نشریه علوم تربیتی
سال سی‌ام شماره 1 (بهار و تابستان 1402)

The present study was aimed to evaluate the quality of writing in elementary school students. The statistical population in the study was male students of the upper elementary school in Tehran in the academic year 2020 to 2021, that among them 107 samples including three classes (2 classes of 35 students + 1 class of 27 students) were selected based on convenient sampling technique. To collect data a researcher-maker writing rubric was used and data central and dispersion indices were applied to analyze. 

The research design belonged to evaluative (evaluation) researche or programme. In this type of research, reearcger want to evaluate a product or concept and collect data that helps improve his/her solution. 

The results showed that the average writing score of upper elementary students, including 4th, 5th, and 6th grade, is lower than relative mastery and is limited and somewhat weak (M = 12.65).

It can be concluded that students' writing is as weak as their reading and perhaps the imperfection is rooted in their reading weakness. As a suggestion, it would be better to teach writing, apart from the psychological approach toward teaching, using other approaches and paradigms such as cultural-social approach and the following theories as for example activity theory. Also, it is sugesssted that the learning environment design based on such approaches.

The main purpose of this study was to describe school leadership models in relation to contextual variables by school level (elementary and secondary), school principal gender (male and female), school context (rural and urban), principals' expertise and experience, based on Tony classification. Bush is in the schools of Razaviyeh region of Mashhad. 

To achieve the research goal, descriptive-survey method was used. All elemantary and secondary school teachers, girls, boys and mixed schools in rural and urban areas of Razaviyeh Mashhad, formed the statistical population of the study, which included 1148 people. From this total, 212 teachers were selected as the study sample, considering the criterion of having at least one year of experience working with the current principal. A standard questionnaire was used to collect the required data. 

The results of the research showed that, in general, from the perspective of school teachers in Razaviyeh region, the model of managerial leadership with the Secondaryest average is the dominant model of leadership; then the ethical leadership model, instructional leadership model, distributed leadership model and transformational leadership model were placed in the next ranks.

Surveying the leadership models in the studied schools by different variables indicates the dominance of the leadership model in urban and rural schools, especially Secondary schools, schools with female management and schools with inexperienced principals. And schools were more prominent with experienced principals. The main findings of this study, as a result of comparison with existing research evidence in the field of management and instructional leadership, from the predominant tendency of school principals to the model of managerial leadership with regard to the requirements of centralized education system and ethical leadership influenced by the prevailing ideology and religious values. Managers as one of the underlying factors affecting their leadership model.

A review of the research shows that the study of the negative and leadership of managers of organizations as well as the study of organizational trauma in in the world and in the field of educational organizations the above variables have been studied in few cases. Perhaps the importance of this research can be attributed to its capacity to raise awareness and prevent the dangers of toxic leadership practices in creating organizational trauma in schools and teachers' emotional exhaustion. Considering the undeniable role of leadership of school principals in job attitudes and organizational behavior of teachers and professional concerns of the first author of the article as an actor in the field of education, the study seeks to investigate the role of toxic leadership in creating organizational trauma Khuzestan, in other words, this study tries to answer the question in a scientific way: Is the role of toxic leadership in creating organizational trauma through the emotional Exhaustion of high school teachers in Khuzestan province significant? 

The study population was 16750 people in all secondary school teachers in Khuzestan province in 2020-2021, from which a sample of 407 people was selected based on Cochran's formula by stratified random sampling. To collect data, Schmidt' Toxic Leadership Questionnaire (2008), Vivian and Horman (2015) Organizational Trauma Questionnaire, Hills Emotional exhaustion Questionnaire (2019), was used Confirmation path analysis by LISREL10.30 software was used to analyze the data.

Toxic leadership of Principals had a positive and significant effect (0.46) on school organizational trauma at the level of P <0.05. Toxic leadership of managers had a positive and significant effect (0.55) on emotional burnout at the level of P <0.05. Emotional exhaustion had a positive and significant effect (0.54) on school organizational trauma at the level of P <0.05. Toxic leadership of Principals due to emotional burnout had an indirect, positive and significant effect (0.29) on school organizational trauma at the level of P <0.05. 

