فصلنامه مطالعات آموزشی و آموزشگاهی
پیاپی 34 (بهار 1402)

The ability to coach student teachers in the educational environment is a key competency for every teacher. The purpose of the current research is to design and validate the coaching model based on the selection theory in the university. This research is of a mixed sequential type with a database strategy and contextualization method. In the qualitative part, university professors were selected according to theoretical saturation with a purposive sampling method (N = 3) and for the validation of the questionnaire according to Cochran's formula, an exploratory sample of 360 student teachers of Farhangian University was used and a multi-stage sampling method was used. Also, in the quantitative part, for the effectiveness of the model, the training package derived from the coaching model was determined on 44 people, who were randomly selected, and assigned to two experimental and control groups. The research instrument in the qualitative part were semi-structured interviews and the researcher-made questionnaire in the quantitative part. In the quantitative part, the organizational commitment questionnaire of Alan & Meyers (1991) and the coaching method were implemented during 10 sessions of 90 minutes. The method of data analysis in the qualitative part was open, central and selective coding by MAXQD software and thematic analysis approach. Also, exploratory and confirmatory factor analysis was used for the reliability of the questionnaire and model. In the quantitative part of this research, it was a semi-experimental pre-test-post-test type with a control group and a follow-up phase. The results showed that the coaching model includes two dimensions of personal coaching and educational coaching, 7 main components including self-discovery, intelligent goal setting, searching and persistence in work, relationship building, education and creating knowledge, environment, effectiveness and influence, and 35 indicators were presented as a coaching model. The results showed that coaching is effective in increasing the level of organizational commitment of student teachers and is stable over time.

The purpose of this study was to identifying the factors affecting the academic motivation students of Farhangian University and to present structural model. The research method is a design mixed method sequential explanatory design consists of thematic analysis and survey research. The population of the qualitative part of the research was all the excellent students of Farhangian University in South Khorasan Province, that using purposive sampling method, 15 people selected as participants. The statistical population of the quantitative part of the study included all students of Farhangian University in the academic year of 2018-2019. Using stratified random sampling method, 311 people selected as the statistical sample. To collect the data were used a semi-structured interview and a researcher-made questionnaire. The validity of the measurement tool in the qualitative part was confirmed the coders' agreement method by MAXQDA software. The quantitative part through convergent and divergent validity. In addition, was evaluated the reliability of the researcher-made questionnaire based on three criteria: factor load coefficients, Cronbach's alpha (.86) and combined reliability (85.5) using PLS software. To test the research questions, the structural equation modeling method and were used PLS software. The results of the qualitative part of the research showed 27 basic themes, 8 organizing themes and 5 comprehensive themes. In addition; the results of the quantitative part of the research showed that educational (0.40) and environmental (0.36) dimensions have a more effective role in explaining the structural pattern of motivation students of Farhangian University. Overall, the five dimensions explain 0.95 of the changes in academic motivation students of Farhangian University. According to the results in order to improve, the academic motivation of students, in the first step, should be consider development of educational services and physical space.

This study was conducted to identify and validate the components of training qualified human resources at Farhangian University by mixed-method. The study strategy was the grounded theory method in the qualitative section and the survey method in the quantitative section. The statistical population in the qualitative section included education experts and teachers of Semnan Farhangian University in the field of human resources training in 2019, from which 18 were selected according to the principle of theoretical saturation by purposive sampling. The statistical population in the quantitative section included 400 teachers graduating from Farhangian University (working in the Department of Education of Semnan Province) in the academic year 2019-2020, from which 195 were selected as a sample by simple random sampling. The study tools were semi-structured interviews and document review in the qualitative section and the researcher-made checklist in the quantitative section. Data analysis in the qualitative section led to the identification of 6 themes and a selective code. The main axial codes were organized into specialized knowledge with five organizing themesin (self-efficacy, initiative, media literacy, knowledge management, and up-to-datedness), value-spiritual codes with three organizing themesin (professional ethics, jihadi culture, and being a role model), behavioral codes with four organizing themesin (collectivism, being a factor of change, order, and self-education), action-interaction codes with three sub-axial codes (accountability, two-way communication, and tolerance), skill-professional codes with four organizing themesin (lawfulness, educational justice, aesthetics, and work experience), and leadership-management codes with four organizing themesin (role-playing, systems thinking, learning leadership, and participation seeking). According to the results of the quantitative section, the final scale was approved with 6 factors and 69 indicators and can be used as a tool to measure the training of qualified human resources.

