نشریه تدریس پژوهی
سال دوازدهم شماره 1 (بهار 1403)

The present study was conducted with the aim of identifying stressful factors perceived by teachers in first secondary schools. This research was a qualitative and descriptive phenomenological method. The studied society was formed by all the first secondary teachers of Kermanshah city in 1402-1403. The sampling of this research was non-random and purposeful. In order to achieve the goal of the research, a semi-structured interview was conducted with the teachers and the data continued until saturation, that is, 12 teachers. Data analysis was done by Claysey method. Reviewing and analyzing the data from the conversation with 12 teachers in the field of their stress and concerns in the school, led to the identification of 6 general themes of student misbehavior, the problems of the principal and assistants, the problems of the teacher, the number of students, teaching in the outskirts of the city. And the educational base. The obtained themes of the misbehavior theme include 5 sub-themes of fear of the consequences of punishment, strict classroom management, rumination, teaching disorder, confusion; The problems of the manager and deputies include 5 sub-themes of the coalition, weakness in authority-seeking, insufficient support and support, excessive skepticism and lack of coordination and agreement; For the problems of the teacher's lesson, three sub-themes are not paying attention to the desire of the learners, stricter control and the content of the book; The themes obtained for the number of students are two themes: not respecting the distance with the teacher and making more noise; Teaching in the outskirts of the city includes two themes: few facilities and many negative emotions; In the main theme of the academic foundation, 4 sub-themes of communication with virtual networks, anti-social values, larger body and moral problems were identified. The results of the data showed that students' misbehavior, then teaching in the outskirts of the city, and then the principal and assistants are the most stressful factors for teachers.

In today's era, the traditional learning that has surrounded our educational system for many years no longer meets the needs of students and teachers. From this point of view, learning theories can help meet the needs of students and teachers. Among these theories that are used to develop self-motivated, self-regulated, and self-controlled learners is the generative learning theory (GLT) introduced by Wittrock (1974). In recent decades, the attention of many education experts has been focused on the study of the factors affecting the learning of mathematics lessons. Extensive research has been done in this field, which shows that one of the main reasons for the problems of learning and progress in mathematics is that students often rely on repetition and habit and use inappropriate and inadequate methods and superficial reasoning for mathematical concepts. According to TIMSS (1999), learners in classes that emphasised reasoning and problem-solving methods had better results in learning different mathematical concepts than in other classes. Mathematical reasoning, which means thinking according to reason and proof, is the same as reaching solutions through mathematical concepts. Examining the results of TIMSS (2007, 2011) indicates that the average value of Iranian students' math scores in the fourth and eighth grades in the area of mathematical reasoning is significantly lower than the international average value. In educational systems, academic performance is the academic standing of students, which is the grade of different academic courses measured by standardised tests. According to Pham and Taylor (1999), academic performance consists of: self-efficacy, emotional impact, planning, lack of outcome control, and motivation.This research is a semi-experimental type with a pre-test-post-test design with a control group. The statistical population of this research included eighth grade female students in Gilanegreb city (Kermanshah province) in the academic year 2022-2023. In order to eliminate the interfering effect, two classes from two different schools, which were taught by the same math teacher, were selected by the available sampling method and completely randomly divided into two groups, namely the experimental group (30 people) and the control group (30 people).Before starting the training, both study groups were subjected to a pre-test, and they were asked to answer the desired questions in addition to cooperating. The experimental group was subjected to the intervention of an educational package based on generative learning theory. The teaching method used to teach this educational package was the cooperative teaching method, which tried to involve the learners in the learning process in a practical way so that learning could be done at a higher level. The experimental group was trained with the generative learning method during eight sessions lasting 40 minutes. During these sessions, the control group was not given any kind of training based on generative learning, but the usual teaching method was used for them. After the completion of the training course, a post-test was conducted between the experimental group and the control group, and then the collected raw data were analysed by covariance analysis and SPSS-26 software. Research tools included the Rezaei Mathematical Reasoning Questionnaire, Pham and Taylor's Academic Performance Questionnaire, and an educational program based on generative learning theory. The findings of the research were divided into two descriptive and inferential parts, and in the descriptive part, the average of mathematical reasoning in the experimental group increased in the post-test position compared to the pre-test. Also, the average variable of academic performance and its components (self-efficacy, planning, and motivation) increased in the post-test position compared to the pre-test, while the components of emotional effects and lack of control in the experimental group were reduced in the post-test situation compared to the pre-test. In examining the first hypothesis, after confirming the assumptions of the covariance analysis in the inferential part of the findings, the results of the univariate covariance analysis showed that the effect of the independent variable (training program based on generative learning theory) on the dependent variable of mathematical reasoning is significant in improving mathematical reasoning in the post-test stage. According to the effect size prepared from Cohen's D formula for the variable of mathematical reasoning (0.639), it is clear that the training program based on generative learning theory is able to determine a significant percentage of changes in mathematical reasoning. Multivariate covariance analysis was used to investigate the second hypothesis.After ensuring the normality of the data distribution, the assumption of homogeneity of the data, and the homogeneity of the regression slope, the significant level of the Hotelling effect (F = 14.729, P = 0.000) confirms that there is a significant difference between the experimental and control groups in terms of post-test academic performance compared to pre-test control. The effect coefficient shows that the difference between the two groups is 0.450, related to the generative education program intervention. Also, the results of multivariate covariance analysis show that the education program based on generative learning theory is able to determine some of the changes in the components of academic performance. The effect size obtained from Cohen's D formula for the self-efficacy component was 0.208, the emotional impact component was 0.012, the planning component was 0.067, the lack of control component was 0.014, and the motivation component was 0.402; therefore, the training program based on the generative learning theory has had a moderate effect on the components of emotional impact and lack of control. The results of this research indicate the confirmation of the first hypothesis and the effect of the educational program based on generative learning theory on students' mathematical reasoning. Also, the obtained results show that the reproductive education program is able to determine a significant percentage of changes in mathematical reasoning. In addition, the examination of the results of the analysis of the second hypothesis showed that there is a significant difference between the experimental group and the control group in the number of academic performance components. The results of the examination of the means showed that the mean of the experimental group in the components of academic performance (self-efficacy, planning, and motivation) in the post-test position compared to the pre-test has increased, and the mean in the components of emotional effects and lack of control in the experimental group has decreased in the post-test position compared to the pre-test. Therefore, it can be said that an educational program based on generative learning theory has a significant effect on academic performance and its components.

Academic incivility is one of the common behaviors among students and is defined as rude and unacceptable verbal and non-verbal behaviors of students towards other students and teachers. Incivility that is frequently observed in higher education environments affects the teaching process, and has a negative effect and weakens teacher-student relationships. The most important behaviors based on incivility among students are disorderly class, humiliation of other students, irregular attendance in class, bad sitting, non-observance of standards and unprepared presence of students in class. Among the variables that can be related to students' academic uncivilization are classroom management style, academic entitlement and ambition. Classroom management styles include noninterventionist, interventionist, and interactionist. In the noninterventionist style, the teacher is less involved in regulating students' behaviors; In the interventionist style, educators must be fully involved in regulating the behavior of learners; and in interactive classroom management style, both teachers and learners are responsible for people's behavior in the classroom. The teacher's poor management style in the classroom leads to academic incivility behaviors such as arriving late to class or leaving the class early. Academic self- entitlement means that a person likes to receive better academic grades from his peers, and the expectation of receiving academic grades is beyond reality. With the increase in entitlement, academic incivility also increases in students. The relationship between academic self- entitlement and academic incivility has been confirmed. Ambition involves general persistence, based on which individuals expect to achieve a certain level of goal achievement in all areas, not just in a single area. Ambition includes both positive and negative types; Positive ambition has a positive relationship with academic progress, and in previous researches, the relationship between ambition and academic incivility in students has not been investigated; therefore, the purpose of this study was to investigate the prevalence of academic incivility in students and the role of classroom management styles, academic entitlement, and ambition in prediction academic incivility.This research is descriptive-correlational research. Based on this method, academic incivility in students was considered as criterion variable and classroom management styles, academic entitlement, and the ambition as predictor variables. The statistical population of this research was made up of all undergraduate students of University of guilan in 2022, which were approximately 16,000 students. The statistical sample included 511 students who were selected from different faculties (literature and humanities, basic sciences, agriculture, and engineering). In this way, first, 20 classes were considered as samples. Then, among the different faculties, 5 classes were selected in a multi-stage clustered sampling method and completed the research questionnaires. 