پژوهشنامه تربیتی
سال هجدهم شماره 3 (پیاپی 75، تابستان 1402)

The purpose of this quasi-experimental research was to determine the effect of religious education based on the content approach (p4c) on the differentiation of sixth grade male students. For this purpose, in a quasi-experimental design of pre-test-post-test type, two sixth grade classes were selected by cluster sampling and randomly divided into two experimental and control groups. Both groups answered their differentiation questionnaire (DSI) as a pre-test. Then the experimental group was exposed to 10 sessions of religious education based on the content approach (p4c), i.e. reflective content including philosophical themes (ontological, epistemological and value-oriented) suitable for Iranian Islamic children, and the control group did not receive any training. Then both groups responded to the post-test and the data was analyzed with the help of Spss24 software. The results of covariance analysis showed that religious education based on the content approach (p4c) is significant according to the differentiation test of the group effect (F = 12.39 and p = 0.030) and religious education based on the content approach (p4c) on the differentiation of the effect has it.

The current study aims at identifying and prioritizing the challenges of virtual education in preschool during and after the COVOD-19 pandemic. The present study can be considered among mixed-method (qualitative-quantitative) research studies in terms of its (data collection) methodology. The qualitative part of the study was conducted through research synthesis (purposeful selection of select articles) and phenomenological method (semi-structured interviews with preschool teachers). In the quantitative phase of the research, the Fuzzy Analytic Hierarchy Process (FAHP) method was used to identify and rank-order the relevant challenges. The sample of the study in the phase of extracting challenges and their indicators included all the articles related to virtual preschool education (during and after the COVID-19 pandemic) as well as preschool teachers; for this quantitative phase, in particular, the experts including 21 trainers (preschool teachers) and 15 specialists from the National Organization of Child Education and Training were purposefully selected. To analyze the qualitative and quantitative data, qualitative content analysis method in three levels and Chang's Fuzzy method were used. Based on the data analysis findings, 5 components as well as 34 indicators were identified as influential in terms of the challenges of preschool virtual education. The identified challenges in order of their importance include: content and education (30.70), infrastructure (27.54), educators (22.30), children (14.38) and parents (5.09).

Every year, due to a lack of education, there is a lot of potential, human resources and potential in the organization of education and families. Based on this, the current research was conducted with the aim of identifying the factors affecting the academic failure of students in Ilam city. To achieve this goal, quantitative-survey method was used.The statistical population of the research is 1st and 2nd high school students in Ilam city, 152 people were selected using Cochran's formula and a standard questionnaire was distributed among them based on simple random sampling. After data collection, analysis has been done based on spss and lisrel. The findings indicate that the internal factors of the educational system, such as the inappropriateness of the content of the programs with the needs, talents and interests of the students; inappropriateness of classroom conditions and atmosphere with the needs and social-psychological conditions of students; inappropriateness of teachers in terms of qualifications and teaching methods; Teacher-student interaction as well as external factors of the educational system such as poverty and economic deprivation, family status and cultural poverty have a significant impact on the problem of academic failure of students in Ilam city.

The aim of this study was to identify the characteristics of emotional intelligence in the social studies curriculum with emphasis on the problem-oriented approach. The approach of the research was applied in terms of objective and qualitative in terms of implementation method of inductive content analysis.The research community included social studies books of elementary school (3rd to 6th grade) in the academic year of 1400-1401, which were selected as samples due to the nature of the subject of the books of all grades.To validate the accuracy of the data, the researcher's self-review method and rich data description were used, and for data reliability, a simultaneous review was used. Content analysis checklist was also used to collect and analyze data. The findings of this study included 5 main categories, 20 sub-categories, etc. The main categories of social skills (altruism, participation, citizenship rights, friendship, activism), self-awareness (spiritualism, nature, creativity), Self-regulation (decision-making, management, skills development, thinking, leadership), empathy (value-oriented, perceptible, behavioral originality, Patternability) and motivation (purposefulness, semantics, Enhancing knowledge) were identified. The results showed that the application of concepts and activities related to emotional intelligence in order to institutionalize desirable practices in the personal life of students and extend it to activities that benefit the community.

The aim of the current research was to analyze the content of the fourth grade Persian book with the approach of revealing successful intelligence and to provide information and suggestions to the planners in order to improve and correct this book. Considering the nature of the research topic and the limitation of the statistical community, sampling has been omitted, and all of them have been considered as samples. The data collection tool is the content analysis list of textbooks, which was prepared and compiled after studying the theoretical foundations and legal frameworks, and its validity was determined by educational science specialists and relevant experts. The checklist measurement tool was based on the content analysis unit: text, photo, paragraph and exercise. The research results have been investigated and analyzed using descriptive statistics and entropy index. Entropy coefficient was calculated based on Shannon's formula, which showed that based on the three dimensions of successful intelligence, which includes analytical, creative and practical intelligence, the most weight is related to adaptability. With the environment, the ability to analyze, interact, use practical skills, exploration and continuous learning

