فصلنامه مطالعات آموزشی و آموزشگاهی
پیاپی 35 (تابستان 1402)

The purpose of this study is to investigate the status of vocational and skills training and to pay attention to the academic guidance of students towards vocational training in the document of fundamental Transformation of Education. The research is descriptive applied research. In the qualitative part, the research has been done using the method of qualitative content analysis and quantitative analysis to confirm and validate the results of the qualitative part, using descriptive statistical methods; Quantitative data were analyzed by SPSS statistical software. The statistical population was the document of the fundamental transformation of education (2011) and the whole society was considered as a sample. The results show that the document has paid due attention to vocational and skills training in the definitions of education, basic competencies and mission statements; However, due to the issue in the definitions of the document, professional and skills training in value propositions Statement of document values (5 of 30), school characteristics on the vision 1404 (2 of 17 characteristics), training students in the general objectives of the document (4 of 45), operational goals (4 of 23) and operational strategies (6%, 8 of 131) have not been properly considered.

The aim of this study was to investigate the effect of self-monitoring strategy on the ability to convey the position of numbers and the accuracy of students' mathematical calculations with mathematical learning difficulties. The research method was applied in terms of purpose and from the point of view of collecting the findings; it was a bit of an experimental type with a single subject design (multi-baseline type with different subjects). The statistical population included all third grade elementary students with learning math problems who were studying in the academic year 2018-2019. In the present study, the accessible sampling method was used and from the target population, 2 male students and 2 female students were selected as the research sample. Data collection tools in this study are: Wechsler Intelligence Test (1974), Key Math Diagnostic Test (1986) and Jordan Attention Deficit Disorder Index Test (1992). Central and effect size indices were analyzed. Research results show that: A) Teaching attention self-monitoring strategy has a positive effect on the ability to convey the position of students with mathematical learning difficulties. B) Teaching self-monitoring strategy Attention has a positive effect on the accuracy of mathematical calculations of students with mathematical learning difficulties and has increased the realization of the consequences of learning mathematics. The results of the present study can help teachers and professionals in this field to be able to improve the ability to convey the position of numbers and the accuracy of students' mathematical calculations with mathematical learning problems by teaching self-monitoring strategies.

The aim of this study was to evaluate the effectiveness of visual perception training on reducing learning disabilities in elementary school mathematics. The method of this quasi-experimental study was pre-test-post-test with a control group. The statistical population included all male elementary school students in the third and fourth grades of elementary schools in Borujen city. Random form was assigned to the experimental and control groups (8 fourth grade students in each group and 7 third grade students in 15 groups on Friday). Raven Intelligence (1962), DSM-IV-TR Diagnostic Checklist Test. Visual perception training protocol training package was taught to the members of the experimental group in 10 sessions (twice a week, 45 minutes). Data were analyzed using analysis of covariance.

Eye movement coordination on the reduction of learning disabilities. With ETA coefficient (2590), shape and context on reducing learning disabilities with ETA coefficient (2130), shape stability on reducing learning disabilities with ETA coefficient (2790), spatial relationships on reducing learning disabilities with ETA coefficient (2330) But the situation in space does not affect the reduction of learning disabilities with Eta coefficient (0160).

Visual working memory, spatial visualization and mental rotation are among the factors that influence the academic achievement of elementary students. The aim of this study was to investigate the effectiveness of puzzle games (manual and electronic) on visual working memory, spatial visualization and mental rotation in elementary students. The study was experimental with pretest-posttest with control group. The statistical population was all second grade students in Ahvaz city in the academic year 1397-98 was that 50 students were randomly selected as a sample and replaced in two experimental and control groups (25 people in each group). The research instruments are Cornoldy working memory test, Wechsler intelligence for children-fourth edition (subscale design with cubes) and mental rotation researcher made test for children. Data were analyzed by multivariate analysis of variance. Puzzle game (manual and electronic) had a significant effect on visual working memory in elementary students (P<0.02), there was no significant effect on spatial visualization (P<0.07) and there was a significant effect on mental rotation (P<0.03). Puzzle games can be used to enhance the visual working memory and mental rotation in elementary school students.

