دوفصلنامه پژوهش های آموزش و یادگیری
سال نوزدهم شماره 2 (پاییز و زمستان 1401)

The main purpose of this research is to comparatively analyze the Educational philosophy of Iran, the United States, France, and Turkey, to give a deeper understanding of each, and propose suggestions to educational thinkers of Iran.The research method of this research is document analysis, which is done by analyzing the national and international documents of these countries. Afterward, comparison steps were done by Bereday's four-stage approach. Results show that Iran is the only country among the selected countries which has a well-ordered educational philosophy document. The key element of Iran’s educational philosophy is the monotheistic religion of Islam, and principles and goals are specified following it. In contrast, there are no key religious elements in the educational philosophy of other countries, and the base of each country are democracy, liberty, and secularism. One of the key similarities in the definition of education and the most important difference is the key elements in the educational philosophy of each country, which is Islam in Iran and liberalism in other countries. Discussion and Iran has more clear documents than other countries, that their documents' are followed by constitutional laws. Considering the inspiration of these three countries from their laws and short-term structure of them, their documents are more practical than Iran's documents.Keywords: Comparative Studies, Philosophy of Education, National Education Documents, Theoretical Principles of the fundamental change document in education, US educational philosophy, France educational philosophy, Turkey educational philosophy

looping system refers to the method of keeping a teacher with his students for two consecutive years or more. This research was conducted with the aim of understanding the quality of education in multi-grade classes of looping from the teachers' point of view. In this regard, qualitative research approach of phenomenological type and descriptive method was used. The participants in the research included the teachers of distance multi-grade classes of the primary level of Qom province, using the method of targeted sampling of the lived experiences of 14 teachers in accordance with the principle of theoretical saturation; It was collected, organized and analyzed. The data collection tool was a semi-structured interview, during which an attempt was made to document the experiences of teachers of distant multi-grade classes. Cressol's five-stage coding model was used to analyze the interviews. According to the fourteen interviews conducted, eight main categories include; Students' participation, students' recognition, teacher's dignity and authority, teacher's attachment to school, saving time, development of teacher's professional skills, teacher's recognition, communication and 41 subcategories were obtained. The findings of this research can help administrators, educational planners, and teachers in adopting appropriate strategies to improve the quality of education in remote multi-grade of looping classes.

The purpose of the research is to investigate the characteristics and requirements in the training of inspirational teachers and solutions to overcome the existing challenges (Investigating the lived experience of teachers and professionals). Document analysis method and phenomenological method (semi-structured interview) were used to obtain the findings. In this study, 20 elementary school teachers in Najafabad city and 19 professors of Farhangian University of Isfahan province were selected by purposive sampling method and theoretical saturation criterion. In the findings section, the characteristics of inspirational teachers were determined by reviewing the available sources and through interviews with teachers and specialists. And it has been shown that inspiration does not happen overnight. Rather, while paying attention to the talent of people, it is achieved through effort and education and the development of intellectual powers. In the following, through interviews with teachers and experts, the opportunities and challenges in the training of inspirational teachers in teacher training centers were identified, and finally, solutions were proposed to overcome the challenges. Finally, according to the opinion of the teachers, in order to overcome the challenges, there are suggestions such as improving the academic level of professors and paying attention to their recruitment, specialization of courses, strengthening and equipping Farhangian University, holding various training courses, and more attention to internship courses. In order to get out of the challenges, experts also use solutions such as using the experiences of experienced teachers in making decisions, using artist teachers, correctly defining an inspiring teacher and appreciating inspiring teachers, holding training courses, modifying the method of selection and recruitment in order to employ student teachers and professors, the proportion of entrances to the capacity of each center, writing new books and translating good and authentic works for teaching, and improving the attitude of student teachers towards the teaching profession.