This research study is intended to design a model of indicators and dimensions of leadership for teachers' informal learning. This research study applied a descriptive-exploratory methodology based on qualitative approach. The researchers used content analysis for investigating the targeted variable (leadership of informal learning). The participants of the study for the interview were university lecturers and experienced educational experts who were acquainted with the research topic. The selected respondents had useful experimental and practical knowledge about the research topic. They were selected via the non-probability judgmental sampling. Data was gathered based on interview sessions which were conducted on 25 educational experts. The interview data was coded in such a way that aggregate codes were obtained from the initial extracted codes. The aggregate codes were investigated and integrated; then, the related variables and dimensions were developed from them. After that, a model was proposed based on the developed and extracted variables and dimensions. The obtained results indicated that the leadership model for teachers’ informal learning included the following 3 dimensions: opinions, strategies and behaviors. In the proposed model, the opinion factor had the following four layers or components: belief in teamwork, belief in the status and role of informal learning, knowledge of non-formal learning of strategies, belief in the role of values in informal learning.  The strategy factor had the following five variables: providing an appropriate atmosphere in school for promoting learning, paying attention to different methods and education, organization and coordination, evaluation of learning findings, paying attention to management style and approach. The behavior factor had the following eight variables: supporting the exchange and sharing of information and experiences in school environment, supporting communication and negotiation atmosphere at school, creating a sense of competition in school environment, the extent to which the school principal supports using informal learning, supporting the use of experts' experiences, using motivational incentives, focusing on teachers and learners’ psychological characteristics.

Improving human resources and developing employees' performance has been one of the important goals of education. Occupational stress was one of the major problems of teachers during the corona pandemic, which can have a negative impact on this important goal. The aim of this study was to investigate The Role of Covid-19 Anxiety, Worry and Negative Beliefs about the Uncontrollability and Danger of Worry in Predicting Teacher Job Stress in the Corona Pandemic. This research is descriptive and was conducted by correlation method. The statistical population of the study consisted of all school teachers in Ardakan in the academic year 1401-1400. Sampling was performed using the voluntary method and 357 people were subjected to job stress questionnaires coronary heart disease anxiety, negative beliefs about uncontrollability and risk of metacognitive beliefs, then responded to the Concern of the Thought Control Questionnaire, which was published online. Finally, 286 data were statistically analyzed using Pearson correlation and multiple regression methods at the level of 0.05 and SPSS26 software. The results showed that there was a significant positive relationship between Covid-19 anxiety, anxiety and negative beliefs about uncontrollability and anxiety risk with teachers' job stress (P<0.001). The results of regression analysis also showed that 44% of the variance of teachers' job stress with Covid-19 anxiety, anxiety and negative beliefs about uncontrollability and anxiety risk are predicted. Concern also played a greater role in predicting and explaining teachers' job stress in the Corona pandemic.

The present research was conducted with the aim of identifying the principles and components of blended learning in multi-grade classes of the elementary school. The research was conducted with the qualitative content analysis method. The target population was the faculty members of the Department of Educational Sciences, experienced teachers of multi-grade classes in Golestan province, and written documents related to the subject. The participants included 15 experts in the field of learning, experts in the field of technology and experienced teachers in the field of multi-grade classes in 2019. Also, the written documents included theses, articles, magazines and books in the field of blended learning and multi-grade classes, which were selected by purposeful sampling. Data were collected by conducting semi-structured interviews and reviewing written documents. For data analysis, qualitative content analysis method, MaxQDR software and manually were used. The collected data were converted into concepts and categories. Lincoln and Goba method was used to ensure validity and reliability of data. Therefore, four criteria of reliability, transferability, reliability, and verifiability were used for evaluation. Finally, 7 main categories, 15 subcategories and 45 concepts were obtained. The findings of the research showed that the principles of blended learning in multi-level classes include the innovation of teaching methods, the updating of technology literacy, high-quality educational opportunities and skill-learning, flexibility in the content of courses and components, including the expansion of the culture of research and evaluation, the intelligent use of new teaching technologies, the development of scientific and professional competence of teachers.