The aim of this study was to investigate the effectiveness of Mock-based education on students' psychological well-being and study skills. The method of the present study is quasi-experimental with pre-test and post-test design with two groups of control and experimental. The statistical population of the study included primary school students in Aq Qala city. Cluster sampling method was randomly selected from a school in the second grade of primary school in Aq Qala city. Then, from the educational levels, the sixth grade was purposefully selected and among the sixth grade students, 40 students were selected as the research sample. Research tools included Riff Psychological Well-Being Questionnaire - Riff and Case (1989) and Weinstein (2002) study and learning strategies. The validity of the questionnaires was finally confirmed by experts in the field of education and psychology after minor changes and the reliability of the questionnaire using Cronbach's alpha was 0.72 and 0.74, respectively. Findings showed that Mook-based education has a positive and significant effect on students' psychological well-being and reading skills. Therefore, it can be concluded that Mook-based teaching method has a greater impact on students' psychological well-being and reading skills than the usual teaching method. Therefore, this method can be used along with other methods to improve students' psychological well-being and study skills.

The present study was conducted with the aim of investigating the effectiveness of Scamper idea generation training (a method to increase creativity) on the achievement motivation of male students in the fourth grade of elementary school in Yazd city. The research method is quasi-experimental and the research design was pretest-posttest with a control group. The statistical population of this research included all 6173 male students of the fourth grade of primary school in Yazd who were studying in the academic year 2017 to 2018. This sample consisted of 58 fourth grade male students in Yazd who were selected using the available sampling method and were randomly divided into two experimental and control groups with equal numbers. Before carrying out the experimental design, both groups performed the Torrance Tests of Creative Thinking Form A (TTCT) and the Hermance Achievement Motivation Test (AMT) and the results showed that before the intervention, the creativity and progress motivation of the students in both experimental and control groups There is no significant difference. Both groups responded to the pre-tests, and then the experimental group was trained in Scamper's idea generation method during 10 sessions. Finally, both groups answered the tests again (post-test). First, both groups answered the pre-tests and then only the experimental group was trained in the Scamper technique in 10 sessions. Finally, both groups answered the tests again (post-test). Data were collected using Hermance Achievement Motivation Test (1977) and analyzed using analysis of covariance. The findings showed that there is a significant difference in the post-test of the two experimental and control groups in the average progress motivation and its components (confidence, perseverance, foresight and hard-working). The results of the present study showed that Scamper method teaching is effective on students' progress motivation and its components.

Test anxiety is one of the common phenomena that have a negative impact on students' academic performance. In recent years, various therapies have been used to treat it. The purpose of this study was conducted to compare the effectiveness of mindfulness-based techniques and cognitive-behavioral therapy on test anxiety symptoms in female students. The research method was quasi-experimental with a multi-group pre-test and post-test design. The statistical population of the study consisted of all tenth-grade female students in Azna City in the academic year 2020-2021. Among them, a sample of 45 students was selected by targeted sampling with Spielberger test anxiety inventory and randomly assigned into the experimental or control groups (15 students per group). One of the experimental groups was trained in mindfulness and the other experimental group was taught cognitive-behavioral therapy in 10 sessions, while the control group received no intervention. Data were collected using the Spielberger (1980) test anxiety questionnaire. Data were analyzed by one-way ANCOVA and multivariate ANCOVA and Bonferroni post hoc test. The results showed that mindfulness and cognitive-behavioral therapy had a significant effect on reducing test anxiety and its components in female students (P<0.001). Furthermore, based on the results of the post hoc test, the effect of mindfulness on test anxiety and worry components (P<0.001); there was no significant difference between the two methods on the emotion component (P>0.05). Based on the findings, it can be stated that both interventions are effective in reducing the symptoms of test anxiety in female students and mindfulness can be a good alternative to cognitive-behavioral therapy in the treatment of test anxiety.

