests and one questionnaire were employed in this study. Data analysis involved the use of Pearson product-moment correlation and multiple-regression. The results of the data analysis revealed that there was a positive and significant relationship between emotional intelligence, motivation, field dependence/independence cognitive styles and vocabulary breadth. Additionally, the results indicated that the three independent variables were effective in predicting learners’ vocabulary breadth. Since the outcomes of the present study showed a credible and meaningful relationship between EFL university learners' emotional intelligence, field dependence/independence cognitive styles, motivation and their vocabulary breadth, language teachers can take personal factors into a more serious consideration in their students’ language learning process.

This study compares entrepreneurship education at high schools of EU countries and Iran. The approach was qualitative and the methodology followed was deductive qualitative content analysis. The statistical population included research projects related to entrepreneurship education. A total of 120 sources were collected using desired keywords and 14 of them were selected as the final sample via purposive sampling. According to the results, the main difference between selected countries is in teaching-learning and evaluation methods. While European countries focus on active learner-oriented methods, in Iran, theoretical methods of teaching and assessing are applied. The similarity between Iran and EU countries lies in the emphasis on practical training of skills and the development of entrepreneurial thinking. Considering the relative success of EU countries in entrepreneurship education, it is suggested that more value should be given to the practical aspect of teaching and evaluation methods of entrepreneurship education in Iran.

The purpose of this study is to identify and design a sustainable secondary education curriculum in sustainable development and provide a desirable model. To carry out the present study, an exploratory sequential mixed method was utilized. In the qualitative stage, in order to identify the components of sustainable secondary education in sustainable development, a questionnaire was prepared and data were collected using semi-structured interviews with education specialists and experts. Also, the review of high-level documents, theoretical background, and previous research was done in a quite harmonized manner. In three stages, qualitative data coding, categories, and components of sustainable secondary education were obtained. Following the qualitative stage, i.e., in the quantitative stage, the final model was presented with the aim of implementing a questionnaire and confirming the components of sustainable secondary education in sustainable development. Finally, with the participation of 300 managers and experts, the electronic questionnaire was completed. Findings obtained in the quantitative part of the research were analyzed using statistical methods of factor analysis and structural equation modeling using SPSS21 and LISREL8.5 software. The results of the research in the qualitative stage indicate that sustainable secondary education in sustainable development has 14 effective dimensions including environmental management, social sustainability, educational sustainability, political sustainability, participatory sustainability, institutional sustainability, developmental education, environmental sustainability, sustainable management, research sustainability, economic sustainability, sustainable monitoring and evaluation system, sustainable administrative and financial system and cultural sustainability.

The present study was done to evaluate two dimensions of written language proficiency i.e., complexity and accuracy through SHAD application as a social network. Moreover, the study analyzed the participants' attitude towards the mentioned application. This research was a quasi-experimental study in which two groups were compared with each other. It also focused on the quantitative method and the questionnaire data were analyzed descriptively. To do this, a total of 80 twelfth grade high school students were selected based on the convenience sampling to participate in the present work to establish an experimental group (students learning writing under SHAD app condition) and a control group (students learning writing in class condition). The data were collected and moved to SPSS software and the output is firstly analyzed and then discussed and represented. That is to say, after a course of writing training, data analysis was done by using pretest, posttest and questionnaire results. The obtained results showed that the use of SHAD application had no significant impact on improving the perfection of the student’s writing skills, while it significantly affects improving the complexity of their writing skills. The study has also illustrated the positive students’ attitude towards E-learning i.e., SHAD application. On the whole, the participants’ overall satisfaction was achieved by this study.

The main purpose of this research was to study the impact of intellectual capital on financial performance through the interactive variable of dynamic capabilities in Islamic Azad University of Fars province. The statistical population consisted of Faculty members of Islamic Azad University of Fars province about 2000 people and a sample of 384 people according to Cochran formula at 95% confidence level. Also, data collection tool was a 38-items consolidated questionnaire of Singh-Rao (2016), Asiaei and Jusoh (2015), Wang et al. (2014), Mention and Bontis (2013), which was confirmed and its reliability is estimated at 73%. In order to analyze the data at the descriptive level, descriptive-consolidated tables were used in SPSS 23 software and structural equation modeling was used at inferential level in component-driven method by using Smart PLS2 software. Finally, the findings of this research showed that intellectual capital indirectly (through dynamic intermediary of dynamic capabilities) influenced the financial performance, by the way, intellectual capital directly affected dynamic capabilities, and dynamic capabilities directly affected the financial performance

Todays education has gone beyond a social category and become an economic category that plays a key role in the hidden competition between different societies.Examining the challenges facing educational systems is one of the common ways to improve these systems. This study, if it is from the perspective of experts and specialists with experience in that field, can lead to better knowledge, planning, management and decision making in this field. Therefore, the present study was conducted with the aim of explaining the experiences of education professionals from barriers to improving the quality of higher education services.This study was conducted with a qualitative-phenomenological approach and qualitative content analysis. Thirteen education specialists who taught at Fars Farhangian University in the academic year 1399-1398 were selected for interviews based on purpose-based, criterion-based and theoretically saturated methods. Interviews were conducted in an unstructured and in-depth manner. In order to evaluate the research findings, continuous study and review of data, revision and analysis performed by colleagues were used. MAXQDA12 was used for data management.According to this study, barriers to the quality of higher education services in Farhangian University are mainly rooted in two general categories, including: "internal" and "external" factors. These factors were extracted in 8 main categories. "Professors and Staff", "Economics", "Facilities and Physical Structure", "Management and Organizational Structure", "Students", "Curriculum and Education", "Cultural and Social" and "Legislation and Politics" were the main classes.By being aware of these factors, stakeholders can make desirable changes to improve the quality of educational services.

