فصلنامه مطالعات آموزشی و آموزشگاهی
پیاپی 40 (پاییز 1403)

The present research has been conducted with the aim of providing a framework for the use of mentoring by the heads of educational groups in the professional development of primary school teachers in Qaynat city.The approach of the current research is a qualitative approach and the method used is the systematic method of grounded theory. The the participants were selected using purposeful sampling and criteria-based method. Data were collected through semi-structured interviews with 7 people from educational leaders, 9 elementary teachers and 5 educational managers, and in order to analyze the data, coding was done in three stages: open coding, central coding, and selective coding was done. The findings of the research provide a framework that expresses the causal conditions (need for continuous improvement, need to share experiences, compliance with the changes governing the organization), contextual conditions (environmental conditions suitable for implementing mentoring, organizational support and professional conditions), intervening conditions (educational, social, technical, economic and cultural dimensions), strategies (sharing ideas and opinions, presence of a mentor in festivals, classes and workshops) educational activities) and outcomes (increasing professional competences, increasing job satisfaction, expanding effective communication, improving status).

The purpose of the current study was to investigate the impact of integrative e-learning design model on the academic performance of farhangiyan university students in Hamedan province. The current research was of applied type in the category of semi-experimental design with unequal control group. The stoical population of the study included all male undergraduate students in the field of Persian language and literature education, 30 of whom were selected through available sampling and randomly assigned to two control and experimental groups. At first, the academic performance pre-test was taken from both groups. Then the experimental group was trained based on the integrative e-learning design model for 10 sessions 90 minutes. The training for the control group was without intervention and using the usual electronic method and the same number of sessions and hours. Then, the post-test of academic performance was performed on both groups. The instrument used included the researcher made pre and posttest of objective academic performance with expert validation and reliability calculated at 0/79(pretest) and 0/81(posttest) through Cronbach,s alpha. Then the collected data were analyzed using descriptive statistics and covariance test. The finding showed that the application of integrative e-learning design model had a favorable effect on ...

The aim of this study was to analyze the content of Thinking and Media Literacy book in High School Based on Instruction in critical evaluation of messages. The research method was content analysis. The research sample was the content (text, images, class discussion) of the 11th grade thinking and media literacy textbook, which was purposefully selected. The tool was a researcher-made checklist. The data were analyzed and reported at the level of quantitative description as well as the Shannon entropy technique. The results showed that the components of critical evaluation of messages were paid 51 times. And sensitivity to the backgrounds and backgrounds of the messages 8 frequency, considering the main text of the message and the arguments in it 3 frequency, recognizing different forms of the message including true / false, legal / illegal, valid / obsolete, good / offensive and harmful 14 frequency, The ability to combine different information and arrive at a wise interpretation of frequency 1 is the ability to infer the quality and destination of message frequency 7. According to the available frequencies, the importance coefficient of each component is 0.2004, 0.1997, 0.0593, 0.1828, 0.0219, 0.2739, 0.0593, 0.0027 respectively.

The present study was conducted with the aim of explaining the context-based approach in the sixth grade experimental sciences curriculum and in terms of applied purpose, it is descriptive in terms of data collection and survey in terms of type of research. The statistical population includes 750 sixth grade primary school teachers in Tehran. The sample size was determined by Krejcie-Morgan table, 256 people were determined by simple random sampling method. A standard questionnaire of 34 questions was used to collect data. The validity of the questionnaire was confirmed by experts with face validity and the reliability of the questionnaire was confirmed using Cronbach's alpha coefficient (0.86). The results showed that in the implementation of the sixth grade experimental science curriculum with context-based approach, the possibility of meaningful learning, gaining scientific competence, creating real opportunities for problem solving, creating the necessary ground for growth and development of scientific arguments and establishing communication between their four areas. Creator, creation and creation are provided, but the possibility of evaluation as a process is not provided for students and this approach has not involved students in group work.