فصلنامه نوآوری های آموزشی
پیاپی 86 (تابستان 1402)

Iran's educational system, like many educational systems in the world, is facing the challenge of lacking mighty and efficient educational leaders. One of the ways to moderate the negative impact of such a challenge is to use the "succession system". The aim of this research is presenting a succession model of educational leaders in Iran's educational system. In terms of the method and nature, it was a qualitative research, and in terms of objective, it was an applied and analytical one. In order to achieve the goals, three questions were raised: What are the dimensions and components of succession that are suitable for Iran’s educational system, how was the proposed model based on these dimensions and components, and how valid is this model according to the experts’ opinions? To answer these research questions, the systematic review and content analysis methods were used. The research sample was selected using purposeful and convenience sampling methods. Data collection methods for the first question was documentary (58 sources); for the second question, the multi-stage cluster sampling was used at the macro level and expert sampling at the micro level for doing the semi-structured interview (with 34 people) and also for the third question, expert sampling was used with 12 people in the focus group. Findings on the first research question led to the identification of the three dimensions of organizational, individual and process factors and 61 components.  Findings on the second question led to the stabilization of nineteen components in the three dimensions: organizational (five components), individual (nine components) and process (five components). And finally, the related succession model was presented. The validity of the model was checked by the experts and they had consensus on it.

The aim of the present study was to analyze the lived experiences of primary school teachers in integrating game into the teaching-learning process. The research approach was qualitative with phenomenological design. The selection of participants was purposeful and criteria-based. The research sample were selected from among the primary school teachers with experience of using games in education, with at least 2 years of teaching experience and interested in participating in research. In-depth semi-structured interviews were used to collect data. The data were saturated in the twelfth interview and two other people were interviewed to ensure the data saturation. Data was analyzed using the 7-step Colaizzi method and findings were validated by the researcher accuracy, referring to fellow researchers and review of findings by the participants. to ensure the credibility, the method of accurate guidance of the interview flow, researcher self-review and coding of interview transcripts by another researcher were used. Data analysis led to the extraction of 10 main themes and 62 sub-themes. Among these main themes were the types of games in terms of the number of participants; form of the performance; specific goal; physical, psychological, skill and educational achievements of games; performance limitations; positive and negative reactions of parents; teachers' roles during the game and situations of using the game. Considering the findings, it can be said that the implementation of games has different achievements for students and even teachers, however it faces with limitations such as lack of time, high content of textbooks and disproportionate space and environment. Teachers try to use the game in different situations such as relieving fatigue, motivating, consolidating learning, and so on.

The purpose of this study was designing a model of revenue generation through sport with an emphasis on the fundamental transformation document of education. It was an applied study with a mixed-methods approach. In the qualitative part, the sample was the full-text of fundamental transformation document of education. The research sample was selected using purposeful sampling method and the selection continued up to the point of the theoretical saturation. In the quantitative part, the research population included the physical education experts and teachers, and the research sample consisted of 200 of such experts who were purposefully selected. In the qualitative part, the grounded theory approach was used with MAXQDA software and three types of coding, i.e., open, axial and selective coding were used. The quantitative data was analyzed using structural equation modeling (SEM) with partial least squares (PLS) approach and Smart PLS software was used. The results showed that the effect of causal (human resources of sports, policies and procedures, and infrastructure) and contextual (regulations and human resources) conditions on revenue generation is positive and significant. Interventional conditions have a significant negative effect on the revenue generation through sports. The effects of revenue generation on strategies and the strategies' effect on the outcomes are positive and significant. The four final outcomes include optimization of the payment system, optimal allocation of resources, development of sports complexes and facilities, and improvement and transformation of the financial system. Education system of Iran can achieve the appropriate results by presenting an appropriate strategy through applying the revenue-generating strategies of this research and considering the causal, contextual and interventional conditions.

The purpose of this research was to extract and rank the personality traits and educational methods of Abu Saeed Abul Khair and Ibn Khafif Shirazi. In the first part, two books, Asrar al-Tawheed and Sirat Ibn Khafif, have been investigated with the conventional content analysis method. In the next part, 22 professors in the field of educational sciences in Qom, who were selected by convenience sampling method, determined the importance and rank of each of the obtained themes for today's teachers. Friedman's test was used for this ranking. Interest in learning, attention to self-improvement, asceticism, tolerance, humor, humility, coordination of the behavior and speech, loving behavior with students, education without expectations, attention to the needs and hobbies of students, attention to the educational opportunities, teaching by pointing, the use of encouragement, the use of anecdotes, teaching with parables, the use of poetry, teaching in practice, summarizing" are the eighteen sub-themes obtained from the present study. These sub-themes were summed up in the form of three main themes of individual character, educational character and educational methods. The results of the search for the answer to the third question were as follows: the most important personal and educational traits that can be considered for today's teachers are coordination of behavior and speech, loving behavior with students, and attention to the self-improvement and humility, respectively. Also, the best educational feature is the use of encouragement and illustration.These themes are gathered in the form of three main themes of individual character, educational character and educational methods.The results of the search for the answer to the third question are as follows: the most important personal and educational traits that can be considered for today's teachers are, in order: coordination of behavior and speech, loving behavior with students, attention to self-improvement and humility; The best teaching methods are the use of encouragement and examples.

