نشریه پژوهش و نوآوری در آموزش ابتدایی
سال هفتم شماره 1 (پیاپی 13، بهار و تابستان 1404)

 The aim of this study was to design a model for the successful transition of students to secondary school. 

This study employed a qualitative approach, specifically Grounded Theory. The participant group included education professionals, psychologists, and school counselors. Sixteen participants were selected using purposive and theoretical sampling.

The results indicate that social challenges, such as difficulties in forming new friendships and concerns about peer acceptance, along with educational challenges, including increased textbook volume, changes in assessment systems, longer school hours, and exposure to diverse teaching methods, contribute to high school transition difficulties. Moderating factors include students’ personality traits and family dynamics, while contextual factors encompass school characteristics and family socioeconomic status. Specialists emphasized family support, emotional support from schools, educational support from teachers, and organizational support from schools as key strategies for overcoming transition challenges. Implementing these strategies can lead to social, educational, and emotional improvements for students.

The findings of this study provide guidance for families, school administrators, teachers, and counselors to better support students in preparing for and adapting to the transition to high school..

This study aims to identify the key factors influencing the technology-based educational and research efficiency of elementary school teachers, with an emphasis on professional skill development.

This applied research employs a mixed-methods approach (qualitative and quantitative). The statistical population includes experts, specialists, and faculty members of Farhangian University. In the qualitative phase, 30 experts were selected through snowball sampling and interviewed. In the quantitative phase, 300 elementary school teachers and 25 faculty members were selected using the census sampling method. Data collection tools included semi-structured interviews and researcher-developed questionnaires. Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed using confirmatory factor analysis (CFA).

The qualitative analysis identified six key factors affecting the technology-based educational and research efficiency of elementary school teachers. Socio-cultural factors, including cultural diversity and communication skills, play an important role. Technology-based skills, such as content creation and proficiency in educational software, significantly impact teachers’ effectiveness. Educational approaches and strategies, including modern teaching methods and learning management, contribute to improved instruction. Knowledge and awareness, particularly pedagogical knowledge and familiarity with educational technologies, enhance teaching efficiency. Psychological and personality traits, such as motivation, creativity, and attitude toward technology, also influence performance. Additionally, infrastructure and educational planning, including digital resources and internet access, are essential for integrating technology into education.

The findings indicate that technology-based skills have the highest impact on improving educational and research efficiency, while psychological and personality traits have the least influence. Strengthening professional skills through technology-focused training is essential for enhancing the effectiveness of elementary school teachers.

 Both the right and left hemispheres of the brain are involved in many processes.  Paying attention to the capabilities of both hemispheres of the brain can lead to a brain-centered approach. This study aimed to determine the effectiveness of two-hemisphere brain training on concentration skills, social adaptation, and communication skills of sixth grade elementary school students. 

A quasi-experimental pre-test/post-test control group design was employed. The statistical population was sixth grade elementary school students in Mehriz city in the academic year 2023-2024. Twenty students were selected from two schools via multistage cluster random sampling and assigned to experimental (n=10) and control (n=10) groups. First, a pre-test was taken from both groups; Then the experimental group received the training course "Using the two hemispheres of the brain" (8 sessions of 70 minutes - two sessions per week). After completing the training course for the experimental group, a post-test was conducted for both groups. The data collection tools were the Barton (1990) Communication Skills Questionnaire, the Dakhanchi (1998) Social Adjustment Scale, and the Savari and Orki (2016) Concentration Skills Scale. Finally, the data collected from both groups were analyzed using SPSS software version 24 (analysis of covariance and its assumptions).

Multivariate analysis of covariance (MANCOVA) showed that two hemispheres brain training had a positive and significant effect on concentration skills, social adaptation and communication skills of the sixth grade students of Mehriz city. (p < 0.05)

Therefore, interventions that stimulate both hemispheres of the brain can affect students' success. As a result, it is suggested that elementary school teachers implement the process of teaching various topics in such a way that both hemispheres of the brain are activated in students.

 This study aims to identify the challenges faced by novice elementary school teachers in adapting curricula to real classroom conditions. 

