فصلنامه نوآوری های آموزشی
پیاپی 89 (بهار 1403)

Content is the main dimension of any curriculum. Despite the fact that there are various tools and technologies for producing e-content, there is still no comprehensive framework and guideline based on the science of education to help produce or select content tailored to the learning goals. The purpose of this study was to develop the educational standards and their indicators based on Bloom-Anderson’s taxonomy, so that we could select or design the appropriate and effective content for any type of educational purpose, applying appropriate technology. A qualitative research approach with the phenomenological design has been used. The research population included all instructors in the academic e-learning centers, from whom 12 instructors were selected through snowball purposeful sampling, up to the data saturation. Data was collected using semi-structured interviews. Analysis of data and determining the categories and standards were done using Corbin and Strauss's coding technique and Maxquda software. The results led to the development of 2 educational standards and 21 necessary indicators based on Bloom-Anderson’s taxonomy to design or select the appropriate and effective content in the domain of e-learning. The results of this research could help the educational designers and technologists in designing learning environments and they could also help the managers and evaluators of the e-learning apps to evaluate the e-learning environments.

This study aims to explore the lived experiences of secondary school teachers on the professional learning activities within their workplace. A qualitative research method with Phenomenological design was employed to achieve this objective. The participants were selected through purposeful sampling, focusing on the desirable cases such as teachers with varying levels of experience (less than 6 years or more than 10 years), full-time teaching experience, recognition as exemplary teachers or active researchers in lesson research and the other related festivals, experience as the head of the educational group, being teachers of special schools, and those known for their efficiency and expertise. A total of twenty professional teachers from Gonābād city's male and female secondary schools were chosen as the key informants. Data was collected through semi-structured interviews, and the open and axial coding were employed for the data analysis. Also, the validity of the results was obtained on the basis of the four criteria of Lincoln and Goba, with the assurance of the data obtained from the interview, the documentation of the data coding process at various stages and reviewing by the research team members. Findings revealed several categories that depicted teachers' experiences of professional learning in the workplace, including constructivist learning (reflective learning, learning from work, feedback, learning through experience), social learning (interactive learning, mentoring, and observational learning), self-directed learning (self-development and learning opportunities), virtual learning communities, and formal learning (short-term and long-term training). These categories offer insights into the complexities and dimensions of professional learning as perceived by the secondary school teachers. This understanding helps to support and facilitate the teachers' professional development programs in the workplace.

The current research was conducted with the aim of identifying the ways to maintain literacy learners in the literacy process. In this research, a mixed-methods approach was used in such a way that qualitative data was first collected using a qualitative approach and group and individual interviews. Then, the quantitative steps of the research were carried out using the descriptive method and exploratory factor analysis. The participants in the group interview included literacy experts of Hamedān province's general office of education, and in the individual interviews, the participants consisted of 18 people who were successful in literacy and 5 dropouts. In the quantitative part, the data collection tool was a researcher-made questionnaire on the methods of attracting and maintaining literacy learners, and the research population of this questionnaire included 230 literacy experts and educators who were selected by total counting. Qualitative data were analyzed using thematic analysis method and quantitative data were analyzed using descriptive statistics, one-sample t-test and exploratory factor analysis. Findings showed that by combining the results of quantitative and qualitative stages, it is possible to present the operational ways to attract and maintain literacy students through changing the ways of identifying and attracting them, reforming the formal structure of literacy, strengthening the role of literacy students, diversifying the methods of providing education, strengthening learning materials and resources, and reviewing the methods of attracting educators.