The present study was conducted with the aim of investigating the effect of philosophy education for children on the academic excitement and academic vitality of sixth grade male students. The method of this research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research was formed by all the male students of the sixth grade of elementary school in the first district of Khorramabad city in the academic year of 2021-2022. Among the statistical population, 32 students were selected by staged cluster sampling method, and then they were randomly assigned in the form of two experimental (16 people) and control (16 people) groups. In order to collect research data, Pakran, Goetz and Perry's academic excitement questionnaire (2005), Hossein Chari and Dehghanizadeh's academic vitality scale (2019) and philosophy education for children were used. Philosophy education for children was provided for 12 sessions of 60 minutes for the experimental group. Multivariate covariance analysis was used for the statistical analysis of the data. The results showed that teaching philosophy for children is effective in improving positive academic emotions, reducing negative emotions and increasing students' academic vitality (P<0.01). According to the results of this research, it is suggested to present the educational approach of philosophy for children to students in order to improve positive emotions, reduce negative emotions and increase academic vitality.

The present study was conducted with the aim of studying the mediating role of emotional competence and life satisfaction in the relationship between academic procrastination and psychological well-being of students. The research was of a descriptive-correlation type and the statistical method was path analysis. The research population was 2500 university students of Mazandaran province in the academic year of 1998-99, who were selected by random cluster sampling method, 326 people. The research tools were Solomon and Roth Bloom's academic procrastination questionnaire (1984), Scott Hubner's multidimensional student satisfaction scale (2001), Riff's psychological well-being (1989) and Warr's Emotional Competence Scale (1990). The findings showed that academic procrastination has a direct, negative, and significant relationship with emotional competence (r=-0.41). Academic procrastination has a direct, negative and significant relationship with psychological well-being (r=-0.39). Life satisfaction has a direct, positive and significant relationship with psychological well-being (r=0.35). Emotional competence has a direct, positive and significant relationship with psychological well-being (r=0.38). Emotional competence has a direct, positive and significant relationship with life satisfaction (r=0.31). Academic procrastination has an indirect, negative and significant relationship with psychological well-being through the reduction of emotional competence. It is concluded that students' procrastination harms their emotional competence, and if emotional competence is associated with life satisfaction and effective communication with family, friends, university environment, positive self-image and acceptance and commitment, psychological well-being increases. The practical suggestion is that education specialists hold educational workshops in order to evaluate the levels of academic procrastination and learn about the psychological needs of this group of students, to prepare them for a better academic life and personal life satisfaction. The research proposal is to test and study this relationship among students of other universities in the conditions of the Corona crisis and after.

The present study was conducted with the aim of validating the data model of the talent identification foundation of students with potential for teaching jobs. This study was conducted using a combined method (qualitative and quantitative). In the qualitative part, the foundation data method was used, and in the quantitative part, the structural equation modeling (SEM) method was used. The population studied in the qualitative part of this research included all the education experts of Iran who were selected by the purposeful judgment sampling method and the data collected from them reached the theoretical saturation in the 19th person through the interview method. The statistical population of the research in the quantitative part included 2600 people from the executive and teaching staff of the schools along with the professors of Farhangian University, which according to the Morgan table, the sample size was estimated to be 335 people. Sampling was done by multi-stage cluster random method. The research tool in the quantitative part was a researcher-made questionnaire. The questions and items of the questionnaire were compiled using research literature and the results of a qualitative study. In order to confirm the validity and reliability of the questionnaire and also to confirm the validity of the model, the PLS algorithm has been followed. PLS modeling takes place in two stages. In the first step, the measurement model (external model) is examined through validity and reliability analyzes (Cronbach's alpha coefficient and composite reliability) and confirmatory factor analysis. In the second step, the structural model of the research (internal model) was examined. The data was analyzed by SmartPLS software. The results indicated that the causal conditions, background conditions, intervening factors and consequences in the talent identification model of gifted students are valid and approved.