The purpose of this research is to test the experimental components of the methods of attracting and retaining human resources in areas with less education and training in order to fairly classify the areas into educational facilities and services and to examine the difference of these components according to demographic changes. It is a little descriptive-survey type. The statistical population is the teachers of Kurdistan province, 616 of these teachers were selected through class sampling and then by selecting simple random samples independently from within each class. The information was collected through a researcher-made questionnaire of 40 speakers. The six main components determined from the qualitative part were analyzed to check the state of absorption and durability. The results of the analyzes using statistical tests showed that there is no significant difference in the demographic components, in the field of study and gender for the components of absorption and retention, and there is a significant difference for the degree and work experience. Friedman's test for prioritizing the components from the participants' point of view showed that the altruism component has the highest priority and the lack of administrative health has the lowest priority. Also, the second-order factor analysis showed that the model has a good fit. Based on the findings, it can be argued that if we use the factors of altruism and socio-occupational identity as a criterion for absorption and persistence and prevent the occurrence of factors of administrative health and inequality and discrimination, and also for teachers to stay in less privileged areas. By prioritizing desirable support structures and job requirements, we will achieve a more stable situation in the education of less resource-rich areas.

Active Academic Engagement Students' learning and academic achievement are important, and students with higher academic engagement have higher academic performance. Therefore, the aim of the present study was to investigate the mediating role of achievement goals in the relationship between basic psychological needs and students' academic engagement using structural equation modeling. For this purpose, 382 undergraduate students of Farhangian University of Tehran (Shahid Mofteh Campus and Atrat Vavan Higher Education Center of Islamshahr) participated in the research. They replied to the Basic Psychological Needs Questionnaire (Ilardi et al. 1993), Achievement Goals Scale (Midgley et al. 2000) and Academic Engagement Scale (Assure, Kaplan & Roth, 2002). Structural equation modeling revealed that basic psychological needs exerted a direct, significant influence upon mastery and approach-performance goals, and an indirect one upon students’ academic engagement through the mediation of achievement goals. Additionally, mastery goals had a positive direct influence upon academic engagement, while the direct influence of performance-avoidance on academic engagement was negative. In general, findings of this study suggested psychological needs satisfaction led to choose mastery and approach-performance goals which could in turn influence their academic engagement.

The aim of present research was to investigate the mediating role of school satisfaction in the relationship between peer group aggression coping self-efficacy and social anxiety. Participants were 492 sophomore high school students both boys and girls from four districts of Shiraz. They were selected by random multistages cluster sampling method using Kline’s criterion. To collect the data, three instruments were used. Peer Group Aggression Coping Self-Efficacy (Singh & Bussy, 2009), Social Anxiety Scale for Adolescents (LaGreca, 1998), and school satisfaction subscale of the Multidimensional Students’ Life Satisfaction Scale (Huebner, 1994). Based on the results, the direct effect of peer group aggression coping self-efficacy on school satisfaction was positive and statistically significant. The results also revealed that indirect effect of peer group aggression coping self-efficacy on social anxiety through school satisfaction was statistically significant. Based on the research results, it can be concluded that teaching coping self-efficacy skills to students can increase their school satisfaction levels and therby can lead to decreasing of social anxiety and promoting mental helath in them.

The purpose of the present study was to validate the teacher as social context in teachers (Teacher's behavior in the classroom). This research was descriptive of the correlation. The statistical population included all the teachers of the first and second grade of secondary schools in Noor’s and Chamestan’s public schools in the academic year of 2019-2020. The sample consisted of 240 teachers (123 males and 117 females) were selected by relative stratified random sampling and all of them completed the Teacher as Social Context questionnaire. Confirmatory factor analysis and Cronbach's alpha coefficient were used to examine the questions of the questionnaire. Findings showed that the questionnaire was saturated with three factors of involvement, structure and autonomy support. Cronbach's alpha coefficient was favorable for the agents and the whole questionnaire in terms of psychometrics in all participants and the range of correlations of the set of items was favorable. Also, the significance of fitness indices in confirmatory factor analysis confirmed the three-factor model extracte. Analysis of reliability, convergent and divergent validity of the questionnaire factors showed that the questions are sufficiently accurate in assessing the factors. As a result, the Persian version of the Teacher as Social Context questionnaire in the teacher community has acceptable psychometric properties and can be used as a valid tool to measure teacher behavior in the classroom.

