نشریه تدریس پژوهی
سال دهم شماره 2 (تابستان 1401)

The aim of this study was to investigate the relationship between self-knowledge and academic procrastination by mediating role of satisfaction of basic psychological needs and cyberspace addiction in secondary school students. The method of this research was correlational of structural equations. The research population was all secondary students (N= 7450) in Malayer city. Sample group (n= 515) was selected based on Cochran formula and cluster random sampling. Each participant completed a questionnaire including Academic Procrastination Scale, Basic Psychological Needs Scale, Cyberspace Addiction scale, and Integrative Self-Knowledge Questionnaire. Data were analyzed by Pearson correlation and path analysis method using SPSS-26 and AMOS-24. The results showed that the direct effects of self-knowledge on basic psychological needs (autonomy, competence, and relatedness) (β > 0.35) and cyberspace addiction (β = -0.50) were significant. Among the basic needs, the effect of the need for competence on procrastination was significant (β = 0.36), while the needs of relatedness and autonomy had no significant effects on procrastination. The effect of cyberspace addiction on procrastination was also significant (β = 0.46). The indirect effect of self-knowledge on academic procrastination through basic psychological needs and cyberspace addiction was also significant (β = -0.49). Research findings show that self-knowledge can be effective in reducing academic procrastination by satisfying basic psychological needs and reducing cyberspace addiction. Therefore, by providing an environment that supports basic needs in school and family, students' academic procrastination can be prevented.

In today's world, the success of organizations directly depends on the effective use of human resources. In fact, it can be said that great organizational changes originate from the unlimited intellectual capabilities of human beings. On the other hand, the "performance" of each person in any situation, indicates his insight and awareness of a particular situation or issue. Performance means achieving and completing the goals, tasks or tasks of the organization. Performance is seen as a degree of cognition of goals and shows that any individual, group or unit of work can achieve their goal through it. Performance is an action or behavior that is related to the purpose of the organization and can be measured based on an individual's competence such as individual participation. Job performance is the behavior or action of an individual towards specific tasks that he or she must be aware of as an employee. Job performance is the set of job-related behaviors that individuals display. Also, performance is defined as activities that are normally part of a person's job and activities and should be done. In another definition, job performance is defined as the organizational value of an employee's job behaviors at different times and job situations. Organizational value is an estimate of the activities and services of its employees, such as doing a job with a good working relationship with other employees. In educational organizations, due to its sensitivity and infrastructure, the discussion of evaluation and attention to teacher performance is of particular importance, so that every year teacher performance is measured and compared based on specific worksheets. The survival and efficiency of educational systems depend on the diverse knowledge and expertise, abilities and skills of human resources, especially teachers. The more prepared, competent and capable teachers are, the more they will contribute to improving the efficiency of systems. More broadly, teachers' job performance is defined as their contribution to the achievement of educational goals and objectives. While in some studies it is limited to teaching behavior. However, the job performance of teachers applies not only to the classroom or school, but to all the environments in which students are present. Therefore, the job performance of teachers can be considered multidimensional. These dimensions include lesson preparation, education, student evaluation, commitment, extracurricular activities, effective supervision and supervision, effective leadership, motivation and discipline, educational, professional, personal characteristics, classroom management, taking into account students' individual differences Continuous use of motivational tools, teaching style and method, finding solutions to problems and guiding students. In this regard, previous research shows that many variables can play a role in improving teachers' job performance, one of which is curriculum literacy. Education in today's societies is the most important pillar for achieving development and transformation. Among these, the largest share of efforts goes to teachers as operational models of educational systems, which are at the forefront of designing and implementing educational programs to achieve the goals. The curriculum planning process is one of these models that includes the organization of activities and evaluation and its purpose is to create the desired changes and the learner axis. Curriculum literacy can be defined as the process of teachers' understanding and analysis of a formal curriculum with high-level mental skills. Because the main factor reflecting the programs to the process of teaching and teaching teachers. In this context, teachers need to understand and analyze programs, in other words, be literate in the curriculum so that programs are reflected in the learning and teaching process. Curriculum planning literacy is an important competency of the teacher, he presented the competencies that teachers should have in relation to this type of literacy under the headings of purpose, content, learning-teaching processes and evaluation. these competencies are essential skills that can be reproduced and improved. Improving the quality of education in each level and field of study requires the application of the principles and techniques of the curriculum. The application of curriculum techniques is important due to its basics and the implementation of learning principles in reviewing and improving existing programs and trainings in schools, universities and human resources training centers. In this case, it is necessary for teachers to have full knowledge of curriculum planning. Teacher curriculum literacy also allows teachers to sometimes develop the most appropriate curriculum for the class, as it is the only teacher who has sufficient knowledge of his or her students. Prefabricated curricula oblige the teacher to follow guidelines that may conflict with the teacher's values. In this case, such a procedure will destroy the independence of the teacher. Studies show that programs that are designed to be more flexible give the teacher more leeway and are more proportionate. In this case, teachers should have the necessary knowledge and literacy for curriculum planning and be familiar with the basics of curriculum planning and curriculum elements so that they can select and prepare the necessary teaching aids and the type of learning activities appropriate for students based on their creativity and innovation. One of the variables through which curriculum literacy affects teachers' job performance is teaching orientation.Teachers should consider the orientation of teaching, learning, and individual differences of students while continuously learning the psychological findings and improving their performance, and also try to increase the quality of their job performance. Teaching orientation; Methods, activities, and techniques that a teacher uses in front of a class. Teaching orientation is considered as a level above a classification that includes two or more impressions. Perceptions of teaching and learning in general include teachers 'knowledge of teaching and, in particular, their beliefs about teachers' preferred teaching and learning methods and their ideas about the role of teachers and learners in the knowledge acquisition process.The research conducted on teachers' perceptions of teaching classifies them into two groups: 1- Teachers who look at teaching as knowledge transfer 2.Teachers who view teaching as facilitating the construction of knowledge by students. The research on teachers' beliefs about teaching and learning, which is in full relation with the two perspectives of transition and constructivism of teaching, was organized under two more general titles: teaching-oriented orientations and learning-oriented orientations. The main characteristic of teaching-oriented orientation is the dominant role played by the teacher. Teachers who express this orientation believe that if they teach well and provide information to students in a well-organized and interesting way, learning will be achieved automatically. In contrast, the main feature of learning-oriented orientations is the role for students to be involved in the learning process and the construction of knowledge by themselves.