Studies show that religious education of students, if it has divine teachings and a complete and comprehensive program to cultivate all aspects of the educator, can guarantee the well-being of individuals and society; but there are drawbacks to this that prevent this from happening. The aim of the present study is to identify the qualitative harms related to religious and life education in schools.

The present study is an exploratory research that has been conducted by qualitative method and qualitative content analysis. This method was performed using semi-structured interviews and by analyzing the qualitative content of 13 interviews, from experts in the field of education with a focus on the course "Religion and Life" to theoretical saturation. In this regard, by identifying 286 components and coding them into 22 categories and finally 9 core codes of students, the teaching method, textbooks, social patterns, parents, education, teacher and cyberspace were identified.

The aim of this study is to identify the harms affecting the teaching of Religion and Life in Iran schools. The results show that the teaching method is the most effective harm and with considerable difference, respectively, cyberspace, parents, education and social patterns are the effective harms in teaching Religion and Life in schools and the least harmful cause has been students.Discussion and

Years of first-hand experience in teaching Religion with different titles and names and focusing on identical, repetitive and voluminous content show the lack of acceptable success in teaching quality. The suggestion for preventing the abovementioned harms is applying covert teaching as the best approach to teaching Religion and Life.Keywords: the Religion and Life course, covert teaching, teaching methods, education

This research was conducted to study the effectiveness of the lesson study method on the self-efficacy of primary school teachers.

The research method was quasi-experimental and pre-test-post-test design with two experimental groups and a control group. The statistical population included sixth grade teachers of primary schools in Tehran and the sample size included 60 teachers who were randomly selected and replaced in the experimental (30 people) and control (30 people) groups. The data collection tool included the job self-efficacy questionnaire (Riggs and Knight-1994). In the pre-test stage, the dependent variable (job self-efficacy questionnaire) was conducted on both experimental and control groups. Then, the independent variable (lesson study training) was implemented on the experimental group during 12 sessions of 90 minutes, and the control group did not receive any training. Then, in the post-test stage, the dependent variable (job self-efficacy questionnaire) was administered again for both groups (experiment and control). The validity of the questionnaire was checked and confirmed by experts. The total reliability of the job self-efficacy questionnaire according to Cronbach's alpha coefficient was 0.86 and the reliability coefficient of its sub-scales including individual self-efficacy beliefs was 0.86, individual outcome expectations were 0.88, collective efficacy beliefs were 0.88 and collective outcome expectations were 0.85. In order to analyze the data, descriptive statistics and inferential statistics (analysis of covariance test) were used in SPSS software version 22.

The analysis of covariance test showed that there is a significant difference in the pre-test scores of teachers' self-efficacy between the effect of the two experimental groups (lesson study training ) and the control group (P=0.000 and F=28.678), which means that the self-efficacy score in teachers who They have received the lesson study training, it has improved more.

Since lesson study training has an effect on teachers' self-efficacy, it is recommended to pay attention to lesson study training to grow and strengthen teachers' self-efficacy.Key words:lesson study training, self-efficacy, collective efficacy beliefs, individual self-efficacy beliefs, primary school teachers.

Today, the boundary between work in organizations and the personal life of employees has disappeared, and having a balance between work life and personal life will be one of the most important issues for organizations and families. The present study was conducted with the aim of investigating the effect of role conflict on work-life balance with the mediation of job satisfaction in Technical Teachers in Tehran. In this research, the correlation method was used. Also, three questionnaires of job satisfaction, role conflict and work-life balance were used to collect research data. The statistical population including 174 Technical Teachers of Tehran education were selected by the method of Cochran's formula. Validity and reliability of the questionnaire were confirmed based on construct validity and Cronbach's alpha. Data analysis was performed by correlation tests and structural equations using Spss25 and Smart PLS3 software. The results showed that there is no significant relationship between the role conflict and work-life balance of Technical Teachers and job satisfaction affects this relationship and makes it meaningful. As job satisfaction increases, the impact of role conflict decreases and the work-life balance among students increases. Therefore, job satisfaction as a mediating factor in the balance of work and life of Technical Teachers is very important.