Toxic leaders exhibit highly destructive behaviors and some dysfunctional personal characteristics. By poisoning, these behaviors and personality traits cause serious and lasting damage to their followers and organizations. And with selfish behaviors, harming others, and reinforcing and pursuing personal goals, willingly or unwillingly, it will also have negative effects. Finally, it can be said that teachers' emotional exhaustion provides the necessary ground for transmitting the greater effect of toxic leadership on organizational trauma.

The heterogeneity of the graduate student population, the diversity of their motivations and the variety of courses offered by universities increase the need to understand the reason for the existence of graduate education to ensure the quality and success of these courses. Thus, the overall purpose of this study was to identifying and analyzing the missions of the graduate sector. In this research, systematic review research method and qualitative content analysis approach were used to analyze the data. The statistical population is documents related to the field of higher education and graduate studies that are available using purposive sampling. By referring to books, articles and university websites, textual evidence related to the research question was collected until theoretical saturation was achieved. The process of qualitative data analysis was performed in three stages. Findings showed that in the graduate sector, educational missions include fostering critical thinkers, empowering people, offering distinctive disciplines and specializations that are compatible with growing diversity, leading the way in promoting, applying and maintaining knowledge and the formation of a dynamic and diverse community of students and faculty. Research missions include innovation and development of knowledge frontiers, the link between theory and practice, and providing the main engine for innovation. And social service missions included strengthening and enriching the academic environment, improving the quality of life, providing quality postgraduate education, Active participation in society and identifying and attracting prospective students. Considering that the mission statement identifies the main reason for the existence of the organization and sets the main and unique purpose for it, the findings of this study can be used as a basis for some policies in higher education. Therefore, if policy makers, planners and administrators of universities and higher education institutions are interested in improving and enhancing their graduate courses, it is necessary to pay proper attention to these factors.

IntroductionThe purpose of this study is to identify and rank the key factors affecting educational justice and present an appropriate model in Ahwaz University of Medical Sciences. The statistical population of this study includes experts, professors, students and administrators of Ahwaz University of Medical Sciences in the academic year 1399-1400, which according to the latest statistics is 6580 people. The Cochran's formula is used to determine the sample size, which is distributed and collected by stratified random sampling. According to the Cochran's formula, at an error level of 0.05, the number of sample members was determined to be 362. The research method was descriptive and survey type.MethodTo collect information, a researcher-made questionnaire was used, the validity of which was calculated by Delphi technique and its reliability was calculated based on Cronbach's alpha of 0.87.ResultsAfter performing factor analysis on the test, 40 items of educational justice were identified in 6 main components of policy-making, planning, manpower, facilities, service distribution and organizational culture and atmosphere. Among the dimensions of educational justice, after policy, the first rank was followed by planning, manpower, facilities, and distribution of services, second to fifth. Organizational culture and atmosphere is also in the sixth place. The result of Friedman test also shows a significant difference in dimensional ranking.DiscussionEquality of opportunity in the macro dimension carries with it a kind of humanistic and justice-seeking perspective that is often seen as an indicator of a developed society. But in the micro dimension, equality of opportunity and educational justice are tools and mechanisms that lead to the flourishing of creative ideas and the possibility of cultivating capability for all equally.The findings of the present study show that it is not possible to establish full educational justice and only inequalities in the educational system can be reduced. Therefore, as long as there is deprivation, there is no justice. The common denominator of all these views is that educational justice means equal opportunity for access to education and equitable distribution of facilities.

The present study was carried out with the aim of presenting an epistemological model of Quranic intellectual education in the elementary school. 