A qualitative research approach was adopted, utilizing semi-structured interviews for data collection. The participants consisted of 20 novice teachers, all graduates of Farhangian University, with one to three years of teaching experience. The data were collected during the 2023-2024 academic year. They were selected using purposive sampling. The collected data were analyzed through systematic qualitative coding. To ensure content validity, the interview questions were reviewed and approved by educational experts and university professors. Additionally, to enhance the credibility of the findings, the initial coding results were shared with a group of novice teachers and education specialists for feedback. To ensure reliability, the coded data were reviewed multiple times and cross-checked by both the researcher and an independent coder. Further validation was conducted by other researchers to confirm consistency.

The results indicated that novice teachers face multiple challenges in their early years of teaching. One major challenge was managing the learning environment, including maintaining discipline, handling student behavior, and creating an engaging and structured classroom atmosphere. Additionally, they struggled to address the diverse needs of students, especially in classrooms with varying cultural backgrounds and special educational needs. Another significant challenge was curriculum adaptation, as pre-designed lesson plans often did not align with real classroom conditions, requiring teachers to modify and personalize their teaching methods. Furthermore, novice teachers faced difficulties in interacting with colleagues, administrators, and parents, with many reporting a lack of professional support and mentorship, leading to feelings of isolation and inefficacy. Lastly, work-related stress and psychological well-being were critical concerns, as balancing professional responsibilities with personal life resulted in high levels of stress, workload pressure, and burnout.

The findings highlight that novice teachers encounter significant challenges during their early years of teaching. Understanding these challenges and implementing appropriate support mechanisms can enhance their professional performance and facilitate a smoother transition into the educational environment. Providing structured mentorship, ongoing professional development, and practical classroom management training can help novice teachers adapt more effectively and improve the overall quality of education

 This study aimed to examine the role of positive and negative academic emotions and quality of school life (QoSL) in predicting the academic competence of sixth-grade elementary school students in Tabriz.

This research was applied in purpose and descriptive-correlational in methodology. The population included all sixth-grade elementary school students in Tabriz during the 2024-2025 academic year. A sample of 324 students was selected using Cochran's formula and a cluster sampling method. Data were collected using the Academic Emotions Scale (Pekrun et al., 2002), the Quality of School Life Questionnaire (Ainley & Bourke, 1992), and the Academic Competence Evaluation Scales (DiPerna & Elliott, 1999). Regression analysis was employed to analyze the data.

The results indicated that positive and negative academic emotions, along with key QoSL components—general satisfaction, opportunities for future growth, status achievement, and sense of adventure—significantly predicted variations in academic competence among students.

These findings highlight the importance of fostering positive academic emotions and improving school life quality to enhance students' academic competence. Schools should prioritize strategies that promote emotional well-being and engagement to optimize educational outcomes..

 One of the key responsibilities of policymakers is the evaluation of curricula. This study evaluated the pilot implementation of the sixth-grade Work and Technology learning package.

This research employed a mixed-methods approach (quantitative and qualitative). Data were collected using classroom observation, interviews, questionnaires, and focus groups involving 46 teachers, 92 students, 46 administrators, 94 parents, and 44 classrooms from settings across seven provinces. The research tools focused on assessing the curriculum's objectives, alignment with students' physical and cognitive abilities, feasibility of the proposed teaching-learning methods, applicability of the planned evaluation methods, quality of the learning package components, teachers' competencies and training needs, and the effectiveness of the teacher training package.

The results revealed that students achieved the 70% benchmark in 9 objectives (sensory reception, generating ideas skills, completing projects tailored to students' abilities, adhering to project requirements, empathetic and responsible behavior, acquiring basic learning skills, proper utilization of technologies, and product presentation), while they didn’t reach in three other objectives. The learning curriculum materials has shortcomings in terms of specialized and technical vocabulary, activity complexity, conceptual level, and gender dependency. Regarding the feasibility of teaching-learning methods, deficiencies or flaws in instructional design by teachers were observed. In terms of the feasibility of assessment methods, tools such as behavior observation checklists, self-assessment, peer assessment, and work reports were the least utilized among teachers. Concerning the book's appearance, there were issues related to font size, book cover, book volume, and textual design and writing. Regarding teachers' competencies and training needs, suggestions such as providing tools, equipment, and resources, time scheduling and time management for implementation, and content revision were proposed.

