فصلنامه نوآوری های آموزشی
پیاپی 92 (زمستان 1403)

The purpose of this study was to examine the current state of student encouragement in primary schools. The research, which is applied in nature, was conducted using a qualitative phenomenological method within the interpretive paradigm. The research population consisted of educational system stakeholders (principals, vice-principals, counselors, teachers, and students) in Marivān city. Using purposive sampling, 20 participants were selected for in-depth semi-structured interviews. Data analysis was performed through inductive content analysis using coding, checklists, and MAXQDA software. During the process, concepts, themes, descriptive categories, and ultimately, the dimensions of the phenomenon of encouragement were horizontally mapped within the outcome space. According to the findings, the first dimension (conceptual explanation) includes two fixed elements. The first element, meanings and concepts, consists of two variable components: motivation-reward and feedback. The second element, goals and objectives, includes four variable components: feedback, autonomy, connection, and satisfaction. The second dimension (approach description) also comprises two fixed elements. The first element, methods and approaches, includes three variable components: token, emotional, and descriptive feedback methods. The second element, threats and drawbacks, encompasses three variable components: behavioral, emotional, and cognitive threats associated with existing methods. Finally, the third dimension (strategic formulation) includes the fixed element of measures and strategies, comprising eight variable components: eliminating token-based methods, continuing cognitive approaches, continuing emotional approaches, fostering enthusiasm for learning, providing challenging assignments, clarifying goals and responsibilities, enhancing intrinsic motivation, and transforming approaches within the educational system.

The aim of this study was to identify the components influencing the flourishing of the education system from the perspective of experts. The research was conducted using a qualitative approach and a case study method. The statistical population included experts in the field of educational flourishing and senior managers of the Education Department of Semnān Province in 2023. A total of 20 participants were selected through purposive sampling based on the principle of theoretical saturation. The research instruments consisted of semi-structured interviews and analysis of the documents related to this topic. The data were analyzed using thematic analysis. The data analysis resulted in the identification of 323 basic themes, 63 first-level organizing themes, and 15 second-level organizing themes related to the flourishing of the education system. These were categorized into four overarching themes:1. Flourishing at the ministry of education level: This included four organizing themes: policymaking and leadership, human resource management, economic conditions, and organizational structure, 2. Flourishing at the provincial education department level: This encompassed three organizing themes: leadership, professional development centers, and administrative staff and experts, 3. School-level flourishing: This included four organizing themes: individual flourishing, professional flourishing, organizational flourishing, and literacy of principals and teachers, and 4. Curriculum-level flourishing: This consisted of four organizing themes: skill-based curricula, future-oriented curricula, curricula based on the citizenship rights, and curricula focused on global citizenship education. The collected data were validated using the participant feedback method, and their reliability was assessed and confirmed based on the quality criterion (trustworthiness). Using the research findings, a model for the flourishing of the education system was proposed. It is hoped that by moving toward this model, the education system, as a cohesive whole, can bring about fundamental changes to establish and sustain flourishing at the levels of the Ministry, provincial education departments, schools, and curricula.

The purpose of the current research is to design and explain the teacher leadership model in elementary schools and it was done using the qualitative method of Meta synthesis type using the seven-step approach of Sandlowski and Barros (2007). The statistical population of the research consists of all Persian and English studies published in the field of teacher leadership during the years 2012 to 2023. In this regard, the keywords related to the purpose of the research were searched and the studies and articles obtained were examined using the purposeful sampling method and the acceptance criteria, and finally 48 articles were selected as samples that met the inclusion criteria. The selected articles were analyzed using the open, central, selective coding method through Maxqda software. The reliability of the coding was confirmed using the kappa coefficient of agreement in spss software with a value of 0.763, and to check the validity of the research, the opinions of five experts and commentators of qualitative research were used. The results of data analysis showed 186 open codes for teacher leadership, which were placed in the form of 15 sub-components and 5 main components based on conceptual connections and research findings, which finally led to the designing of the teacher-leadership model for elementary schools. The main dimensions of this model are: continuous growth and improvement, collaborative culture, capacity building, leadership behavior and competencies. Policymakers and education practitioners can use this model as a catalyst to create transformation and improve the state of elementary schools.