The present study aimed to compare the self-efficacy, achievement motivation and Adaptive Behavior among single-grade and multi-grade students in elementary schools. The statistical population of the study encompasses the elementary fifth- and sixth-grade students of Buein-Zahra city in the 2019-2020 academic year. 118 multi-grade and 202 single-grade students were selected using stratified sampling method. study instruments consisted of self-efficacy questionnaire (Sherer and others, 1982), Achievement motivation (Hermans, 1970) and Adaptive behavior (Lambert, 1974). The collected data were analyzed using descriptive statistical methods (measures of central tendency and dispersion) and inferential statistical methods (MANOVA). The results showed that although the self-efficacy of single-grade students are higher than that of multi-grade students, but this difference is not significant. Also, the single-grade students possess the higher scores in the achievement motivation, and the multi-grade students have more Adaptive behavior. Therefore, paying attention to the characteristics of the classes could be effective in the multi-faced advancement of the students.

The purpose of this study is to Designing an Intercultural Curriculum Framework for Teacher- Students at Farhangian University. The present study was based on a qualitative approach and phenomenological method with the presence of 18 participants among curriculum and sociology specialists using purposive sampling method and semi-structured interviews. The analyzes were based on open, axial and selective coding. In-depth analysis of the interviews resulted in identifying and categorizing the features of intercultural education curriculum. It can be argued that Intercultural training curriculum framework consists of 4 elements of purpose, content, teaching-learning methods and methods of evaluation. Themes oversee the objectives of the Intercultural education curriculum in three basic dimensions (cognitive, emotional / attitudinal, and skill). Promoting respect for values and differences in the educational content section; Emphasis on the preservation and transmission of cultural heritage; Emphasis on social interaction; The disadvantage of emphasizing the avoidance of racism; Adaptation to the local historical identity of different ethnic groups; Paying attention to the role of Iranian ethnic groups in maintaining national independence; Attention to national and ethnic cohesion; Attention to cultural diversity; Attention to teaching indigenous and local languages; Attention to cultivating cultural self-awareness; Promoting justice and equality; Attention to different heavenly religions; Accept differences. In the section of teaching-learning methods, role-playing; Demonstration method; Project method; Collaborative teaching method; Scientific teaching method; Reliance method; Brain Enhancement Method; Problem solving method; The method of the courts; Group discussion method. The element of evaluation, as the last element in the intercultural curriculum from the perspective of the study groups in the form of: functional test; Observational evaluation; Oral evaluation; Paper pencil test; Skill-based tasks; Self-assessment; Peer assessment were identified.

The aim of this study was to investigate the relationship between educational and disciplinary strategies on academic procrastination with the mediating role of epistemological beliefs of female students. The present research is of applied type and in terms of descriptive method is of correlation type. The statistical population of the study included female high school students in Behshahr public schools, from which 320 students were selected based on stratified sampling. To collect data, Barzabadi Farahani educational strategies questionnaires, Azimpour, Masrabadi and Yarmohammadzadeh disciplinary strategies, academic procrastination and epistemological beliefs were used by Schumer. Data were analyzed using correlation coefficient test and structural equation method. Findings showed that there is a positive and significant relationship between the components of educational strategies (student-centered strategy, group-based education strategy, focus and motivation strategy, optimal environment preparation strategy, direct teaching strategy, educational process control strategy) with epistemological beliefs. And there is a significant negative relationship between these strategies and the academic procrastination of female high school students. Relationship between components of disciplinary strategies (direct strategy, legislative prevention strategy, human strategy (indirect), rapid response strategy, relationship and cognition strategy, nonverbal strategy, sample and modeling strategy, and referral strategy) and epistemological beliefs There are positives and equations and there is a significant negative relationship between these components with the academic procrastination of female high school students. Other findings also showed that epistemological beliefs in the relationship between educational and disciplinary strategies have a significant mediating role in the academic procrastination of female high school students..