The evaluation of the pilot program revealed design flaws that need addressing. The findings of this study can contribute to improving the quality of the Work and Technology curriculum and designing effective training programs for elementary school teachers..

 This research aimed to investigate the impact of the educational management model on the attitudes and academic achievement of student teachers in primary education. 

This study employed a quasi-experimental design with a pre-test and post-test, including a control group, to examine the changes in attitudes and academic performance of student teachers. Quantitative data were collected using attitude and academic achievement questionnaires and analyzed using ANCOVA (Analysis of Covariance). Qualitative data were gathered through semi-structured interviews with student teachers and primary education professors. The study sample comprised student teachers from the Primary Education program at the University of Teacher Education, Kerman (Shahid Bahonar Campus). One class was purposively selected from six active classes in the first semester of 2023-2024. The educational management model was implemented with this group.

The results revealed that the educational management model led to a significant positive change in the attitudes and academic achievement of student teachers. The ANCOVA analysis showed a significant effect for the teaching method (F = 19.87, p < 0.001), with the experimental group demonstrating significant improvements in both attitude and academic performance compared to the control group. Additionally, qualitative findings indicated an increase in motivation and satisfaction among the student teachers concerning the teaching process and the use of active teaching methods.

This study confirms the positive and significant impact of the educational management model on the attitudes and academic achievement of student teachers. The findings suggest that the model can be effectively implemented to improve student teachers' educational experiences. Based on the results, recommendations for better implementation of the educational management model in educational settings are provided.

 Physical education in multi-grade schools presents unique challenges due to the diversity of student age groups. These schools often struggle to deliver high-quality physical education lessons because of limited resources, time constraints, and the challenge of addressing the varying developmental needs of students. This study examines the impact of these challenges on physical education and aims to identify effective teaching methods suited to multi-grade school settings. A mixed-methods approach was used, integrating both qualitative and quantitative data collection. In the qualitative phase, interviews were conducted with physical education teachers in multi-grade schools to explore the challenges they encounter and the strategies they employ. The quantitative phase involved a structured survey administered to both teachers and students to assess their attitudes toward physical education and identify common obstacles. Data were analyzed using statistical methods and thematic analysis. The study revealed that physical education teachers in multi-grade schools face several challenges, including limited instructional time, inadequate facilities, and the challenge of addressing students’ diverse developmental stages. Despite these difficulties, teachers employed creative strategies, such as cooperative games and flexible lesson plans, to adapt their teaching methods for the multi-age classroom. However, the lack of specific training for teaching in multi-grade settings was identified as a significant barrier. This study concludes that while physical education in multi-grade schools presents multiple challenges, effective teaching strategies can mitigate these difficulties. Key recommendations include offering professional development programs focused on multi-grade teaching, enhancing resource allocation, and modifying curricula to better accommodate the needs of a diverse student population

Concept maps, as assessment tools, can facilitate learners' knowledge construction processes. In our country, there is a dearth of studies examining the impact of assessment, on learning. Moreover, investigating the effect of assessment on anxiety, especially exam anxiety as an inhibitory factor in learning, can determine the efficacy of such tools. This study has conducted to assess the effectiveness of concept mapping as a formative assessment tool on science learning and exam anxiety among sixth-grade elementary students.

A quasi-experimental research design with pretest-posttest and a control group has utilized. The study population comprised students from two sixth-grade male classes in two similar schools in District 1 of Arak city, selected through convenience sampling. The classes were randomly assigned to either an experimental or a control group. Initially, both groups completed a researcher-developed sixth-grade science test and Phillips Exam Anxiety Questionnaire as pretests. The intervention was then implemented over 15 sessions in the experimental group, while the control group continued with conventional instruction. Data were analyzed using descriptive statistics and inferential statistics (analysis of covariance).