511 questionnaires were distributed among different classes, of which 78 questionnaires were incomplete; finally, the sample was reduced to 433 students. To collect data, academic incivility, class management style, academic entitlement, and positive and negative ambition were used. Pearson correlation and stepwise regression were used for data analysis. The results showed that the most behaviors based on academic incivility were: entering class without preparation, being bored in class, coming late to class, talking while teaching, not paying attention in class, complaining along with opposition in class and interrupting class or finish the class. It can be argued that students experience different roles at home, university and society, and these roles are in conflict with their physical and emotional resources. These multiple roles and their lack of proper management by students cause students to face stress and this stress can create academic incivility in them. In other words, it can be said that academic incivility is a reaction to student stress.The results showed that interventionist, and interactionist class management had a significant role in predicting students' academic incivility. The non-interventionist class management style is the way in which the learner himself is responsible for controlling his behavior in the class and the learner does not interfere much; Therefore, students may be better able to control their behaviors in the classroom and less engage in behaviors based on academic incivility; In interactive classroom management style, both teachers and learners are mutually responsible for their behaviors in the classroom; Therefore, there is a two-way interaction between professors and students, and this interaction can lead to mutual respect between them; Therefore, students may show less incivility and negative behaviors in the classroom.The results showed that academic entitlement had a significant role in predicting students' academic incivility. It can be argued that, students have unrealistic expectations and feel they deserve a level of obedience and favorable behavior from faculty members. Therefore, such wrong feelings cause them to show uncivilized behavior in the classroom. Because they feel that the professors are not in their control and they are probably wronging them in giving grades and other behaviors.The results showed that negative ambition had a significant role in predicting students' academic incivility. It can be argued that in negative ambition, a person likes to get ahead of others in any way and wants to reach high power and status; In other words, if students have this type of ambition, they try to break the rules and regulations of the classroom and show uncivilized behaviors in the classroom with self-righteousness, which is one of their characteristics.One of the limitations of this research was the use of quantitative method instead of qualitative, which suggests that future researches should use combined quantitative and qualitative methods or qualitative method. This research was conducted among undergraduate students, and the generalization of the results to master's and Ph.D. students is accompanied by caution. Despite this, the results of the research showed that more than 50% of students exhibited some behaviors based on academic incivility, such as being late to the classroom, talking during teaching, entering the class without preparation, being bored in the class, and lack of attention in the classroom. Also, the results showed that interactive classroom management style, academic entitlement, interventionist classroom management, and negative ambition had a significant role in predicting students' academic incivility. Therefore, it is suggested that university professors use positive teaching styles, including interactive and non-interventionist teaching styles. It is also suggested that counselors and psychologists working in student counseling centers pay attention to the role of academic entitlement and negative ambition in increasing the behaviors based on academic incivility and organize the necessary solutions to improve academic entitlement and negative ambition in the educational workshops for students.

Complications caused by individual differences such as interest, motivation, attitude and learning capacity have always been increasing. Many studies have been done on methods of teaching gifted and talented students. Some studies came to the conclusion that gifted learners should be trained in special classes and separated from the general curriculum. What is necessary in this process is to identify gifted students. In many cases, teachers are unable to recognize and identify their gifted students. Related studies about teachers' beliefs show the existence of a relationship between the framework of teachers' beliefs and their teaching methods in the classroom. The impact of teachers' superficial beliefs on their educational performance can be the cause of many problems. Therefore, in order to gain a deeper understanding and insight into teachers' beliefs about gifted students and the educational activities related to them in the classroom, the present research examines and explores this issue.The importance of teachers’ understanding and definition of gifted students lies in the fact that teachers adjust the type of their teaching methods and instructional activities with the educational needs of the learners. Judgement criteria in this regard are ambiguous. The existing vague and imprecise set of beliefs is an important obstacle on the way to recognize the gifted and then to use appropriate instructional activities. In the studies that have sought for the characteristics of gifted students in Iran, attributes such as having a creative thinking style and challenging the norms, mental awareness, high self-efficacy, capacity for self-regulation, ability to solve problems with Proper efficiency, intelligent and skillful use of metacognitive strategies are mentioned as important indicators of giftedness. The fit between the talented students and the learning environment is crucial in order to achieve the optimal level of learning. Teachers have attempted to coordinate instructional activities with goals of the curriculum. They tried to do that through enriching and increasing the content and also by accelerating the process of advancing the curriculum to help talented students in accordance with their special capacities. Despite the lack of research in this field, some other effective activities can be found in the literature as well.The current study was applied in terms of purpose and qualitative in terms of method. The population included junior secondary level teachers working in the cities of Nowshahr, Chalous, and Kelardasht located in the west of Mazandaran province. Purposive sampling was used to select the participants in the research, and as a result, 14 male