In order to nurture children's thinking and in order to realize students' participation in the field of research, there are plans and programs. In Iranian education, Jaber Ibn Hayyan plan is also one of these research-oriented projects in order to cultivate students' thinking and research skills. The purpose of this study is to investigate the views of primary school teachers about the implementation challenges of the Jaber Ibn Hayyan plan. Using qualitative phenomenological method, through purposeful sampling, 20 primary school teachers were selected in Sabzevar schools. Data collection tool was semi-structured interview method. Findings were analyzed using three-step coding method attributed to Strauss and Corbin. Research findings in 8 categories of factors including factors related to educational culture, factors related to curriculum goals, factors related to teachers, factors related to learning strategies, factors related to students, factors related to family, factors related to educational facilities and evaluation the design is categorized. Structural and cultural unpreparedness for the implementation of Jaber plan has also been identified as the selected code. The results showed that in order to implement and use the Jaber plan in schools, in order to eliminate and reduce the challenges raised in the research path, various grounds should be provided.

This research aimed to analyze the relationship between job satisfaction and job performance of out-of-field assigned novice teachers who graduates from Farhangian University. This research was an applied, descriptive-analytical, and correlational method. The statistical population was graduates between 2016 to 2019. The statistical sample was selected using cluster sampling among out-of-field assigned novice teachers in three fields’ physics, chemistry, and biology. 165 people participated in this research. The data collection tool was two researcher-made questionnaires. The validity of the questionnaire confirms by seven faculty members of Farhangian University. Reliability by Cronbach's alpha method was 0.89 for job satisfaction and 0.96 for job performance. The average score of job satisfaction is 2.6 that was less than medium and, for the components of service compensation, opportunities for advancement, physical condition, and nature of work, organizational climate, and leadership were low up to medium. The job performance was about 3.8 and in the range of less than high. The relationship between job satisfaction and job performance and the components studied was positive and significant (P< 0.01).

The purpose of this study was to construct and validate an effective teacher evaluation questionnaire for physical education. The type of descriptive-survey research and the statistical population included two groups of individuals. In the first stage, the statistical population included 15 professors, experts and specialists in physical education and sports management and in the second stage, 220 physical education teachers in Zanjan in the academic year 1397-1397. The sample was estimated to be 136 people using Morgan table, which was randomly selected using 69 male and 67 female teachers using stratified proportional sampling method. To achieve the objectives of the research to identify the components of an effective physical education teacher, a researcher-made questionnaire was designed using the Delphi method. For statistical analysis, in the descriptive statistics section, mean and standard deviation and in the inferential statistics section, Cronbach's alpha coefficient and composite reliability (Delvin-Goldstein), first and second order confirmatory factor analysis, t-statistic were used. Finally, a 59-item instrument with a Likert scale of 5 values and 8 components was prepared. The questionnaire obtained in the present study in the field of physical education has professionally identified the dimensions (cognitive, behavioral, emotional, psychological-motor) of an effective teacher. It is suggested that using the instruments obtained in this study, the effectiveness of physical education teachers at different levels be evaluated.

The aim of this study was identifying and prioritization the educational needs of managers and employees of Farhangian University by descriptive-survey research method. The statistical population included 35 managers and 261 employees of Farhangian University in Lorestan, Ilam, Hamedan, Kermanshah, Khuzestan and Chaharmahal Bakhtiari provinces who were selected by census sampling method. Data were collected by two researcher-made questionnaires with reliability of 0.98 and 0.92 coefficients and analyzed using SPSS21 software. According to the findings, in the manager group, technical-specialized, perceptual and human domains, with 28 items and in the employee group, general and technical-operational domains with 30 items of educational needs have priority. Considering the importance of the professional growth and development of human resources, it is essential to pay attention to the identified needs in the improvement and promotion plans of Farhangian University employees.