Results indicated that the usage of the concept map as a formative assessment tool significantly influences the sixth-grade elementary students science learning (F=53.347) and exam anxiety (F=48.222). In other words, evidence suggests that the experimental group has demonstrated increased science learning and performance compared to the the control group, and the reduced exam anxiety has conducted as well, because anxiety physiological and behavioural simptoms in the experimental group have reduced more compared to the control group.

concept mapping as a formative assessment tool can be an effective strategy for addressing science learning challenges, managing exam anxiety, and ultimately enhancing exam performance.

This study explores the impact of Massive Open Online Courses (MOOCs) on the professional development of pre-service teachers in the primary education program at the University of Teacher Education. MOOCs, as a modern learning tool, hold significant potential for enhancing the skills and knowledge of future educators.  An applied qualitative research approach based on Grounded Theory was employed. Data were collected through semi-structured interviews with 16 specialists and professors in higher education. Participants were selected purposefully using a snowball sampling technique. The data collection continued until theoretical saturation was reached. The findings identified key antecedents of MOOCs that influence their effectiveness, including environmental factors, learning systems, content management, standardization, and interaction. The study also identified four main outcomes: enhanced international communication, improved curriculum planning, stronger social and cultural foundations, and development of strategic planning. MOOCs play a vital role in the professional development of pre-service teachers, providing opportunities to improve teaching practices, knowledge exchange, and cultural awareness. By ensuring appropriate standards in content, interaction, and support, MOOCs can significantly contribute to improving the quality of education for future educators..

 This study aims to investigate the lived experiences of teachers in designing and evaluating elementary students’ homework and analyze the phenomenology of their perspectives.
  To achieve the research objectives, a qualitative approach using a descriptive phenomenological method was employed. An in-depth analysis of the lived experiences of elementary school teachers during the 2024-2025 academic year was conducted. The statistical population of this study consisted of primary school teachers. Participants were selected through a snowball sampling method from elementary school teachers in Tehran. Data were collected using semi-structured interviews, which continued until theoretical saturation was reached. The data analysis was performed using Giorgi’s five-step method.
By analyzing teachers’ lived experiences and coding the data, five main themes were identified: the characteristics of homework, parental involvement, differences among students and their perceptions of homework, challenges faced by teachers in designing homework, and the impact of homework on students. Sub-themes were also extracted for each main theme. Teachers described effective homework as having an appropriate volume, diversity, and relevance while also highlighting challenges such as large class sizes and limited time. They observed that students' behavior varied based on family environments and previous learning experiences. According to teachers, homework fosters students' responsibility, independence, and the habit of studying.
The findings of this study indicate that well-designed and well-managed homework can be a valuable learning tool. However, concerns regarding the volume and quality of homework persist. It is recommended that new policies be adopted to enhance the quality of students' assignments and that new decisions be made regarding homework design by teachers.
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 This study aimed to assess the effectiveness of sand play therapy in improving the academic morale of second-grade elementary students in Kerman.

This research was an applied study and employed a descriptive-survey method with a pre-test-post-test control group design. The study population included all second-grade female students in Kerman during the 2023–2024 academic year. Cluster sampling was employed to select the statistical sample. A total of 50 students were randomly chosen through multi-stage cluster sampling and assigned to either the experimental group (n = 25) or the control group (n = 25). The measuring tools included the step-by-step game therapy program developed by the researcher and a questionnaire on students' scientific attitudes. Data were analyzed using descriptive statistics (mean, standard deviation, tables, and graphs) and inferential statistics through covariance analysis.

The results indicated a significant positive relationship between sand play therapy and students' academic morale. The analysis revealed a substantial effect size for each variable. Furthermore, in the regression model, an increase of 11.167 units in students' academic morale was observed with each additional unit of sand play therapy, demonstrating a positive and significant impact.

These findings suggest that sand play therapy enhances scientific morale by providing visual and verbal reinforcement, enabling students to form mental representations of concepts, objects, and attitudes. This process improves communication skills, fosters creativity, and strengthens critical thinking, self-confidence, perseverance, and collaboration. Additionally, sand play therapy helps transition students from objective thinking to imaginative exploration, enriching their emotional and cognitive development. Given its effectiveness, sand play therapy plays a crucial role in fostering a scientific mindset among elementary students..