and female teachers of the seventh to ninth grades from seven different schools were recruited. Their ages ranged from 29 to 46 years with an average of 37, and their teaching experience was between 5 to 21 years with an average of 12.35. The data collection tool in this research was a semi-structured interview. The content of the interview questions was reviewed and approved by five experts in the field of education, who were university faculty members with long experience in research and teacher training. The participants took part in individual and face-to-face interviews. Each interview session lasted nearly an hour on average.For data analysis, all interview sessions were carefully transcribed. Thematic content analysis method wiby using Nvivo 12 software was used to analyze them. For this purpose, both deductive and inductive approaches were followed. To ensure the validity and reliability of the research process, first, a part of the text of the interviews was presented to two experienced researchers as a sample and they were asked to code it. Then their initial codes were compared with the actual codes created in the process of data analysis. The calculated Cohen's kappa coefficient indicated the good quality of the coding process. In the next step, the results of the data analysis of each interviewee were shared with him/her and their approval was received.The thematic content analysis of the conducted interviews, in the section related to the teacher's beliefs about gifted students, led to the emergence of 59 initial codes, 15 categories, and 4 general themes of cognitive ability, metacognitive ability, social skills, and classroom behavior. Also, in the section related to teachers' instructional activities, 47 primary codes, 11 categories, and 3 general themes of teaching methods, assignments and exercises, and teachers’ guiding role were obtained.The findings showed that the participating teachers had a comprehensive understanding of the subject and do not suffer from one-sidedness and limited or stereotyped views. They did not only refer to the cognitive ability and intelligence of the gifted, but also to their learning skills and emotional and social dimensions. From this point of view, the findings of this research are significantly different from the findings of some previous ones. As far as the suitable instructional activities for the gifted are concerned, the educational methods and techniques that were mentioned in the interviews were a combination of the lived experiences and also the ideals of the interviewees. The teachers' beliefs indicated their relative agreement on the necessity of providing challenging content, giving more freedom and authority to gifted learners as well as to their teachers. The respondents also showed special attention to the beneficial role of group activities in enhancing the social skills of gifted learners and further motivating them. Finally, the issue of giving more autonomy and independence to such students alongside providing teachers with more freedom in planning and practice was emphasized tremendously.The findings of this qualitative research study indicate that teachers have an acceptable knowledge and understanding of gifted students and consider their various facets in defining and understanding such learners. In addition, they have diverse and operational thoughts and ideas for teaching and training gifted ones, and if they encounter such students, they will probably have the ability to guide and lead them properly. It is suggested that teachers should be given the opportunity to express their opinions in group and professional meetings, so that they can exchange views about teaching talented students. Also, it is necessary to hold specialized training courses for teachers to familiarize them with gifted students and ways to identify and interact with them. Beside these, it will be useful to compile a set of teaching principles and techniques for the talented performers.

The field of curriculum, as an epistemological field or one of the specialized fields of the field of education, was identified in 1918 with the publication of Franklin Bobitt's curriculum book. And in Iran, it was established in 1365 and at Khwarazmi University of Tehran, by accepting students in the master's degree in curriculum studies. The most important definition of curriculum is the recognition, prediction, organization and shaping of educational activities in the field of learning for students. Lexically, it is rooted in the Latin word currere, which means a racecourse or a field for running. Curriculums, like a competition field, which has a clear and defined beginning and end, require a well-defined and predefined beginning, end, and route. In general, curriculum refers to that scientific field that includes the following areas: 1- Curriculum basics 2- Curriculum engineering 3- Curriculum implementation 4- Curriculum change 5- Curriculum evaluation 6- Curriculum history 7 - Curriculum research (2019, Fathivajargah). While curriculum theory is considered an important part of curriculum from the dominant point of view of scholars in this field, it seems that many decision makers and decision makers of educational systems have ignored this importance. Even some administrators have institutionalized this misconception that curriculum theory has nothing to do with their daily decisions (Glatthorn, 2005). . (1992) admitted that the history of the field of curriculum has been neglected and most of the history of education has been considered. This (historical poverty) has led to theoretical poverty in the field of curriculum. History educates today's people, and today's people create tomorrow's history. In fact, today's people are indebted to yesterday's history and responsible for tomorrow's history, and for this reason, history is one of the most appropriate means of guiding and educating people (Bjorklund & Sandahl, 2023). An important point is that few historical researches have been done in the field of curriculum studies in Iran, and they have mainly focused on curriculum planning in the field of education and training, and have paid less attention to the field of curriculum studies itself. As an example of curriculum architecture research in Iran, the result of Mosapor et al (2015) and Khoshi at al (2019) research, although it was very comprehensive, but it was