The aim of this research was to identify the dimensions and components of the educational competency model in the students of technical and vocational university. This research was conducted qualitatively using thematic analysis approach. The method of data collection included semi-structured interviews with the participants and the study of relevant high-level documents. People were selected by targeted sampling with the criteria of at least 15 years of teaching and research expertise and familiarity with technical and professional education and having a related field of study with the participation of 22 experts and experts until the theoretical saturation stage. The process of data analysis was carried out by using the Atride-Sterling method and in three stages of breaking the text and coding the quotes, exploring the network of themes from the text, integrating the discoveries and presenting the research model. The topic network, based on a certain process, organizes the basic topics (codes and key points of the text), the organizing topics (topics obtained from combining and summarizing the basic topics) and comprehensive topics (higher topics that include the principles governing the text as a whole). it gives Validation was done during data analysis and their convergence was confirmed. The findings of the research showed that the model of educational competence of technical and vocational university students includes 17 components and 3 dimensions (strategic factors of competence, technical competence, non-technical competence). In addition, the participants mostly mentioned the dimensions of technical competence and non-technical competence, but in the above documents, the dimensions of strategic factors of competence were discussed more.

Proposing a Participatory Management Model based on Crowdsourcing in Government Organizations (Case study: AbstractThe purpose of this article is to present the participatory management model based on crowdsourcing in the Ministry of Education of the country in the form of a case study in the Education Department of Qazvin province. This research with an exploratory approach seeks to answer this basic question, the dimensions and components of the collaborative management model based on crowdsourcing in the Ministry of Education of the country as a case study in the Education Department of the province. What are the Qazvins? Therefore, after explaining the basic concepts and reviewing the theoretical foundations, related reports and documents, a review and an interview guide were prepared, then, along with the purposeful identification of fourteen specialized and related academic and executive experts, an in-depth interview was conducted and based on the concepts, The dimensions and components of the evaluation model were extracted from the point of view of experts in the field related to crowdsourcing and participatory management by using thematic analysis strategy. by analyzing the theme, a total of 135 descriptive codes (basic theme) were extracted and from their analysis, 39 interpretive codes (organizing theme) were obtained, and finally, with the final review, 3 relational codes were obtained. E (comprehensive topics) was obtained. 1- Development of the motivational level of teachers and administrators in the Ministry of Education; 2- Innovation at the level of macro-organizational decisions; 3-Prevention of challenges related to the field of human resources, especially regarding teachers. The innovation or value of the article: the researcher, according to the concerns and challenges in the country's education system, in the field of the participation process of teachers and managers of this group in macro-decisions and by combining two categories with the titles of participatory and collective management Spari seeks to provide a network model and concept based on thematic analysis method with emphasis on driving factors. Key words: Participatory management - crowdsourcing - education - theme analysis - teachers - managers

The purpose of this study is to study the phenomenology of poverty and academic achievement among students in Hormozgan province. It is applied in terms of purpose and qualitative research in terms of phenomenological approach. In this study, according to the purpose of the study, participants were based on purposive sampling among students and their parents in Hormozgan province who experienced the phenomenon of family poverty and educational poverty (26 people). Semi-structured and in-depth interviews were used to collect information. In order to analyze and extract the research codes, Max QDA Pro software was used. The results showed that poverty is described from the perspective of students and their parents in terms of clothing, stationery, incidental expenses, nutrition, health, transportation, employment and income, and housing. Education and expectation from education are also described from the perspective of parents and students of poor families in terms of academic achievement, educational status, academic future, educational intervener, educational facilitator, type of education and teachers. Discussion and By fully understanding the aspects of poverty and academic achievement from the perspective of students and poor parents, appropriate decisions can be made to alleviate poverty and contribute to students' academic achievement