نشریه پویش در آموزش علوم تربیتی و مشاوره
پیاپی 10 (بهار و تابستان 1398)

The present study investigated the viewpoints of primary school teachers about reflection of the concepts of “The Islamic civilization ' life style” in the books of elementary school.

The research method used is descriptive-survey. The statistical population of the present study is all primary school teachers in Poldasht city. According to the formula for determining the volume of the cochlear sample, the statistical sample size of this study was considered to be 175 people and the stratified sampling method was used to select the studied units. The data collection tool in this study is a 30-item questionnaire based on a 4-point scale (very low, medium, high and very high) within the field method. The formal validity and content of the questionnaire was confirmed by professors and experts in curriculum planning. The reliability of the study was obtained using Cranbach's alpha coefficient = 0.87. The research questions were tested using valid T-sample tests and analysis of variance.

Based on the viewpoints of the teachers, the concept of doctrinal and ethical-scientific and educational and political lifestyle of Islamic civilization’s progress in elementary school books has been greatly reflected while the cultural concept and artistic-social, biological and economic has been slightly reflected, also there is a difference between the reflect concepts of Islamic-Iranian life style.

According to the views of elementary school teachers, the cultural, artistic, social and biological concepts of the life style of Iranian Islamic civilization have made little progress in elementary school textbooks, which should be given more attention by experts.

Action research is one of the manifestations of the research spirit of upbringing executives that connects theory and practice and improves the quality of educational activities. In order to develop their professional competencies, teachers can think seriously about what, how and why they teach, their classrooms and students, and collaborate to identify problems in the teaching-learning process. In fact, research teachers are those who think about teaching goals, and think and ponder to produce professional knowledge. The research method is analytical-explanatory, which used data, existing library resources and internal and external studies to collect information. In this research, while discussing the relationship between opinion and practice, to examine the scientific basis of teaching art, the importance and position of educational research among the main agents of the educational system and the role of teachers in thoughtful curriculum, background and types of research in practice, as well as goals, scope and The consequences of research during the operation were analyzed in the education system. The results showed that thoughtful action requires creativity and thought-provoking, and is incompatible with disinformation, loyal use, and no academic intrusion. On the other hand, a research teacher can always be developing if he is independent enough to make decisions and take responsibility for his own decisions.

The purpose of this study was to investigate the relationship between job role and job stress of children's teachers with special needs. The research method was descriptive correlational and the statistical population of this study was 1200 people, of which 291 teachers were selected using stratified random sampling. Data were collected using Philip Rice's (1992) questionnaire and Spio's (1987) questionnaire. Pearson correlation coefficient, regression analysis, one-factor and independent t-analysis of variance were used to analyze the data. Based on the results obtained,  there is a relationship between job roles (workload, inadequacy, role duality, role range, Responsibility and the physical environment) and job stress (interpersonal relationships, physical condition, and job interests) of children's teachers with special needs. According to other research findings, there was no significant difference between the job role and job stress of children's teachers with special needs in terms of work experience, degree and gender. Job stress is a problem in all jobs, but it has a special meaning in relation to the job of a teacher, because a teacher, in addition to the issues and problems that are raised in all people, also faces some issues and problems that are only due to his job.

The aim of this study was to assess the current situation of effective teaching components from the perspective of high school teachers. The research method was descriptive survey. To determine the sample size of the 185-member community of Silvana's high school, with the help of Morgan and Krejcie's table, 118 people were selected by stratified random sampling. To collect the data, a researcher-made questionnaire with effective Cronbach's alpha coefficient of 0.74 was used. The formal and content validity of the questionnaire was also confirmed by the experts of the Department of Educational Sciences and the Supervisor. To analyze the data, t-sample test and comparison of mean scores were used for ranking. The research findings showed that the status of the curriculum design criteria, personality traits, human relationships, attention to the learning environment and teaching method were higher than the theoretical average and the evaluation status was effective and lower than the theoretical average. Also, the comparison of the average score of effective teaching criteria showed that the highest average was related to human relations (4.02) and the lowest average was related to effective and timely evaluation (2.78). The overall conclusion is that assessing the current status of effective teaching components from the perspective of high school teachers, reflects the relatively favorable level of criteria for curriculum design, personality traits, human relations, attention to the learning environment and teaching method, and the negative level of effective evaluation criteria. It was time Therefore, it is necessary to make plans in order to reach the desired level in the field of effective and timely evaluation.

In recent years, victim bullying has been introduced as a new dimension of deviant behaviors and is a behavioral strategy to dominate individuals. Usually when there are inappropriate effects of different types of media, such as media programs, they are thought of as remedies. While it is better to equip this group with a more powerful tool called media literacy.

This study seeks to identify the relationship between media literacy and victim bullying among Iranian female and male secondary and high school students in Doha, Qatar.

This research is a correlational study. This study examines the relationship between media literacy and victim bullying. The statistical population included all Iranian male and female high school students in Doha Qatar high school in 97-98.

The results of data analysis showed that media literacy of female students is more than media literacy of male students and also victim bullying of male students is more than victim bullying of female students. It also shows that there is a meaningful relationship between boys and girls media literacy. There is no meaningful relationship between girls 'and boys' victim bullying.

The purpose of this study was to predict the active teaching style based on the thinking styles of elementary school teachers in Amol city in the years 1397-98. The statistical population of this study consisted of all elementary school teachers in Amol city in the academic year of 1398-98. a total of 120 subjects were selected using available sampling method. After selecting the samples, teachers were asked to answer the Sternberg Thinking Styles Questionnaire and the Teaching Style Preference Questionnaire. According to the purpose of the study, after analyzing the initial results, were studied the results of 80 teachers with active teaching style. To analyze the data, in the descriptive statistics section (mean and standard deviation) and in the inferential statistics section, was used Pearson correlation coefficient and regression at the significant level 0/05. The results showed that there is a significant positive relationship between active teaching style and free thinking style. The results of multiple regression analysis with concurrent method showed that among the predictor variables, open thinking style was able to explain active teaching style. Therefore, with 95% confidence, it can be said that there is a significant relationship between teachers' active teaching style and their thinking styles. In fact, it is possible to find out the type of teaching style of teachers according to their thinking styles, which can be used in selecting teachers. Keyw

The aim of this study was to investigate the level of attention to the main components of environmental education in the content of textbooks of experimental sciences in the fourth and fifth grades of primary school, then the results were compared with each other. The present study is descriptive-applied. The Shannon entropy method was used to analyze the data. The present study is descriptive-applied. The Shannon entropy method was used to analyze the data. The statistical population in this study was the total content of experimental science books in the fourth and fifth grades of elementary school, including text, images, think, data collection, etc., which are based on the components of water, air, soil, plants and animals. Noise, natural and energy pollution were investigated and coded. The findings of this study showed that the fifth science book paid less attention to environmental markers than the fourth science book. In both books, the component of plants and animals has the highest coefficient of importance compared to other components, and in contrast to the component of natural and noise pollution, it showed the lowest degree of importance.