The present study was conducted to compare the effectiveness of perceptual movement exercises (Pariad) and neurofeedback on the parent-child relationship and executive function and visual motor coordination in students with learning disabilities. The research design is semi-experimental with pre-test and post-test with control group. The statistical population of the overall research was 51 male students with learning disabilities who had referred to the success therapy clinic in Tehran in 2019-2019. Based on Cochran's formula, 45 people were selected in a purposeful manner. Analysis of covariance and variance with repeated measurements with Bonferroni's post hoc test were used to check the hypotheses. Based on the findings, the greatest effect of Pariyad's visual and motor exercises is on improving the relationship between parents of children and students with learning disabilities. According to the F statistic for intimacy components (14.54) at the 0.03 level, developmental deficiencies (12.88) at the 0.01 level have the highest significance. The comparison of averages showed that perceptual movement exercises (Pariad) with averages of 23.65 and 44.27 had the greatest effect on visual motor coordination and parent-child relationship in students with learning disabilities, and neurofeedback with an average of (22.80) had the greatest effect on Executive functions in students with learning disabilities. Neurofeedback training has the greatest effect on executive functions on the component of working memory (22.98) at the level of 0.02, emotional control (20.33) at the level of 0.01, and planning/organization (20/33) at the level of 0.01. had. Also, reading disorder and learning disability (16.48) at the 0.02 level, developmental disabilities (13.37) and brain damage (18.54) are significant at the 0.01 level. There is a significant difference between the groups in these components. According to the findings, Pariad's visual-motor exercises improve the visual-motor coordination of students with learning disabilities.

The Enhancement of students' mathematical performance has always been an important concern in Mathematics education research. However, most of studies deal exclusively with the theoretical dimensions of the issue. Its practical aspects have remained a highly under-researched area. The present study seeks to investigate the effectiveness of a tripartite formative assessment program for enhancing the students' mathematical performance in a practical way. This program consists of three pivotal elements: goal selection, goal-directed instructions, and immediate instructional feedback. The research has a semi-experimental design. To do this, two groups of high school teachers and students were randomly selected. The experiment group consisted of 25 mathematics teachers and 382 students, and the control experiment consisted of 25 mathematics teachers and 404 students. The results showed that the formative assessment with high frequency ( 4 times a week) along with immediate instructional feedback had a significant, positive effect on the students' performance. The statistical findings showed that the formative assessment with high frequency resulted in students' progress up to %80. In addition, the results showed that the teachers' years of experience had no significant difference in the enhancement of students' performance.

The aim of this study was to identify the priority educational needs of nomadic preschool students in Chaharmahal and Bakhtiari province using exploratory mixed method type of tool development model. In the qualitative section, 12 specialists and experts with experience in teaching in the nomadic field were selected as potential participants by purposive sampling, and initial qualitative data were obtained through interviews. The data alignment criterion was used to measure the initial validity of the data. Also, with the content analysis method, the initial framework of the model of nomadic preschool educational needs was formed. In the second part, in the form of a descriptive-quantitative research method through a questionnaire created from the qualitative part, the opinions of 150 nomadic preschool teachers and educators of the province who were selected by available sampling method by Friedman formula, 58 educational needs were prioritized in three areas of cognition, skill and attitude. The results showed that the highest educational needs in the field of cognition related to (teaching the alphabet to recognize words both beginning and end), environmental education and creativity education; In the field of skills related to formal (spoken) language teaching, personal and public hygiene education and family communication and life skills training; In the field of attitude related to the training of individual independence and choice, training tends to discipline and of training self-esteem.

The aim of this study was to identify the factors affecting the institutionalization of extracurricular activities of student-teachers of Farhangian University in a combined method. In the qualitative part, the data theory method was used with the Strauss-Corben approach and in the quantitative part, factor analysis was used. The statistical population consisted of qualitative experts who were purposefully selected and interviewed based on theoretical saturation. 11 of them; Also, the statistical population in the quantitative section was the students and teachers of Farhangian University, and based on the number of parameters identified in the qualitative section of the research, 535 of them were randomly selected. In order to analyze the data in the qualitative part, three overlapping processes of open coding, axial coding and selective coding were used, and in the quantitative part, the confirmatory factor analysis method was used. Qualitative results related to the institutionalization of extracurricular activities showed 107 concepts and 25 sub-categories that were categorized in terms of causal, contextual, intervening, strategies and consequences. Also, based on quantitative findings, 90 concepts and 22 subsets were confirmed. Based on these results, it can be said that moving towards the study of institutionalization capabilities requires understanding the conceptual model of all factors affecting it.