The purpose of the present research was to analyze the content of the basic technical knowledge textbooks of horticulture, agricultural and livestock affairs of the second cycle secondary school from the perspective of smart climate agriculture. The current research was applied in terms of purpose and in terms of method, it was a descriptive study of content analysis type. To analyze the content and determine the active and inactive categories, the William Rumi technique was used, and the results and data were processed using Shannon's entropy method. The research population consisted of the content of the second cycle secondary school basic technical knowledge textbooks of horticulture, livestock and agricultural affairs published in 1401 academic year. All texts, questions and pictures of the textbooks were checked by census. The data collection tool was a note-taking form and a content analysis checklist based on William Rumi and Shannon's entropy tables. Findings showed that the coefficient of students' engagement with the text of books of basic technical knowledge of horticultural, livestock and agricultural affairs were 0.3, 0.7, and 0.3, respectively. The coefficient of students' engagement with the pictures and questions of the mentioned textbooks were also 0.3, 0.5 and 0.3, respectively. Therefore, according to William Rumi, in terms of the text, pictures and questions of the textbooks, only the textbook of basic technical knowledge of livestock affairs is active. Finally, the results showed that in the text, pictures and questions of the textbooks under study, the information load and the importance coefficient of inactive categories are more than active ones.

This research was conducted with the purpose of investigating the school principals’ role in the formation of teachers’ professional learning communities and analyzing the principals' beliefs about this. It was a qualitative study in the form of a systematic review, according to the steps provided by Wright et al. (2007). Related researches have been identified and extracted from 9 leading international journals on the educational management. A total of 35 articles related to the goals and questions of the current research have been selected and analyzed. Data synthesis has been done at three levels: open, central and selective coding. 18 open codes (indicators) were identified in the selected code "school principals' beliefs in the formation of teachers’ professional learning community". These open codes were categorized into4  core themes (strategic component). The results show that the belief in the importance of contextualization, the belief in the democratic nature and participatory leadership, the belief in collective and practical professional development, and the belief in the commitment and shared responsibility to strengthen the learners' learning are the central components of the beliefs of school principals in the formation of teachers' professional learning community.

This qualitative study aimed to identify teachers' career plateau indicators, components, and dimensions to provide a conceptual framework and develop theoretical foundations. It was a qualitative research with the phenomenological design. Data was collected by semi-structured interview with 25 teachers, principals and heads of education, who were selected through purposive sampling. Data collection was continued with the snowball method up to the theoretical saturation. They were analyzed by inductive content analysis at three open, axial, and selective levels. Validity of the findings was confirmed by the member check method and its reliability was calculated by the agreement between two coders (81.92%). Three dimensions were identified for indicators of career plateau among teachers, including the weakness in the psycho-physical, job skills, and organizational behavior. Weakness in the psycho-physical dimension included the components of low desire and motivation towards the work activities, negative attitude towards the job and job-organizational conditions, projection, and weakness in the mental and physical health. Weakness in the dimension of job skills including the components of less attention to the job growth and development, weakness in the teaching planning and design, negative impact on the students' academic performance, reduction in the work efficiency and quality, lack of creativity in the work, and inappropriate interaction with the parents, teachers and students. Finally, the weakness in the organizational dimension of behavior included the components of less flexibility in facing the organizational job changes, developing a negative atmosphere in the work environment and encouraging the anti-organizational behaviors, passive presence in the work environment, anti-organizational citizenship behaviors, isolationist behaviors, and reducing the occupational and organizational commitment.

The present research was carried out with the aim of implementing and measuring the effectiveness of the special dialogue educational program for the development of the aesthetic perception of student-teachers, using the art-based narrative method. Ten of the student-teachers of Farhangian University who were selected by purposive sampling method, experienced a special educational program for cultivating the aesthetic perception and recorded their data in the personal portfolios. In order to measure the effectiveness of the program, first the portfolios of each of the student-teachers were evaluated by a total of 5 subject experts in the field of art who were selected through purposeful sampling. Then, the researcher evaluated the portfolios. Based on the data available in the portfolio of each student-teacher, the indicators of the effectiveness or lack of artagraphic learning tasks in promoting the aesthetic perception were finally judged by considering 4 four-level scales (very much, much, noticeable and insignificant). Findings showed that this special educational program for developing the aesthetic perception based on the process of dialogue education with artographic learning tasks has been accepted by the student-teachers and it could improve their aesthetic perception in these dimensions: attention to the formal aspects, the ability to represent and encode an aspect of lived experiences in the works of visual arts and the responsibility of revealing or deciphering it with a written and oral description, the power of self-expression and turning feelings into words, self-reflection and analysis, interaction and understanding the world of others.