The present study aimed to design a model for transferring learning in in-service training of educators. This research was applied in terms of purpose and descriptive in terms of data collection and in terms of approach among mixed research methods of exploratory type. The research method was correlation and the statistical population of all education teachers in districts one and two of Kerman was 5000 people. The data collection instrument was a researcher-made questionnaire whose content validity was obtained and confirmed by Waltz and Basel (1981) content validity index for all items above 0.79. According to the sample size criteria in confirmatory factor analysis and structural model such as model complexity and number of parameters, the researcher distributed 400 questionnaires to teachers in districts one and two of Kerman and 384 questionnaires were analyzed. In order to validate the model extracted from the data, confirmatory factor analysis with partial least squares (PLS) approach was used. The results of the structural part of the model showed that the path coefficients of the latent exogenous variables of educational, individual and organizational factors affecting the transfer of learning to the latent variable of learning transfer are 0.134, 0.234 and 0.594, respectively. Which have the largest share in the transfer of learning of organizational factors. Thus, it seems that the more attention is paid to variables such as organizational climate, organizational support, application opportunity, organizational culture, organizational commitment, the better the transfer of learning. Indicated a strong fit of the proposed research model.

The purpose of this study was to design a model of elementary school curriculum Designing based on the characteristics of the contexts, levels and elements of the curriculum in relation to the localization of the curriculum. The research approach was qualitative and included content analysis and synthesis research methods. According to the type of indicators, the statistical population of the study was variable in different questions.The first population included primary education experts and educational groups, 13 of whom were purposefully selected by special sampling, and their views and opinions were assessed through interviews. The second community was a textual community in which the documents and scientific texts of the last twenty years in the field of curriculum decentralization were examined, as well as a community of curriculum specialists, experts and primary school teachers, 19 of whom were purposeful and chain sampling Were selected and information was obtained through interviews and study and review of scientific content. In data analysis, conventional content analysis and content analysis of Gall et al. Research findings showed: The statistical population includes curriculum specialists, primary education experts and departments, elementary school teachers and scientific texts in the field of decentralization. Information was obtained through interviews and review of scientific content with the amount of different samples selected. In data analysis, the method of customary content analysis and content analysis of Gall et al. The research findings are: 1) components of change discourse, soft subject areas, systems thinking and organic empowerment have been identified as necessary contexts for the implementation of the liberalization approach. 2) The decision-making process has four levels (social, academic, institutional and educational) which is based on the participation of provincial, regional and school officials and the institutional level acts as a link between academic (theoretical) and educational (practical) decision-making levels and Its role has a special place in the theoretical-practical (quasi-practical) dimension. 3) According to Klein, the elements of the curriculum interact with each other in a network structure and, influenced by the theory of social constructivism, emphasize the design of learning environments.

In today's world, education is one of the most important and effective organizations for personal and social development of human beings. Life School that sometimes referred to as the "school for life", has the mission of achieving the all-encompassing and holistic goals of education. The purpose of this study was to provide A Three-layer Pattern for Feasibility and Establishment of Life School by Meta-Synthesis Method. The statistical population includes previous research (articles, projects and dissertations) in the field of life school, which was selected as a statistical sample with the purposeful approach of the most relevant studies. In order to determine the importance and priority of the extracted codes, Shannon quantitative entropy method was used. The research findings were identified and categorized into 5 categories, 22 concepts and 98 codes, which are 5 main categorie: Identify pedagogy, infrastructure, organizational culture and climate, human resources and effective social communication. after the research steps, the model of determining and effectively establishing the Life school in three layers of feasibility, conceptual design and implementation structure and establishment of Life school is presented. In the feasibility stage, the acceptance of the model, determining the prerequisites and analyzing the current situation and the gap until the implementation of the new plan is measured. In the design phase, the identification of pedagogy is considered, and determining the type of learning and the purpose of learning is the basis of any action. In the phase of establishing infrastructure, organizational culture and atmosphere, human resources and effective social communication with comprehensive management are implemented.

The aim of this study was to design a growth pattern of responsibility of elementary school students based on the Grounded Theory, which was used the qualitative method of data-based theory. The participants in the present study included child psychologists and counselors, of whom 21 were selected by theoretical sampling for in-depth interviews. The validity of the findings was assessed by matching method by members and conducting pilot interviews. Open source, axial and selective coding were used for analyzing qualitative data. The results indicate that 774 basic conceptual propositions with 84 sub-categories and 23 main categories in the form of six dimensions of the paradigm model were identified, as follows: causal causes (family, observational learning, education, personal characteristics), main phenomenon (growth of responsibility, complex and multidimensional phenomenon), strategy (family strategies, school strategies, educational strategies, supervisory strategies, motivational strategies, individual effort), field characteristics (needs assessment, pathology, underlying opportunities, underlying individual characteristics, macro-infrastructure), environmental conditions (economic factors, political factors, social factors, technological factors, value factors, environmental factors) and consequences (individual consequences, social consequences). The integration of categories based on the existing relationships among them, around the growth of responsibility framework, forms a conceptual model that reflects the growth pattern of responsibility among elementary school students.