Monitoring teachers' stress with credible tools can be very useful in order to increase mental health and make appropriate policies and decisions in relation to these people. The aim of this study was to evaluate the validity and reliability of a specific scale for teachers to assess the stress applied to them by students. In the present correlation study, 520 teachers at different levels of education responded to the teacher-student social stress questionnaire (Tadi et al., 2017) and the Maslach burnout questionnaire (1981). Cronbach's alpha was used to evaluate the reliability of the internal components of the questionnaire and confirmatory factor analysis was used to evaluate the construct validity. Also, to ensure the convergent validity of the questionnaire, its correlation with the score obtained from the Maslach Burnout Questionnaire was examined. The results of confirmatory factor analysis showed that all questions significantly measured the four underlying factors of the teacher-social stress questionnaire in relation to the student, including verbal aggression, objection, inappropriate reaction and inappropriate behaviors. Overall, the results of this study showed that the teacher's consensual stress questionnaire in relation to the student in the Iranian version has acceptable validity and reliability.

The training process has several stages, one of the most important of which is the evaluation of training programs. One of the new evaluation models that can be used as a qualitative tool in assessing students' level of learning is the solo evaluation model. The purpose of this study is to investigate the structure of learners' observable learning outcomes in physics by solving a test and evaluating their answers using the solo model. The method of this research is descriptive, survey type. The statistical population of this study is female high school students in Fardis city, from which 251 students of 10th, 11th, and 12th grade have been selected by multi-stage random cluster sampling. The results show that on average 82% of tenth-grade students, 65% of eleventh-grade students and 86% of twelfth-grade students of theoretical schools in Fardis city are at the Unistructural level and almost none which did not reach the high levels of solo, that is, the levels of relational and extended abstract.

The purpose of this study is to "present a model of the impact of social media on staff cultural management with a competitive approach to universities in Mazandaran province." In the present study, by examining the theoretical foundations and researches conducted in Iran and the world, the three components identified in the semi-structured interview, 10 samples were considered as interviewees. Based on the obtained components, a researcher-made questionnaire containing 59 items The nose of the desired condition was compiled. The questionnaire was distributed among 290 employees of universities in Mazandaran province who were selected by stratified random sampling. The validity of the questionnaire was confirmed through content and structure validity using the opinions of experts and competent individuals in the Islamic Azad University. Cronbach's alpha coefficient was used for reliability and the coefficient of all items was confirmed above 0.9. Finally, the data obtained from the research were used from the structural equation model using Spss18 and Lisrel 8 software. Data analysis showed that social media has an impact on cultural management with a competitive approach. Also, the proposed models had a good fit.

The purpose of this study was to investigate the prevalence of the virtual social networks use and their pathology in student teachers of Farhangian University of Mazandaran Province. The research method is descriptive. The statistical population of the study includes all student teachers of Farhangian University of Mazandaran province who were studying in this university in 1398. The number of people in the community is 2430 people, using Cochran's formula; the calculated sample number is 332 people. The sampling method is stratified, and a researcher-made questionnaire was used to collect information. All statistical calculations were performed by SPSS22 software. In order to summarize the variables related to the usefulness and harms of virtual social networks, SWOT and exploratory factor analysis were used by Varimax method, KMO coefficient and Bartlet statistics. The results showed that 73.5% of student teachers Farhangian University uses virtual networks for 2 to 8 hours a day also, four applications, WhatsApp, Telegram, Instagram, and Shamim, are the most used. Also, educational aplications and strengths and weaknesses and opportunities and threats of cyberspace were identified, and the results showed that social networks, despite having many strengths and opportunities in various fields, if not properly managed is possible.

