نشریه پژوهش در روش های آموزش
پیاپی 2 (تابستان 1402)

The purpose of this research was to investigate the lived experiences of multi-grade teachers about the role of educational leaders in improving the education situation of multi-grade schools in Charavimaq city. The research was conducted with the qualitative method of experimental phenomenology and with the tool of unstructured interview. The research population was 158 teachers of multi-grade rural elementary schools in Charavimaq city in the academic year 2010-2012 , and a number of them were selected as a sample in a purposeful way based on criteria (with intensity sampling technique). The research reached theoretical saturation after conducting 21 interviews. During the interviews, teachers of multi-grade schools expressed their experiences of the role and activities of principals, which were analyzed with the seven-step method of Claisey. The findings of the research were as follows: 1) Due to the conditions of the region and some problems prevailing in multi-level schools in the region, the principals do not spend most of their energy on education and try to solve other issues besides paying attention to educational issues. 2) In addition to educational issues, leaders influence teachers and students in the area of psychological assistance. 3) Leaders are working as a communication bridge of the regional education department and also overseeing the implementation of the directives and orders of the higher authorities. 4) Leaders are trying to pay attention and organize students with learning disabilities and provide the basis for not rejecting them. 5) In order to improve education, leaders try to change teachers' teaching methods and increase their awareness; also, in this context, they are trying to identify the factors that hinder learning, provide solutions to improve the situation and monitor its implementation. The results of the research showed that considering the positive role of educational leaders in helping teachers, it is necessary to strengthen them through various methods, including improving in-service training, making their role and place in education and training more prominent, and choosing the right leaders.

The present study was conducted to determine the effectiveness of teaching cognitive strategies on different levels of reading comprehension of narrative and informational texts among third grade elementary students of Dezful. This study was based on a multiple-baseline design across subjects. The tool used in this study was a set of teacher-made comprehension tests that included 20 texts matched in both narrative and informational genres. The study was conducted in 60 individual sessions for three subjects, Comprehension was assessed orally by semi-structured interviews. Finally, using graphical analysis and two nonoverlap methods i.e. NAP and TAU in Excel 2019 the effect sizes was calculated, and the results were discussed. After analyzing the data, although the effectiveness of strategic instruction method was evaluated, there was no significant difference between comprehension of the experimental and control subjects. However, in the separate analysis of the texts, it was observed that in the narrative texts, strategic instruction is more effective than the traditional one with effect sizes of 83% and 67%. Also, a similar significant difference was observed between subjects' reading comprehension in the levels of literal comprehension and reorganization, but no significant difference was found in the level of inferential comprehension. The results of this research showed the effectiveness of strategic instruction on reading comprehension based on low-level thinking.

The purpose of this study is to investigate the extent to which educational goals of teaching Math are achieved from the perspective of elementary school teachers in the city of Qom. This research is qualitative in approach, practical in purpose and descriptive in nature. 30 participants were selected using the purposive sampling method considering the theoretical saturation rule. The data collection tools were a researcher-made questionnaire and a semi-structured interview. The data were analyzed and coded using MAXQDA10 software. The results obtained from the participants' opinions and data analysis show that some educational and training objectives, such as understanding the concept of numbers and mathematical calculations, curiosity, problem-solving, and differences in students' interests and talents, have been addressed in the content of Math education as well as teachers' teaching methods. However, less attention has been paid to such educational goals as the effectiveness of Math education with the needs of society, fostering imagination, critical examination, discovering order and accuracy in the world, moral and spiritual growth, and utilizing the ideas of mathematicians. Participants also addressed the existing problems in Math education, the competence and professional development of teachers, and the use of digital facilities as mentioned in the text.

The aim of the current research is to validate the framework of the change of students' learning culture. The current research is fundamental in terms of its purpose. Also, in terms of the method of data collection it was done by survey method. In this research, the opinions of 260 faculty members of Shahid Beheshti University were obtained through the implementation of a researcher-made questionnaire and they were examined using stratified random sampling. The face and content validity of the questionnaire were approved by experts in the area of higher education as well as university culture, and the reliability of the questionnaire was obtained using Cronbach's alpha coefficient; it was higher than (0.70). To analyze the data obtained from the implementation of the questionnaire, first and second confirmatory factor analysis (CFI) tests and structural equation modeling (SEM) were used through statistical software (Amos Graphics). Finally, a comprehensive framework for the change of students' learning culture was approved.

The rule of professional ethics can significantly help the organization to reduce organizational tensions and to success in achieving goals. Faculty members play a critical ethical role as role models for students in addition to their academic role. The aim of this study was to identify the professional components in education at Shahid Beheshti University in Tehran. This study is theoretical; regarding research objectives, its approach is based on qualitative thematic analysis method. Two methods of library and field studies were used to collect data. In order to take advantage of experts and their opinions, the purposeful sampling method was used. 20 professionals who had the required information to study, were selected. The required information was collected through semi - structured interviews. The interviews continued until the information reached the point of saturation. The questions of this interview were prepared based on the literature review; they were analyzed to be suitable and competent by some professors and experts. To ensure the validity of the research, the review by the members (interviewees), the triangulation of data sources and the peer review method were considered. Also, to calculate the reliability of this study, the inter-coder reliability (the agreement between two coders) was used. Three themes of personal ethics, human relationships and professional capabilities were identified as the components of professional ethics.

Academic acceleration is a kind of educational approach or intervention based on which smart and gifted students can complete courses and educational programs in a shorter period of time and at a faster speed at a younger age than usual. A quick look at the statistics of gifted students shows that the number of these students is increasing and every year the number of applicants for academic acceleration is increasing. Since the performance and academic success of gifted students in the years after the jump is very important, the academic performance of these students was compared and investigated with two groups of their peers in this study. The participants in this research included 207 students, 73 of whom were gifted and the rest were not. In addition to the intelligence factor, items such as parents' education level, occupation and socio-economic status as well as the living area were also taken into account for comparison. For each gifted student, a peer of the same age (third grade) and a peer of the same grade (fourth grade) were selected. Academic performance of these students was measured in reading comprehension, in Math in two axes of application and reasoning, as well as in Science in three axes of knowledge, application and reasoning. The statistical analysis of the research findings showed that there is no significant difference between gifted students and their peers