in the field of education and paid less attention to curriculum as an academic discipline. Is. In fact, one of the most important topics related to the field of curriculum is to examine the process of formation of intellectual groups and trends in the field of curriculum in Iran. Intellectual groups and intellectual currents in this research refer to those who base their work on a specific procedure and point of view and conduct research and authoring based on the same. On the other hand, examining the developments and the historical course of curriculum streams and groups is a necessity that many countries, including Iran, have realized its importance for a long time, but have paid less attention to it from a research and historical perspective. The field of curriculum studies in Iran was first formed by translating the classic works of key theorists of the field of curriculum studies, and the translation of the works of Tyler, Beauchamp, Klein and other theorists was a priority. This tradition of translation is still in force, only instead of translating classic works and Tyler, now most of the works of neophyte experts are given priority. In this part of the research, it is important to mention two points. Although these currents have a specific origin at the time of their formation and each one was formed in a specific period, but these currents have continued to exist with strength and weakness, and it is not the case that a current was formed in a specific period and has ended, in other words, no flow has stopped and is still going on. For example, the classical flow of the field of curriculum studies and Tyler's works can still be seen in the works of many researchers, and the basis of the research is many experts in the field of curriculum studies. The second point of currents and groups of thought is that this trend and evolution can also be seen in experts in the field of curriculum studies, that is, experts with experience in the field of curriculum studies, first discussed classical theories and then applied this trend in They have continued their work and are currently engaged in researches on neo-realism and localization in the field of curriculum studies. And the last important issue is that researchers and professors have changed over time and even some respected professors have criticized their past views. For example, Dr. Fathi Vajargah calls himself advanced, middle and late Fathi. These few lines show the necessity of doing research in this field. Based on the purpose of the research, the researcher sought to discover the currents of curriculum studies in Iran. In order to achieve the results, he has acted in the way mentioned in the following research.The aim of the article was to study the formation process of intellectual groups and currents of curriculum studies in Iran.A qualitative research project that uses two library methods (studying documents) and qualitative analysis (inductive).The statistical field has been used in the library method, documents related to the field, and using the tool of data extraction and the resource extraction questionnaire. The statistical field in the second method was experts and university professors in the field of curriculum studies in Iran, who were selected using the snowball sampling method, and data were collected using semi-structured interviews. The number of samples until saturation was 15 people. Then, the data was coded using thematic analysis method and finally the analysis was done using the Claizari method. The validity and reliability of the research was checked and confirmed based on reliability, transferability, generality and verifiability of the indicators.The obtained results show that the most important currents and intellectual groups after the formation of curriculum studies in Iran, respectively: classical, cognitive process, intellectual practice, comparative studies, new technology, neo-realism, methods It has been new, localization and modernization.

Problem statement:

 Confrontation with the ‘West’ is one of the most important events that have affected the life of the Iranians, and many believe that this issue is a fundamental challenge. On the one hand, this confrontation has familiarized the Iranians with global developments and has caused them to be influenced by material and spiritual achievements of modernity; on the other hand, it has created a dense bewilderment and extensive gaps in different areas of Iranian life, especially in cultural and social arenas. Simultaneous with this confrontation, the representation of the West has also become a substantial part in the Iranian-Islamic culture, politics and society.Taking a position against ‘the West’ and ‘modernity’ as well as determining the position of the West in the new world order is part of the main issues faced by different Iranian currents of thought. Assuming a stance for or against the West has been the central element of thinking about the non-Iranian world since the Constitutional Revolution. Therefore, the knowledge of the West and modernity has continued to be an important issue for the thinking in the Iranian society before and after the Islamic Revolution.One of the most important cultural parts of Iranian society after the Islamic Revolution, which can be a platform for examining the way of thinking about the West, is the content of instructional textbooks. The researchers and specialists of curriculum planning in Iran examine and compile the contents of textbooks considering various challenges. In fact, in the process of textbooks compilation, the examination of the West has always been counted as one of the central challenges of Iran. Therefore, the representation of the ‘West’ in the texts of the educational books in the Islamic Republic of Iran can be traced as an important part of the cultural infrastructure of the Iranian society.It seems that in order to understand the role of textbooks in shaping the mental images and impressions of the Iranians and their interpretation and judgment of the West, it is necessary to examine how the West is represented in these works simply because many judgments and individual and social attitudes of Iranian society can be formed by such texts. In line with the above argument, the current study seeks to answer the question of how the West has been represented in Iran's senior high school textbooks.