The purpose of this study was to compare the effectiveness of the continuous bachelor's degree teachers of Farhangian University with the teachers recruited through the recruitment test of Article 28 of Farhangian University's statutes from the point of view of administrators and students using a descriptive-survey research method. The statistical sample of this research included 320 male and female teachers in five provinces of the country, which were selected purposefully. To collect data, a researcher-made questionnaire based on five components of professional knowledge, educational aspects, personal aspects, classroom management and interaction and cooperation was used. The validity of the questionnaire was done through experts and professors, and its reliability was done through Cronbach's alpha test. SPSS software and inferential statistics methods such as t-test and analysis of variance were used for data analysis. The findings showed; Graduated teachers of Farhangian University from the point of view of managers and students, in four components of professional knowledge; class management; Interaction and cooperation and educational aspects had a more favorable and better performance status. But regarding the component of personal aspects, the statistical tests do not confirm a better situation for the teachers who graduated from Farhangian University than the teachers recruited through the Article 28 project. The results of this research can be used in the field of recruiting and training teachers.

The purpose of this study was to analyze the model of factors affecting the professional development of physical education teachers. The research method was descriptive-survey and applied in terms of purpose. Research data were collected in the field and in a mixed manner (qualitative and quantitative). The qualitative sample consisted of 18 experts who were randomly selected and in the quantitative section, all managers and physical education experts of the Ministry of Education and affiliated departments were selected based on stratified random sampling with Cochran's formula, 400 people were selected. . The research instrument was a researcher-made questionnaire including 29 factors affecting the professional development of physical education teachers. (α =0 /85). SPSS and AMOS software were used for exploratory and confirmatory factor analysis and AHP technique was used to prioritize the identified factors. Findings showed that 29 factors in the form of 8 axes of human resource optimization, curriculum, current education programs, incentive measures, government macro-policy, financial support, laws and regulations, and support for human resource development programs, respectively. The professional development of physical education teachers is effective. Focusing on the recruitment and professional development of teachers, improving the quality of educational content and motivating physical education teachers will facilitate the professional development of teachers.

The purpose of this study was to investigate the role of green marketing mixes and mental image on the intention of students to return to sport Olympiads. The research method was correlation with the structural equation model approach. The statistical population included all managers, physical education teachers and high school students in Tehran, 331 of them selected as a sample by random-cluster method. To collect data from 3 questionnaires Ranaei Green Marketing (2012), the mental image of Boo et al (2009) and intention to return Mohammadi (2017) were used. The face and content validity of the questionnaires was confirmed by experts and their reliability was obtained using Cronbach's alpha of 0.806, 0.856 and 0.800, respectively. Descriptive and inferential statistics were used to analyze. It was found that the green marketing mixes and mental image had a significant positive effect on students 'intention to return to Olympiads and green marketing mixes had a significant positive effect on students' mental image. The results emphasize the need to improve the quality of the Olympiad by moving towards green sport services, green advertising, environmentally friendly sport fields, mental image creating environmental attitudes and suitable environmental space for maximum participation of students in sport Olympiads.

The purpose of this study is a comparative study of work and technology education curriculum in the primary education system of Iran, Finland and Singapore. The method of this research is qualitative using a comparative method based on comparative analysis. The field of research includes scientific information, documents about work and technology education in the primary education system of the world. For sampling, the method of targeted sampling was used. According to the successes of Finland and Singapore in the field of labor and technology education, these two countries were selected as a sample and compared and compared with Iran. The method of collecting documentary information is by filing method. In order to analyze the data, George Brady's four-step method has been used. The results showed that the similarities are: in terms of status, in the compulsory program at lower levels of education (elementary course); In terms of logic and reasoning, in preparing students for their future careers and careers; In terms of purpose, in introducing them to jobs, preparing them to learn professions and jobs; In terms of content and educational materials are generally consistent; In terms of teaching methods, in using active, participatory and team teaching methods, practical project, problem solving; In terms of evaluation, in the evaluation by the working method of the research folder, evaluation of the practical self-assessment project, oral-written questions; In terms of the role of the instructor, in the role of the instructor as a guide and management of class activities; In terms of the role of the learner, they are similar to the role of the learner as a questioner and the connection and synergy between what is new and what has been learned in the past and how to apply what has been learned in the real world. However, the differences are: in terms of position, in the degree of diversity and scope of the curriculum, work and technology, and the degree of integration of this program with the programs of other courses; In terms of logic and reasoning, the extent to which everyone's work, education and life are related to technology; In terms of purpose, in the amount of attention paid to the development of problem-solving skills, environmental, critical thinking, learning technological literacy; In terms of content and teaching materials, in the field of diversity in educational content and the degree of emphasis on the concepts and principles of work and technology, in terms of teaching methods, in using teaching methods based on maximum student freedom of action, semantics in teaching, Communication teaching method; In terms of evaluation, in the certification of skills and evaluation by teachers and students; In terms of the role of the educator, in the role of the teacher as a member of the family, to make the educational content meaningful for the students by adapting the content to the real world; In terms of the role of the student, there is a difference in the degree of students' freedom of action in activities, restricting education and activities to the classroom.