The purpose of this study was to investigate the relationship between moral intelligence and the responsibility of elementary school teachers in the city of Bushehr. While the research method was descriptive-survey, it was applied in terms of its purpose. The statistical population of this study included all elementary school teachers in the city of Bushehr, the number of whom, according to official statistics, was 1115. Regarding the size of the statistical population, and through employing the Cochran formula, 286 people were selected as the sample. The research instruments consisted of two standard moral-intelligence and responsibility questionnaires of 25 and 15 questions, respectively. Data were analyzed using descriptive statistical methods including one-dimensional tables of frequency distribution, percentage, mean, standard deviation, and inferential statistical methods such as dependent t, analysis of covariance, Pearson correlation coefficient, and multiple regression. The results showed that there was a significantly positive relationship between moral intelligence and the responsibility of elementary school teachers in the city of Bushehr.

A healthy environment is a divine blessing in which the well-being of all beings is considered. And God Almighty has made its proper use the guarantor of the survival of beings, including man, and the provider of his physical and mental health. Training is a cost-effective investment in the development process, especially sustainable development and to create change in order to prevent environmental degradation is one of the accelerating factors. In this research to achieve the answers to the questions of the synthesis research method and Using the theoretical foundations of research and content analysis of the first year of high school with Shannon entropy method and analysis of upstream documents (Fundamental Transformation Document of Education, National Curriculum Document and Twenty-Year Vision Document, Fifth Five-Year Development Plan Law of the Islamic Republic of Iran and Sixth Development Plan of the Islamic Republic of Iran and Statement of the Second Step of the Revolution) Quantitative and qualitative content analysis has been used. Findings from the multiplicity of components have shown that the components of environmental education in primary school textbooks do not have a normal distribution while some components have received more attention than others.

The present study aimed to assess the effectiveness of dynamic written corrective feedback (WCF) in helping students to write better narrative essays. In fact, this study investigated the effect of dynamic WCF on writing abilities such as accuracy, fluency and complexity. Fifty four students from intermediate level from two classes in Iranian Academic center of Education, Culture, and Research (ACECR)-Guilan Branch were selected for the study. The subjects were being prepared for the IELTS exam. They were assigned to two treatment groups, first an experimental group that received dynamic WCF, and second a control group that did not receive dynamic WCF approach but they were taught based on traditional approach. Each group was given eight forty-minute sessions of treatment time. The subjects were tested before treatment, and also after the treatment. In order to answer the research questions, independent t-tests were run and it indicated that dynamic WCF affected students` performance on writing accuracy and grammar instruction, fluency and complexity more.

The purpose of this study was to identify the components of the curriculum based on increasing environmental literacy in junior high schools. The present study was a mixed (qualitative-quantitative) type. The qualitative stage of the research was based on the data method of the foundation and the method of grounded theory and Glazer Strauss. The statistical population of the qualitative section consisted of 10 experts, experts, and faculty members of the university with doctoral studies, including specialists in the field of curriculum planning and the field of environment. The statistical population of the quantitative section was all teachers and experts of the first secondary school of Varamin city in the academic year 1399-1400 and included 229 people who were selected by cluster random sampling. The research tool was semi-structured in the qualitative part of the interview and a researcher-made questionnaire in the quantitative part. The results of the present study led to the identification of the main category and 14 sub-categories in the form of a paradigm model including a curriculum based on increasing environmental literacy as the main category, elements of curriculum planning as causal conditions (curriculum goal, curriculum content, teaching process Curriculum learning and curriculum evaluation), contextual factors (teacher education and culture building), intervening conditions (environmental education policy-making, budgeting for environmental issues in textbooks, teachers' attitudes and knowledge about environmental issues, environmental assessment Strategies (strategic planning, infrastructure enrichment) and consequences (culture optimization, decision optimization and environmental performance improvement) were analyzed.

The purpose of this study was to understand the lived experiences of teachers in relation to Lesson Study. This qualitative research was performed using phenomenological method. The method of data collection was semi-structured interviews. For this purpose, data were collected by interviewing 15 teachers who had valuable life experiences related to Lesson Study and were analyzed by thematic analysis. The analysis of the interviews indicates five main themes including individual dimension, organizational dimension, scientific dimension, cultural-social dimension and educational dimension and 35 sub-themes including motivation and spirit, flexibility, innovation, optimistic attitude, learner center, lack Self-aggrandizement, questioning, importance to communication, financial injection, facilities, compassionate evaluation, coherent planning, stakeholder engagement, technical support, spiritual support, avoidance of linear view, formation of academic group, inter-school networking, formation Learning communities, research-oriented, school-university relationship, exploratory stimulation, teacher involvement, student involvement, parent involvement, team spirit development, esoteric belief in lesson study, tangible results in the community, fostering a sense of belonging and cooperation, up-to-date content, Indigenous content, modern teaching methods, use of modern assessment methods, formation of local learning networks and local teams