Theoretical framework of the study: 

The theoretical framework of this research has been derived from the theory of Nativism. In its broadest sense, Nativism is a doctrine that calls for the return to, recovery, or continuation of indigenous cultural customs, beliefs, and values. Respecting the "authentic identity of the insider" is at the center of the discourse of Nativism. Nativism usually evaluates itself against the other. It also emphasizes the belief in the superiority of ‘one's’ thoughts over ‘other's’. The nativists usually criticize the western way of thinking, which is modernity and includes the doctrines that were raised in the West after the Enlightenment Movement and Protestantism. In the discourse of Nativism, modernism is the technical aspect and objective achievements of western civilization. This part of the western civilization is always discussed in the nativist theories. In the discourse of Nativism, the source of many social and cultural corruptions in contemporary Iran is the ignorance of traditional beliefs and values and the thoughtless adaptation and extreme imitation of western culture and beliefs.

In this research, the discourse governing the compilation of textbooks in Iran about the West has been critically examined. In order to select the categories of this research, by examining the sources that discuss the concept of the West, the categories and indicators of the West were first collected through inductive and comparative methods. After consulting with experts, the categories were then categorized. It should be pointed out that discourse analysis was carried out drawing upon Van Dijk's method. It is obvious that in order to explain Van Dijk's discourse analysis method, knowledge of the textual signs and linguistic elements of the texts is a must. According to Van Dijk, if ideologies are to be learned, expressed, reinforced, and reproduced through discourse, we must seek to find strategies, signs, and linguistic elements that are reproducible in the context of discourse. Therefore, in order to analyze the discourse of textbooks, each text of the textbooks that was selected and grouped into the established categories was analyzed using Van Dijk's "Socio-Cognitive Discourse Analysis".The materials of the study included the senior high school textbooks of current use in the Islamic Republic of Iran. Eight textbooks out of the senior high school subjects published in 1400 were randomly selected. Then a total of 90 propositions were extracted from these textbooks and reviewed. Using the theory of Nativism, five categories about the West were extracted, and the selected propositions were carefully examined.

The results of data analysis revealed that the authors represented the West based on the discourse of Nativism. In confronting with marginalizing the East by the Western world, the authors of these texts, using the discourse of Nativism, have called for returning to the original identity, relying on internal strength, returning to the spiritual dimension of man, paying attention to local beliefs and customs, educating the generation according to local culture, and religion-oriented concepts. As a result, just as in Orientalism which represents the Eastern culture with limited stereotypes, the senior high school textbooks have represented the West with stereotypes such as materialism, worldliness, utilitarianism, profit seeking, disintegration, collapse, aggression, colonialism and exploitation. In other words, the categories like ‘western identity’, ‘modernism’, ‘other evaluation’ and ‘western culture and beliefs’ are represented as negative characteristics of the western culture and society in these texts. Nonetheless, the authors' view of the West turned out to be radically different regarding the category of science and technology. To put this into perspective, not all the characteristics of the West were represented as negative. In fact, textbooks did not negate progress and development as well as technology; on the contrary, they suggested the formation of a local model based on local culture for the development and advances of today's technologies. Therefore, it can be concluded that a distinction was made between the culture and values of the West and its science and technology in the nativist discourse of the textbooks. This implies that we can safely utilize western technology and reject western modernism, secularism and humanism.