The purpose of the present study is to investigate and analyze the attention to health promoting behaviors in textbook content of elementary sixth grade and the role of these behaviors in predicting students' generic competences scores. The present research method is a combination of quantitative content analysis and descriptive correlational. For sampling first Sixth grade social science, science and Heavenly gifts books were selected and analyzed using purposeful sampling. Then, 212 sixth-grade elementary students in Boukan city selected by multi-step cluster sampling method and answered the Health Promoting Behaviors questionnaire (HPLP- II), and the score of the first semester of 98-99 was considered as their generic competences. The results of content analysis showed that the frequency distribution of health promoting components and their significance coefficient are abnormal, So that the components of spiritual growth and responsibility for health have the least significance factor and Information load; components of physical activity and nutrition have the least frequency in sixth grade textbooks. Also Concurrent regression results showed that health promoting behaviors were able to predict generic competences scores up to %66.

The aim of this study was to analyze the content of textbooks for teaching the Quran, mathematics, heavenly gifts, social studies, thinking and research, and work and technology of the primary education course (sixth grade) of the academic year 1399-99, based on communication skills and adaptive coping with descriptive methods. Type of content analysis was performed. The measurement tool was a researcher-made checklist whose validity was verified using experts' opinions and reliability was verified using Scott method (89.5) and reproducibility technique. The conceptual framework was designed in the form of 4 components and 20 indicators. The data from the content analysis were then analyzed using the three Shannon entropy steps. In all pages of the reviewed books (23 volumes, 2586 pages) 784 times the subject of life skills has been discussed, of which; The highest attention with 282 frequencies (36%) is related to the skill of "ability to establish adaptive interpersonal relationships" and the lowest attention with 137 times (17.5%) is related to the skill of "ability to cope with stress". Then, 208 times (26.5%) the skill of "ability to communicate effectively with others" and 157 times (20%) the skill of "ability to cope with emotions" have been considered in the above books. In these books, the highest importance factor is related to the skill of "ability to communicate effectively with others" (0.1739) and the lowest importance factor is related to "ability to cope with stress" (0.1465). The skill of "ability to cope with emotions" with a coefficient (1577%) is in the second priority and the skill of "ability to establish adaptive interpersonal relationships" with a coefficient of 0.1495 is in the third priority. The book "Teaching the Qur'an" in a total of six grades, 208 times; "Mathematics" 160 times; "Heavenly Gifts" has taught these skills 183 times and the book "Social Studies" a total of 174 times. According to the findings, it is concluded that it is mentioned in elementary school textbooks; More attention should be paid to the skills of coping with stress and excitement.