The aim of this research is to present a conceptual framework for curriculum dissemination in the public education. The study is qualitative in nature and it was conducted using an inductive qualitative content analysis method. Data were collected through the review of documents and scholarly sources related to the research topic over the past two decades (2000 to 2023). For this purpose, the relevant keywords were searched in the reputable academic databases, and ultimately, 49 sources (35 international and 14 domestic) were selected for the final analysis. The selected sources and studies were organized using the software ‘ATLAS.ti’. They were analyzed with the categorical content analysis method, with the unit of analysis being ‘themes’. The key sections of each text were selected and marked. After reviewing and analyzing the content of the sources, the conceptual framework for curriculum dissemination was extracted through coding, comprising 7 dimensions and 27 components. The dimensions of the conceptual framework for curriculum dissemination include: the nature of dissemination, dissemination elements, the process of raising awareness and encouraging stakeholders, dissemination approaches, curriculum stakeholders (change agents), dissemination activities, and the factors influencing them. Through the interaction of these multiple components, a multidimensional framework for curriculum dissemination was discovered and presented.

The aim of this research is to examine the similarities, differences, and the potential for compatibility between the two major approaches in the philosophy of technology, namely post-phenomenology and critical constructivism, and their implications for education. To this end, using the methods of analysis, description, and inference, the similarities and differences between the two approaches have been first explored, and then their applicability in the study of educational technologies has been considered. Both approaches, moving beyond instrumentalism and determinism, focus on the role of technologies in human life. Post-phenomenology emphasizes the individual aspect, while critical constructivism focuses more on the social and political dimensions. Education can play a significant role in the process of democratizing technologies, which is a key concern of critical constructivism. The educational implications derived from the comparative study of these two approaches include: redefining educational technologies from teaching tools to teaching agents, considering cultural differences in the production of educational technologies, addressing the hidden political and social dimensions of educational technologies, transformation in the educational technology research, and reshaping the educational goals in relation to the technology.

The purpose of this research is to design and implement personalized learning based on electronic teaching tools and its effect on self-regulation abilities, academic self-efficacy and learning quality of students with a semi-experimental method with a pre-test-post-test and group design. The control was done. The statistical population included all the fourth grade elementary students of Sari city in the academic year of 2021-2022 in the number of 5382 people, of which 60 people were selected as a sample and assigned to two experimental (30 people) and control (30 people) groups. became The measuring tools were the questionnaires of self-regulation abilities of Bouffard et al. (1995), self-efficacy of Sherer (1982) and quality of learning by Mahdiun et al. Equally, 0.78, 0.88 and 0.84 were obtained. Data analysis was done using univariate analysis of covariance (ANCVA) and multivariate analysis of covariance (MANCVA). The findings showed that personalized learning based on electronic teaching tools has an effect on self-regulation abilities, academic self-efficacy and learning quality of fourth grade elementary students. Also, the effect of personalized learning based on electronic teaching tools was the greatest on self-regulation abilities and, in the next ranks, on academic self-efficacy and learning quality, respectively.

Today, educational environments face the challenge of turning children into exemplary citizens in a society increasingly driven by digital participation. The purpose of this study was to identify and prioritize the proposed curriculum elements for e-citizenship education. This research is applied in terms of purpose and employs a mixed-methods approach, combining qualitative and quantitative methods. The research population consisted of printed and electronic international resources on e-citizenship available in ISI, Scopus, ESI, and ISC databases, as well as Iranian papers from SID, Magiran, Civilica, and others, published during 2000-2022. A total of 107 resources were selected using purposive sampling. Data were analyzed using the meta-analysis method. The validity of the framework was confirmed through expert opinions using the Delphi method, and also its reliability was ensured. To prioritize the curriculum elements, a questionnaire was distributed among 80 primary school teachers. The results were analyzed using Shannon entropy. Twenty-seven influential components were identified under four curriculum elements: objectives, content, teaching-learning strategies, and evaluation. Based on the Shannon entropy model, teaching-learning strategies (0.037), content (0.029), objectives (0.025), and evaluation (0.019) received first to last priorities. The highest importance coefficients were as follows: in the "objectives" element, the component of electronic participation ability (0.029); in the "content" element, the component of hardware operation knowledge (0.040); in the "teaching-learning strategies" element, the component of collaboration (0.0397); and in the "evaluation" element, the component of assessment (0.019). In many primary schools, it is not possible to implement all the suggested components of education curriculum due to the lack of facilities. The findings of this research is applicable to the planning of e-citizenship education in Iran's primary schools according to the necessity and available facilities by providing the priority of curriculum elements.