The goal of all companies, whether in products or services, is survival and prosperity. In order for a company to operate successfully, it is very important to select and develop a marketing strategy to meet the needs of customers (Kingsnorth, 2019). A marketing strategy is a set of integrated decisions and actions in which a business is expected to meet its marketing objectives and focus on the needs and values of its customers. Marketing strategy is related to decisions related to market segmentation, targeting, and developing a positioning strategy for product, price, distribution, and promotion decisions (Olson et al., 2010). In general, marketing strategies are the starting point for successful and large-scale production and customer engagement (Vanhuel et al., 2021). In recent years, marketing for the supply of other than goods has expanded greatly, including educational services marketing. Marketing managers, with the orientation of world activities towards services, should enhance their awareness of modern marketing methods of various services, including modern marketing methods of educational services (Tajabi and Sedeghiyan, 2015). Currently, many schools are facing a range of challenges, including declining enrollment (Aggarwal, Purushotham, & Sullivan, 2013). Schools are one of the providers of formal education that try to help the community meet its needs on their own. One of the important changes that the educational system of the country has experienced in the years after the Islamic Revolution is the operation of Private schools alongside public schools. These schools are administered under the Ministry of Education of the country and in accordance with its goals and policies, with the participation of the people (Abbaszadeh, 2018). Private schools have grown significantly in many developing countries alongside public schools in recent decades (Kitaev, 1999, Srivastava, 2007). Parents choose private schools for their specific features such as higher quality of education, religious courses or specific educational language (Marinede Talance, 2020). Today, the use of marketing strategies to create a public image of schools has occupied a more prominent place in the work of school managers (Avila de Lima, 2021). In general, non-governmental institutions, especially in education and training, want to think about their survival. They must pay attention to two basic principles, first, they must have a look at the market and its fluctuations, and then look at the issue of competition with their peers (Karimi nejad et al., 2021). Given the importance of finding private schools in the eyes of current families and public opinion, and with regard to the lack of studies related to marketing strategies in Private schools, this research gap is worth considering. Therefore, we intend to always answer the question of which are the effective strategies in marketing private schools?The present study is a practical research in terms of purpose. It is a qualitative research in terms of nature and deals with qualitative data. Qualitative research is a kind of research that produces findings that are not obtained by resorting to statistical operations or other counting methods. The major part of analysis in qualitative research is interpretive (Strauss & Corbin, 2011; translated by Afshar, 2013). The main data analysis method of the study is thematic analysis. Thematic analysis is a method that uses an appropriate and flexible approach for qualitative data analysis (Brown & Clarke, 2006). Thematic analysis is a method for identifying, analyzing, and reporting patterns within data. Each theme contains an important topic about the data that is related to the research question. To determine whether something is considered a theme in a research, the researcher's judgment is essential (Kermani & Tajik, 2014).The statistical population of this research includes experts in education, university faculty members, and informed managers of private schools. The selection of experts and opinion leaders for the interview was done by non-random snowball method. The snowball sampling method is a non-random method used to study small groups or groups that are not easily identifiable. In this method, the researcher first interviews a few people from the target population. Then he asks these people to introduce other people who may be interested in the research topic to him. The researcher continues to interview new people in the same way until no new concept is discovered and the research reaches theoretical saturation. Theoretical saturation occurs when the researcher no longer sees any new concepts in the data. In this case, the researcher ensures that his research is comprehensive and complete (Homan, 2016).Based on 12 interviews with experts in the field of research, 17 sub-themes and 5 main themes were identified. The main themes of the research include physical appearance, preferred promotional activities, human origins, effective communication, and core missions. physical appearance includes four sub-themes: transparency in costs, financial facilities, discount programs, and reasonable tuition. This section refers to the financial missions that are entrusted to the school principal or principals, who by considering these matters can attract the trust of families towards themselves and inform them of the costs and facilities of the school. They can also facilitate the payment of tuition for families by providing facilities and facilities to them. Physical grooming includes four sub-themes: sports facilities, cleanliness of the school environment, welfare facilities, and convenient location of the school. With these qualities, families and students will be satisfied with the appropriate facilities of the school and its appropriate environment. This can make the school a attractive place for students. Effective communication includes three sub-themes: providing transparent information about the performance of the school, appropriate communication with students, and appropriate communication with parents. Respecting students and their families, as well as providing transparent information about the performance of the school and their children, creates a space of trust between the school and families. Human source includes three sub-themes: modern teaching methods, grooming of the school staff, and professional staff. This section refers to issues such as improving the performance of teachers and teaching in new ways that lead to better learning for students, as well as the beauty of the school staff's attire and their professionalism in fulfilling their duties. Preferred promotional activities include three sub-themes: cultural-artistic activities, extracurricular classes, and extracurricular classes. These also help to improve the skills of students and also create an environment for the cultivation of students' academic and non-academic talents.