Future research strengthens the strategic flexibility of the university and Farhangian University with a systematic future research can increase its strategic ability not to be surprised at different levels, pave the way for continuous, continuous and efficient education for the educational system. For this reason, the purpose of this study is to identify the indicators of future research in Farhangian University. This research is of qualitative type by theme analysis. The participants of the research were professors of Farhangian University (Master with at least 15 years of service and doctorate with at least 10 years of service) with a sample size of 12 after theoretical saturation. And was purposefully selected. Data were collected through semi-structured interviews and data analysis by thematic method using MAXQDA software. The findings showed that the indicators of future research in Farhangian University include; Factors related to human resources (recruitment of human resources and learners), structural factors (communication with scientific centers, changes in the structure of the university, budget and financial support, legislation, creation of a future research center), management factors (needs assessment, planning and goal setting) Outline, empowerment management, innovation support, forward-looking research), educational factors (up-to-date knowledge, curriculum, staff and faculty training, quality assurance), social factors (wisdom or collective thinking, social values, challenge) and Factors related to technology (technology development and database) that attention can lead to the opening of the university and development in line with current developments in the world.

Inadequate planning and lack of suitable land have led to suboptimal location of educational facilities in urban areas. Increasing the number of students and limited financial resources, lack of planning, lack of suitable land, not using urban planners and GIS, has led to the optimal location in most educational spaces. This study focuses on district 18 of Tehran, where the distribution of schools is heterogeneous. Using the TOPSIS model in a Geographic Information System (GIS) environment, this study aims to identify suitable locations for future school development. Criteria based on expert opinions and past research were categorized into four groups: compatible, semi-compatible, incompatible, and network of passages. Hierarchical analysis was used to prioritize and weight the criteria. After overlaying limitations and access radius for building schools, a location map was generated, classifying areas as suitable, relatively suitable, medium, relatively unsuitable, and unsuitable. Based on the results, the distance from industrial centers with a value of 0.18 was selected as the most important and the distance from administrative centers with a value of 0.017 as the least important layer. After overlapping the limitations of all uses and the radius of access to the permitted areas for building schools, the location map was selected and 5 floors were classified as suitable, relatively suitable, medium, relatively unsuitable and unsuitable. And the middle floor with an area of ​​1047766 square meters and 33.25% has the largest share of the area.

The aim of the current research is to provide a model of talent identification of students with potential for teaching jobs in secondary schools using a qualitative Grounded theory. The sample of the research was selected by the purposeful sampling method of the judgment type, and the data reached theoretical saturation by interviewing the 19th person. The data was analyzed using thematic analysis method and using MexQuda qualitative data analysis software during three stages of primary, secondary and conceptual coding. Based on the findings of the research, the causal conditions of the aptitude model consisted of 21 secondary codes with three concepts including personality dimensions, skills and corresponding tendencies. For the contextual category, 12 secondary codes corresponding to the concepts of legal, managerial, executive and political inadequacies were extracted. The central category of students' talent search was identified with the secondary codes of knowledge management, effectiveness, job satisfaction and productivity. Intervening components were explained with the concepts of national values, politicization, improper talent management, national culture, Iran's economic embargo, domestic political conditions, culture and family conditions.The strategies were categorized into two long-term (reform management style, talent management, strategic management, cultural transformation and structural reforms) and short-term (reform recruitment and hiring system, incentive policies and performance evaluation). Finally, the consequences of talent identification model were presented through 8 secondary codes in the four dimensions of social development, individual development, balance between education and education and promotion of teacher status. Theoretical reasoning, along with the multi-level analysis of the consequences of talent search in the context of education, helps in making optimal decisions at all levels and achieving organizational goals.

The present study deals with the role and interaction of a university teacher’s beliefs and emotions in development and formation of his identity. To this end, following the qualitative approach and using narrative research based on biography, the research data were collected through oral interviews within four sessions. To analyze the data, according to the principles of narrative enquiry, the collected stories were retold and restoried on the basis of time, place, and interactions until dispersed stories were made into a coherent and chronological narrative in a socially meaningful context. The final narrative shows the trajectory of the teacher’s beliefs and emotions development since childhood through his work as a faculty member. More importantly, the interactions between beliefs, emotions and identity are revealed. Analysis of the narrative indicates that cultural and social atmosphere of the family alongside his teachers’ performances were the major sources of his beliefs about teaching. Moreover, it was demonstrated that positive and negative emotions that he has experienced as a teacher, effectively consolidated or modified his beliefs. Teacher identity, as a dynamic and changing concept, is similarly affected and changed by interactions of beliefs and emotions.