This research is fundamental-applied in terms of its purpose and in terms of data collection, the research method is mixed. In terms of the method of implementation, the researcher's effort is based on the use of groundedd theory method (interview with experts) and the use of descriptive survey method, which collects research information data in two qualitative and quantitative stages.The statistical community in the qualitative part of the research included education experts, and non-random purposeful sampling method was used to determine the samples, and the number of 20 people was considered as the sample size using the saturation principle. The second group of the statistical population of this research in the quantitative part included all the elementary teachers of Tehran, numbering 2522 people. Cochran's formula was used to determine the sample size of the quantitative part: therefore, 300 people were selected as the research sample. In general, the sampling method in this study was random cluster sampling. Semi-structured interviews were used in the qualitative part of this research. In the quantitative section, a researcher-made questionnaire was prepared. The validity and reliability of the instruments were confirmed. The method of data analysis in the qualitative part of the theoretical coding was derived from the data theorizing method. In the quantitative section, a one sample t-test was used to answer the research questions.

The results of the analysis showed that among the 49 indicators (items) available, 11 main components can be identified. These dimensions and components include affirmative knowledge (knowledge of self, environment and skill knowledge), explanatory knowledge (individual and social spiritual knowledge), real knowledge (intuition and gradual training), and credit knowledge (heart, senses and perception). 

In order to teach thinking, elementary teachers should provide education in a gradual and step-by-step manner while creating an intuitive mechanism for students. Individual and social spiritual knowledge is also considered in this research. In this regard, it is a priority for teachers to teach values and spirituality. Recognizing the documentation of the principles of religious thinking, intelligent response to problems according to the Quranic guidelines, and predicting spiritual issues according to the Quranic guidelines are other indicators of explanatory knowledge.

Lifelong learning plays a role as the most important enabling factor in the information society in order to maintain and develop the competence of teachers, to build a sustainable future of the society. Lifelong learning emerged throughout life in order to develop personal, social and knowledge, skills and competencies and to develop various competencies in order to flexibly adapt to a rapidly changing world. The speed of this change made it a necessity to acquire new skills in the training of teachers to prepare the citizens of the new age in order to meet the changing needs ahead. For this reason, the aim of the present research was the Canonical analysis of lifelong learning on the professional development of teachers.

The research method was correlation. The statistical population of the study was about 800 secondary school teachers in serakhs city that a sample of 260 people was selected according to a simple random method. The research tools were three questionnaires, including spiritual well-being Questionnaire, social undermining, organizational Cynicism. Confirmatory validity, composite reliability and Cronbach's alpha of the tools were reported at appropriate levels. The research tools were two questionnaires of lifelong learning and teachers' professional development. Confirmatory validity, composite reliability and Cronbach's alpha of the tools were reported at appropriate levels.

The results showed that there is a relationship between all components of lifelong learning and teachers' professional development. And based on this, three focus groups were created, which indicates that the dimensions of professional development are explained by the dimensions of lifelong learning.

It can be said that the factors of motivation, perseverance, self-regulation and curiosity play a role in the professional development of teachers. the institution of education can create lifelong learning skills in developing the competence of teachers to meet the educational needs of society and prepare citizens for the new era. this learning and development requires the participation of three basic principles of self-contemplation, cooperation with parents and society, and teacher and student.

"Education and training" are the two basic axes of human development. These two concepts by themselves have a generality to the extent of a considerable part of human knowledge and we can talk about their nature endlessly. Of course, this generality, on the other hand, requires the scrutinization and precise definition of their contents. " training" has a theoretical nature and "education" has a practical nature. Regarding the contents of the category of "teaching and training" or all that can be called as human knowledge, knowledge of the second levels are mentioned, for example medical philosophy, while the branch of medicine is considered as a first level knowledge and medical philosophy is considered at the second and supervisory level. on the first level. In the case of the "education" category, similar second-level knowledge can be listed, among them is the philosophy of ethics. Ethical principles views are very important in terms of the great influence they have in adopting ethical-educational approaches. These fundamental views are among the topics discussed in moral philosophy, and due to the importance and pervasive influence of moral-educational approaches, it is necessary to pay attention to them. But the approaches proposed in the philosophy of ethics are based on ontological and epistemological viewpoints in turn and more precisely, and these fundamental viewpoints are the source of other cognitive and scientific viewpoints such as anthropology, religion, aesthetics, etc. The following question answers such foundations in the opinion of one of the contemporary religious thinkers, named Abulqasem Fanai, whose main criterion is belief in "moral rationality".