English has been known as an international language for decades and its use as a means of communication is increasing rapidly. However, teaching and learning language and communication skills is not very satisfactory. The reasons for students' failure can be different. Currently, the study of foreign languages has become so important that how to use the appropriate methods of teaching foreign languages for students has become a serious problem in the theoretical discussions of language education. has been In recent years, the approach to learning foreign languages has changed from teacher-centered to learner-centered, and many teaching and learning strategies have been created to meet the different needs of language learners. The method of teaching English is not the same in all classes, and depending on the educational environment and the conditions of students or language learners, different methods of teaching language skills (speaking, listening, reading and writing) are used. Each of these methods has its own advantages and disadvantages, and if chosen according to the student's needs, they will be more effective. It is considered important that the students' information is the basis of it, and the one who remembers most of the material and is considered a successful learner who has received a higher grade, as a result, the student's academic motivation and initiative are ignored and not taken into account. Paying attention to the importance of the teaching method, the current problem is how to use which group of teaching methods and patterns to provide conditions so that learners can study with interest, be active in the learning process, and acquire basic social skills. do so that the desired cultural characteristics are institutionalized in them. One of these methods is the teaching method based on the collaborative approach the method of community language learning. In this method, the teacher is mainly present in the class as a leader, and after reading the material, people are divided into different groups and do the material together in different ways. The most essential part of the teacher's role in this method is the role of a consultant. Therefore, the teacher moves between the groups and observes their activities and is also present wherever necessary to guide and solve problems. Another aspect of the teacher's presence is the reward factor. Because in this method, it is very important to build self-confidence in students so that they can work in groups. Based on this, as a result of its use, it strengthens self-efficacy, self-directed learning in people. Mental and practical skills are developed. An atmosphere of self-discipline prevails in the class, attention is paid to individual differences, and the ground for cultivating imagination, innovation and academic motivation is provided. The meaning of academic self-efficacy is students' understanding of their abilities. In this regard, research shows the importance of the role of appropriate teaching method in improving learning. In the method resulting from the language learning community, students are actively involved in the learning process. Based on this, a significant improvement was made in the speaking skills of the students, according to the background of internal research and numerous searches in internal databases, it seems that this method has been given less attention in the teaching process of the Iranian educational system for teaching English. Is. Based on this,The purpose of this study is to investigate whether the inclusion of Community Language Learning-based instructional design can increase students' self-directed learning abilities, strengthen their academic motivation, and improve their academic self-efficacy, especially in the context of English language learning.MethodThe current research is applied in terms of purpose and in terms of research method, it is semi-experimental in which students are placed in experimental and control groups. So, the members of the experimental group were trained based on the teaching method based on the learning community model. However, the members of the control group were trained in the usual way. The statistical population consists of all students of Islamic Azad University, Sari branch, who are studying English in the second semester of the academic year 2022-2023 and their number According to the statistics obtained, there were more than 250 people. In order to select the sample size based on GPower sample size calculation software, 50 people were selected by simple random sampling method. In this way, by random assignment, sample members were selected in the form of a group to measure the effect of the mentioned teaching method under the title of experimental group and another group as a control or control group. In fact, completely randomly (based on lottery), one class was selected as the experimental group (25 people) and another class as the control group (25 people). After the introduction and identification of the sample members and their random assignment in each of the experimental and control groups, in the first stage, all the subjects were asked to answer the questions of the standard (pre-made) questionnaires of their learning. Fisher's guide (2001) with 40 questions, Harter's academic motivation (1981) with 33 questions and Scherer and Maddox's academic self-efficacy (1982) with 17 questions, as a pre-test.In the explanation of the findings, it can be said that in the CLL teaching method, at the beginning, language is an auxiliary means to introduce and express personal opinions, and the language learner expresses his feelings with the word "I", but in the steps Next, language enters the stage of its expressive, communicative and symbolic function, which is the social function of language. At this stage, learning is gradually brought to the group and by observing these two basic functions of language, awareness and knowledge are formed in the individual, and the more he progresses in his education, the more his learning abilities increase. become On the other hand, effective learning methods help improve comprehension skills. These methods help to strengthen memory, speak better and faster, read, increase concentration and gain more ability and lead to comprehensive lifelong language learning and as a result, as the results showed, using the method CLL teaching has an effect on self-directed learning, academic motivation and academic self-efficacy of students in English language course.Based on this, it is suggested that since the teaching method of CLL has not been widely and comprehensively taken into consideration by schools, universities and language schools all over the country, lecturers, teachers and language professors, in order to To improve academic self-efficacy, academic motivation and self-directed learning in language learners and progress in their learning process, they should use this method more than before and be diligent in expanding and promoting it.