The outbreak of Corona virus has led to the closure of schools since February 2019, so the 12th grade students who were preparing to take the entrance exam were forced to make more efforts. The main purpose of the present study was to understand the lived experience of 12th grade students to prepare for the university entrance exam in the coronavirus outbreak crisis, which was implemented using phenomenological methods. The method of data collection was to use a semi-structured interview. Based on this, with the approach of purposeful sampling and standard method, 12th grade students were selected and finally 14 people were interviewed based on theoretical saturation. Interview analysis was performed using a cleavage model and thematic analysis method. After extracting and categorizing the topic, in 2 main themes and 8 sub-themes including educational challenges (including four sub-themes; use of counselors, difference in curriculum content with the materials provided in the training network, reducing competition and reducing learning effectiveness) and Individuals challenges (including four sub-topics; motivation, increased study costs, decentralization, and increased study time) were classified. Considering the issues mentioned by the 12th grade students, the special attention of the education system administrators to Universities entrance exam of 1399 is necessary.

In today’s Covid-19 period of time, school-based teaching and learning is inevitably under process in electronic (here online) mode, all over the world and Iran as well. After a year-long period of experiencing the spread of corona-virus across Iran, improving this type of education in schools across the country seems to be a vital need. Accordingly, educational tools play an important role in promoting the e-learning education. This comes as the promotion of e-learning is critical to Iran as it is in close touch with the country’s social-cultural context and its school- based e-learning experiences.The purpose of this article is to identify the appropriate educational tools for improving the school-based e-learning in Iran all based on the theory of the Gutenberg Galaxy by Marshall McLuhan. The research method adopted by this article is based on conducting in-depth interviews (interviews with elites) with 27 Iranian experts and elites in fields of communication sciences, educational management, and e-learning. The research concluded that, based on Marshall McLuhan’s theory of the Gutenberg Galaxy, the textbook is a proper educational tool for improving the quality of electronic education for the Iranian secondary school students studying at Grade 2.

The main purpose of this research is Content analysis of the Chemistry ‎book (1) of the 10th grade of high school based on the model of ‎Gilford's creativity. In terms of purpose and method, this research is applied and used qualitative and quantitative methods respectively and in terms of data collection, a descriptive survey type content analysis has been used. The ‎statistical population of this study is the content of the chemical textbook (1) of the ‎tenth grade of high school in the academic year 1398-99 and the sample size ‎is equal to the size of the statistical population. The tool of this research is a researched ‎content analysis form based on the factors of Gilford's model of creativity. Validity of research tools based on educational expert opinions was notable and reliability tools based on Holsty formula was calculated 93%. To analyze the ‎content of the chemical textbook (1), the 10th grade of high ‎school is based on a coding scheme (three steps). Data were analyzed by Shannon Entropy Method. Findings show that in the text and images of the book, cognitive memory is the most significant coefficient and in "Did you know", "questions" and "thinking together" of the book, Divergent Thinking is the most significant coefficients. Also, for the entire content of the book, Divergent thinking with information load of (0.86) and significance coefficient of (0.31) has the highest degree of importance.

The purpose of this article is to design and validate a curriculum model based on postmodern art with emphasis on conceptual art in the second-elementary period. The approach of this research is qualitative and the research method is used. The statistical community includes books, articles, theses and researches in the fields of post-modern art and art-based education. The findings of the research were the result of the analysis of 4 arts mentioned in post-modern art and 15 types of conceptual art; were analyzed in this study; From these studies, 242 characteristics were obtained, which 39 primary and 36 secondary categories were extracted using the synthesis research method, and finally 9 main categories were obtained.Categories include: the use of art in the social, political and cultural context, a critical approach and attention to criticism in order to change perception, having a cultural and transcultural aesthetic approach, attention to art as a platform for the emergence of creativity in development Sustainable is the interaction with the audience in the production, meaning-making, critique and modification of the work of art, the approach of bio stability in the global and regional dimension, the possibility of diversity in material, technique and media in conveying the message. In order to theoretically validate the qualitative method of the focus group was used. For this purpose, the results of the research were provided to 15 experts: curriculum, art and primary school teachers and the findings were reviewed.The results can be in the purpose section: to create an atmosphere for the emergence and emergence of creativity, attention to environmental issues, use of aesthetic criteria and methods and the power of imagination and visualization in designing activities, in the content section: integrating content with elements of everyday life Using native situations, having an interactive approach, in the evaluation section: having a critical look at learning situations, evaluating learning processes, students' ability to choose and participate in evaluation methods.