Development of responsibility in students is an important goal of the school and teachers' disciplinary strategies can play an important role in achieving or staying within this goal. The present study aims to predict students 'responsibility through teachers' disciplinary strategies in the classroom. To pursue this goal, in the form of a correlational design, 239 members of the statistical population of sixth grade students in Tarom public schools were selected by cluster random sampling. The required data were collected by two questionnaires; Teachers' Discipline Strategies Questionnaire (Lewis, 2001) and Student Responsibility Scale (Lewis, 2001). According to the findings of canonical correlation analysis, a variety of disciplinary strategies are related to the components of responsibility. Involvement in decision - making, Discussion and Hinting are the strongest relationship and are able to predict the level of student responsibility in related matters. To themselves and others. In total, 33% of the variability of accountability variables can be explained by disciplinary strategies. Findings from the application of each disciplinary strategy also indicate that sixth grade teachers use Discussion more often and aggression is less used. In the responsibility variable, the average of individual responsibility (for oneself) was calculated more than social responsibility (for others). finally, It is suggested to elementary teachers to use interactive and positive disciplinary strategies to develop responsible classroom behavior. It is also suggested to teachers in the field of teacher education, to pay special attention to teaching effective discipline in teacher professional empowerment programs.

The purpose of this study is to investigate and identify the dimensions of professional leadership of preschool centers to prepare and nurture children’s talents to enter primary school. The research method is based on meta –combination method (Sandlossaki and Barrosaw, 2007).the statistical population consists of all articles published between 2006 and 2020.out of 34 initial articles are based on purposeful sampling and theoretical saturation. And is selected based on data analysis in coding method (open, axial and selective).the results of the findings of the studied articles in the form of 63 open codes, and 7 selected codes showed that the requirement to manage the educational processes of preschool centers and increase the ability and learning of children to enter primary school is to have professional leadership of preschool centers requires factors such as entrepreneurial insight, learning skills ,information literacy, talent search skills, morals and having the skills of innovation and change.

This research was conducted with the aim of identifying and validating the components of teaching metacognitive skills based on quantum thinking to student teachers. The present research method is mixed (exploratory qualitative and survey quantitative). In the qualitative part, the researcher identified the effective components by comparative content analysis method ((review of related research in the last 15 years) and then validated them in the quantitative part. The research area of the qualitative section includes all the papers listed in reliable scientific databases such as Emerald Insight, Science Direct, Wiley Online publications ,…) which used the purposeful sampling method. The statistical population in the quantitative section included students (student teachers) of Farhangian University of Shiraz who were selected by available sampling method. The tool for collecting information in the qualitative part was to take a sample of relevant relevant articles and in the quantitative part to use a questionnaire tool. To analyze the data, systematic content analysis was used in the qualitative part and confirmatory factor analysis was used in the quantitative part with the help of SMART PLS software. The findings showed that 33 components are effective, and these components were classified into 8 dimensions. These dimensions included the use of information technology, interaction with scientific centers, evaluation methods, macro policy, metacognitive curriculum content and quantum thinking, teaching and learning processes, psychological foundations, and characteristics of adopters.

This study examined the effectiveness of sensory integration program on approval acceptance sense and social skills in student identified as learning disordered. The research method was semi-experimental with pretest-post test with control group design. The statistical population of this study included all students identified as learning disordered were refered to learning disorders center of Ardabil city in 2015-16 school year. Among the students 24 (13 girl, 11 boy) were selected according Simple random sampling as statistical sample and experimental group (n=12) and control group (n=12) were randomized. Participants in the experimental group received 8 sessions of sensory integration educational plan. To collect the data children Acceptance Sense Test (1984) and Matson Evaluation of Social Skills with Youngsters (1988) were used. The data were analysed using Mutivariant statistical covariance. The result showed there are meaningful different between experimental and control group average scores. So hypothesis of the research that being affective of sensory integration on acceptance sense and social skills and its factors have been approved. So it can concluded that sensoru integration program affected acceptance sense and social skills and its factors such appropriate social skill, inappropriate assertiveness, impulsive/recalcitrant, overconfident, jealousy/withdrawal in student identified as learning disordered.

The present study was conducted with the aim of investigating the effect of group art therapy on aggression and social adjustment of children with attention deficit/hyperactivity disorder. The research method was a semi-experimental pre-test-post-test with a control group. The statistical population of the study included90 children aged 8-12 years with attention deficit/hyperactivity disorder who referred to one of the behavioral disorders centers in Tehran in the first six months of 2019. Among them, 30 people (21 boys and 9 girls) were selected as the research sample by purposive sampling method and assigned to two experimental and control groups in the same ratio. The people of the experimental group received the art therapy program (visual arts) in 10 sessions of 90 minutes (two sessions per week) as a group, the control group was placed on the waiting list. Aggression (Shahim, 1385) and social compatibility (Sinha & Singh, 1993) questionnaires were used to collect information. The results of the multivariate covariance analysis showed that by controlling the pre-test effect, there was a significant difference between the average post-test scores of the experimental and control groups in the variables of aggression and social adaptability (P<0.001). In general, according to the results of this research, it can be said that group art therapy was effective in reducing aggression and increasing social adjustment of children with attention deficit/hyperactivity disorder.