In this research, by analyzing the early works of this thinker, the ontological, epistemological and anthropological foundations of these works have been discussed and investigated. In this way, first the features of the fundamental principles of this intellectual approach and then its possible requirements in the moral-educational field have been discussed. For "moral rationality", the student's rationality is the first and final component, and any effort at the level of rational systematization of ethics and education must proceed on the axis of the defined rationality. We made it clear that at the basic ontological and epistemological levels of "moral rationality", there are few references to the discussion of justification and proof, and sometimes there is no reference at all.

According to deconstructive genealogical hypotheses, the transformation of concepts is not only the result of development of science in the fields of knowledge such as psychology and social science, but also indicates that such a development is the result of historical and common events occurring in the course of transformation. On the basis of this presupposition, the main aim of this study is to explain events, developments and processes that form the concept of elite student and deconstruct the concept in order to explain the marginalized possibilities in students’ life in educational system in the contemporary period in Iran.
 
The method in this research is genealogy. In genealogy, the objective is to discern how a problem or a fact came about in history.
 
It is concluded that the background factors and power relations play a role in the evolution of the concepts in both Shahab and Sampad plans. and the most important discursive formations in this period of time are Shahab and Sampad plans in the contemporary Iran.
 
The first impression that the analysis of genealogy of an elite student gives us is the macro layers that fill the gaps between two formations. The most important factor is the deconstruction of “intelligence” and addition of the sociological concepts to elite students’ training. To this effect a diversity can be noted in social arenas and different dimensions of giftedness in its current formation i.e. Shahab plan. Although more important matter in accordance to genealogy is the analysis of genealogy-based matters on non-discursive factors, which indicates that the revolution is not only not the result of development of science in fields of knowledge such as psychology and social science, but it also indicates that such an improvement is the result of historical and common events which have occurred in the middle of the path of improvement. Some significant and obvious events which can be mentioned here are brain drain, economic crisis in Iran, change of economic concepts, the inappropriate population density of special instructions for elite students and the reduction of the population of students.

Education is the most important tool to achieve balanced and sustainable development and scientific and technological progress. Sustainable development cannot be achieved without the development of education and both without the institutionalization of research. Paying attention to research and the value of the culture of research and its development and questioning is a basic motto in education.
 
The present research was conducted using a mixed exploratory method of sequential type. The statistical population of the research was all primary school teachers in the four educational districts of Shiraz in the academic year of 2019, numbering 6022 people. In the qualitative part, the sample was selected by purposive sampling, and in the quantitative part, 361 people were selected by simple random sampling. Research tools were used in the qualitative part, open interviews with the participants, and in the quantitative part, a researcher-made questionnaire was used based on the findings of the qualitative part. The content validity of the scale used in the quantitative section was calculated using the expert and corrective opinions of professors and experts, as well as using confirmatory factor analysis, and its reliability was also calculated using Cronbach's alpha method. Qualitative part data analysis was done by thematic analysis method and quantitative part data analysis from sample t-tech test and exploratory and confirmatory factor analysis was done by SPSS version 26 and Lisrel software. In order to test the factor structure of the general model and its fit, confirmatory factor analysis was used.
 
The findings of the qualitative section showed that 5 criteria (Individual, organizational, extra-organizational, programmatic and informational)  with 15 indicators were used to determine the organizational research culture development model of primary school teachers. After triangulating the findings with previous research and experts' opinions, the initial conceptual model was obtained. The findings showed that organizational, programmatic and informational factors affecting the development of research culture among primary school teachers in Shiraz, in terms of importance the vision of teachers were above average and below optimal. Also, the highest average belonged to informational factors (3.68). The fit indices of the confirmatory factor analysis test showed a good fit of the model.
 