The purpose of the study, which was conducted by content analysis method, is to evaluate problems of mathematics textbooks in the first cycle from the perspective of the components of mathematical literacy with the help of real-world problems. The ability to connect between the real world and the mathematical world or mathematical literacy is enhanced by contextual problems. The statistical population of math textbooks is the first, second and third grades of elementary school and the sample size is equal to the population. The research tool is content analysis checklists whose face and content validity has been approved by experienced experts and its reliability has been confirmed by Holst formula. The results showed that in general, 26.71% of the problems raised in these three textbooks are context-oriented and their number increases with increasing educational level. Standard application problems with 24.71% have been the most contextual problems raised in these textbooks, and yet in terms of the level of connection with the real world they are more similar to problems with separable contexts and no modeling problems in these books have not been raised. Finally, the contextual problems of these textbooks are far from the standard set in international mathematical literacy studies.

The present study was conducted to fit the entrepreneurship education model based on Training in Technical and Vocational Education. This research is based on practical purpose and has used quantitative method with structural equation modeling approach. The statistical population included all experts and faculty members in the field of entrepreneurship education, trainers and technical and professional managers in the city of Tehran. The statistical sample was selected through the purposeful sampling method. The research tool of the researcher-made questionnaire included 62 items that measure 16 constructs in the research model. Using confirmatory factor analysis, the psychometric properties of the research instrument confirmed. Data analysis was done using the structural equation approach to measure the fit of the model and the relationships between the structures in it. The results showed that personality traits, the content of educational programs, educational methods, educational models, abilities, and competencies of coaches and participatory managerial approaches are related to entrepreneurial skills training. There is also a relationship between infrastructure, government support, the relationship between the technical and vocational education system and industry, the entrepreneurial ecosystem's support for trainees, economic factors, the validity of technical and vocational certifications, and the mass media view of entrepreneurial ability. In addition, the structural model obtained using AMOS software indicates the appropriate fit of the model, that the factors studied in the model in the form of independent variables have been able to explain about 20% of entrepreneurial skills and 19% of entrepreneurial ability.

The purpose of this study is to investigate the level of satisfaction of teachers and students with each of the components of the virtual classroom. This study was a descriptive cross-sectional study. The statistical population of this study was all sixth-grade students and teachers at Birjand in the academic year of 2019-2020. From which of them, 53 teachers and 130 students by convenience sampling method were selected. The researcher-made questionnaire of satisfaction with the virtual class, which has 10 components, was distributed among the subjects. The content validity of the questionnaire was confirmed by experts and related professors and the reliability was obtained using Cronbach's alpha coefficient of 0.74. The data were analyzed in SPSS program using multivariate analysis of variance (MANOVA) and one-sample t-test. The results show that the mean of all components of the virtual class compared to the theoretical value t (3) are at a level below 0.01 significant level and below average. According to the results, it can be concluded that the transfer from the traditional system to the online education in the school was not very satisfactory, and teachers and students are not satisfied with the virtual class in the current way, and if the current situation continues, more research should be done on the efficiency of this system.

The general purpose of this research is to analyze based on the amount of attention to process skills. For this purpose, the eleven elements of the components related to the process skills were used. The statistical society consisted of science textbooks of first elementary course. In this research, Shannon entropy content analysis method has been used. The results of the research show that out of a total of 578 units registered the most frequent related to the communication with 192 units (33.21 %) and the observation with 168 units (29.06 %). The least repeat for the predictive with 9 units (1.56 %) and the research design with 0 units (0 %). Maximum values ​​of the coefficient of importance of the prosses skills in science textbooks of the first elementary course, related to the communiction and the conclusion (0.115), the hypotessis (0.101) and the research design (0) is in the last rank. In total, the component of the research design in the textbooks of the sciences of the first period has been ignored and neglected, and this is a factor in the unbalance of the components of process skills in the textbook.