Reading is an important language skill, as most learning occurs through it. To improve reading, the type and level of text difficulty should be in accordance with the mental ability of students. Therefore, determining the level of text difficulty (so-called readability) have been considered by researchers for a long time. One of the indicators of readability is related to text’s local cohesion. The present study aimed at investigating the significance of frequency of different types of indicators of local cohesion in Persian textbooks at different levels of its representation (surface, text-base and situation model) at primary school (6th grade), secondary school first cycle (9th grade) and second cycle (12th grade) based on Kintsch’s construction-integration model (1988-1998). It was a mixed-methods study. At the qualitative section of study, different types of local cohesion’s indicators of these textbooks were determined. Then, at the quantitative section of the study, the significance of their frequency was calculated by Chi-square. The results indicated a significant difference among the frequency of different types of such indicators in the Persian textbooks at all 3 levels of school education. As the text of books became longer from 6th grade to 9th and 12th grades, all indicators increased, however, such increase was not regular. Apparently, the educational approach of these textbooks is a skill-based one, meaning that they emphasize on education and strengthening the language skills (including reading), however, considering the results of the present study, perhaps it could be said that they have not been considered in practice, especially when developing the Persian textbooks.

The present research was conducted with the aim of designing a curriculum model for the leadership development of secondary school principals based on the problem-solving approach. In terms of the method, it was a qualitative study of the research synthesis type. In addition, this study has been done based on the Roberts model. The research tools included in-depth interviews as well as review of the documents and articles. After four stages of filtering, 493 articles were omitted from 595 ones, and 102 articles were selected and organized using NVIVO software. The results showed that in the proposed model, the main components have been placed in the center and the teaching-learning activities with the themes of organization of workplace, structure of workplace, educational thinking of workplace, as well as learning the training of the workplace have been specified. All the executive factors have been specified based on the governing principles and assumptions. The needs assessment determines the individual and organizational common understanding, as well as revision and rethinking of the principles governing the curriculum model and it is considered as the main base of the curriculum model. Human-centeredness, evaluation, empowerment and participation define the assumptions. It is worthy to mention that without considering the assumptions, the curriculum model could not be achieved. This model has been designed in a non-linear way. Also, this model has dealt with all the individual and organizational dimensions and it has identified the effective and evaluative components. And, in addition to the common features, it pays attention to the differences due to the work environment, culture, urban and individual differences of the principals (talents, abilities, needs and interests) and it has the necessary flexibility.

The aim of the current research was to identify the elements of the STEM curriculum at the primary school level. Data were collected based on a qualitative research of the synthesis type, using the seven steps of Newman and Gough (2020). The research population included all the valid scientific articles related to the topic in the period between 2001-2023, which have been registered in the specialized and scientific databases inside and outside the country. After several stages of screening and using the Critical Appraisal Skills Program (CASP) criteria, 40 sources were purposefully selected, coded and analyzed, and the elements of the STEM curriculum were analyzed based on Aker's spider web model. The results showed that the logic of the STEM approach is learner-oriented and in line with the theory of constructivism, which seeks to create a holistic view in the student in order to understand the relationship between the four fields of Science, Technology, Engineering and Mathematics. The aim of this approach is to acquire the skills of the 21st century, to train students who can overcome the real problems of the current world with thinking and problem solving skills and also to provide effective solutions. The implementation of this method requires a change in the teachers' attitudes from traditional to modern approaches and training and preparation of teachers, which makes possible the step-by-step and gradual implementation of this approach, even in the current structure. Finally, after introducing the elements of such a curriculum, suggestions were made for its implementation at the primary education level.

The purpose of this study was to compare the effect of cognitive restructuring training and self-regulated learning strategies on the students' attributional styles. It was a quasi-experimental study with a pre-test post-test control group design. The statistical population included the second cycle high school male students of Bojnord city in the academic year 2022, 45 of them were selected by purposive sampling and they were randomly divided into three equal groups. The research tool was Seligman et al. (1982)'s Attributional Styles Questionnaire. The experimental groups were given 8 sessions of cognitive restructuring training and self- regulated learning strategies, and the control group received no training. Data were analyzed by Repeated Measures Analysis of Variance and Ben Feroni post hoc test. The results indicated the effectiveness of both cognitive restructuring methods and self- regulated learning strategies on attributional styles (P<0.001), in such a way that both approaches led to a decrease in the negative attributions and an increase in the positive attributions in students. And the effectiveness of cognitive restructuring training both in the post-test and in the follow-up period was more than self- regulated learning strategies training (P<0.05). Accordingly, these two methods can be used to improve the attributional styles of students at schools.