Based on the obtained information, the research culture development model was designed and fitted. This model can reduce learning-centered and memory-centered learning and help improve learners' deep learning.

The subject of this research is adjusting the culture of self-righteousness with teaching the culture of diversity, which ranges from ideological totalitarianism to reflective interactions in philosophical hermeneutics
 
In this research, the analytical-inferential method of qualitative research was used. After examining the theoretical foundations and explaining ideology and its possibility and how it affects the formation of self-righteous culture, philosophical hermeneutics has been used to moderate this phenomenon
 
The polarized schemas of the specific group, which is induced by authoritarian and totalitarian information tools, have formed the knowledge and social attitude of the citizens and the implementation of that mental model, in the role of behavior model with Otherwise, it is induced. The difference between this citizen and the powerful group is only in the possibility of implementing authority, otherwise both minds are similar. The manifestation of this culture is visible in continuity, from the general policies of the departments to the interpersonal relationships of people.
 
It will be easy to claim that philosophical hermetotics with the element of combining intellectual horizons (instead of the positive "self" and the negative other), and in the process of free me and you reflective interactions, can moderate this social syndrome to some extent. , and there should be a balance between rights and duties. But the age is the age of the life of ideologies, not reflective interactions; Realistic planning is the ability to live in the age of ideology. By redefining and expanding the meaning of "self", inspired by concepts such as judgment, taste and common sense from the central concepts of philosophical hermeneutics, it is possible to provide the ground for entering the culture of alterity from within the culture of self-righteousness. The details of this matter are given in the article.

Since the academic performance of children with attention-deficit/ hyperactivity disorder in math and math-related areas is affected by their disorder, and nowadays self-regulation training method is prescribed to solve the problems of these children, therefore, the present study aims to study the effectiveness of self-regulation training on selective attention. , spatial perception and mathematical reasoning in elementary school children with attention deficit/hyperactivity disorder was conducted in the academic year 2022.
 
The research method was practical in terms of purpose and quantitative in terms of the nature of the data collected and based on a quasi-experimental approach (pre-test-post-test design with control group). The statistical population consisted of all boys suffering from attention deficit/hyperactivity disorder aged 9 to 12 years (4th to 6th year) in Karaj city who referred to counseling or psychiatric centers during the first 4 months of 1401. 30 students were randomly divided into self-regulated and control training groups. To collect data, the visual-spatial processing subtest questionnaire from the Tehran-Stanford-Binet Modern Intelligence Test, fifth edition, the selective attention test, and the mathematical reasoning subtest of the Tehran-Stanford-Binet Modern Intelligence Test, fifth edition, were used. For the experimental group, training was given in 10 sessions (45 minutes and 2 times a week) and the control group did not receive training during the sessions. The data were analyzed at two descriptive levels (mean and standard deviation) and inferential (single and multivariate covariance analysis) with SPSS-24 and AMOS-21 software.
 
As the results of show, the F values in the variables of selective attention (p=0.16, F=1.90) and visual-spatial perception (p=0.18, F=1.74) were not significant, but F in the solution variable Combined problems (p=0.002, F=7.10) are significant. According to the results, there is a significant difference between the average post-test scores of the mathematical reasoning variable, after checking the scores of the pre-tests, in the test and control groups. Also, according to the effect size, self-regulation training had a 27% effect on mathematical reasoning.
 
Self-regulatory skills are critical to the development of math abilities because multiple self-regulatory skills are employed when children attempt to solve math problems. Specifically, children must maintain their attention on relevant information (attentional focus) and keep it in mind while solving a broader math problem (memory work). Inhibitory control is employed when children need to ignore salient yet extraneous information and inhibit counterproductive strategies or incorrect responses. Self-regulatory behavioral measures using multiple self-regulatory skills have also shown a positive relationship with math achievement.