Research in education is the only tool that is used to improve and make useful changes in the quality of education programs and functions. Paying attention to research and the value and status of the culture of research and its development and questioning is a basic slogan in education and the training of teachers and students who are researchers and seekers is the most important mission of education. "Research culture" includes interdisciplinary values and ideas, as well as an environment where researchers can flourish as people with research capacities. The culture of research and innovation develops in a society where the educational and cultural system provides a suitable background for it. The result of continuous scientific and research activities makes the society gain knowledge, dynamism and efficiency. Due to the course of change and evolution of social developments, the education organization is one of the important and effective organizations and has a special sensitivity. In the meantime, the school as a small and vital complex is considered one of the most important social, educational and educational institutions and the main pillar of education and the most important indicator of the performance of the education organization. Teachers play an important and bold role in the success of research culture among students. They have an important and sensitive role that their performance can affect the personal and social life of students, therefore they should be fully aware of their duties as educational facilitators. Nalla & Nalla( 2016) and Puplampu, ( 2021) have pointed out the leadership style, institutional support, ability to defend or express, present, discuss, and defend their work to peers, guide, writing skills, labs, time management, collaborative working skills, confidence levels and increased tolerance for frustration. The organization of education and training has not been able to present a clear strategy for the foundation and development of the research culture despite having a huge human force. This has always caused challenges such as the lack of up-to-date activities of schools and the failure to meet the deep needs of the society, the passivity of teachers and students in the 21st century, the weakening of the feeling of the need for progress in the young generation, the weakening of the culture of reading books, the weakening of the spirit of questioning, non-blossoming of potential talents and non-fertility of critical thinking , reduction of doubt to addicted beliefs, elitism, poverty and scientific stagnation, lack of scientific and logical movement in dealing with problems and attitude and emotional dealing with criticism. The study of the conducted research shows that the lack of a comprehensive policy based on systematic studies, the failure to use efficient human resources in research, the predominance of the memory-oriented approach over the research-oriented approach, the weakness of the content of textbooks, the weakness of the necessary motivations in researchers and project managers, the inconsistency of organizations in the matter of research, the lack of budget and the existence of administrative bureaucracy in order to spend the approved budget, the lack of necessary communication between educational research organizations and higher organizations, the lack of information centers and the lack of application of research results in decision-making , the involvement of politics and religion in research are among the challenges and problems of research in education. In the current research, based on the primary themes obtained, five individual, organizational, extra-organizational, programmatic and informational factors have influenced the development of research culture. The study method was qualitative with a phenomenological approach and potential participants included teachers and experts in the field of research of the Education Organization of Fars Province who were selected using the purposive sampling. The sample size according to the adequacy criterion of the number of participants based on theoretical saturation reached 14 people. Qualitative data collection tool Semi-structured interview research was selected and data analysis was performed based on content analysis. To validate the data, methods of feedback to participants, researcher review and stance, and alignment with scientific sources were used. The reliability of the findings was assessed using the opinions of the members of the steering committee, including experts from primary schools, as well as the dissertation committee. Findings showed that from the perspective of primary school teachers and experts, 5 main factors (individual, organizational, extra-organizational, Programmatic, informational) and 15 components will lead to the development of research culture in primary school. Also, the four components of self-growth, school curriculum, empowerment and freedom of action were of higher importance. The meaning of individual factors in education and research is self-esteem and interest and readiness to change, attitude, knowledge and research literacy and having some psychological components such as necessary and sufficient abilities and skills, the ability to understand the issues around problem solving and having spirit doing team work. Organizational factors refer to the impact of policy in education such as the lack of importance to research and the researcher, the lack of application of research findings in society's policies and the lack of use of researchers' opinions in policy-making teams. Extra-organizational factors refer to economic and credit issues, political components (applying the opinions of pressure groups on the process of classroom education, lack of freedom of expression and freedom after scientific expression, relationship orientation in the appointment of managers, filtering of some sites related to the keywords of the research title, the lack of feeling of job security) and legal issues. Programmatic factors refer to problems such as memorization approach, non-applicable content of textbooks, and inactive text books content. Information factors refer to the weakness of the information system and the lack of promotion of research culture due to the lack of proper communication space. According to what has been said, in the development of research culture, the role of teachers is very important and without accepting the role of research in school by teachers, solving and improving structural and interventional problems and fundamentally changing the educational approach, education and training will not be successful in practice. The development of this culture will not be achieved.

According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values. On the other hand, the approach taken in teaching these values has been a passive, mechanical and conservative approach that does not lead to institutionalized learning in students. This has caused that institutionalization of the values reduced on the superficial level. Therefore, there is lack of sustainable tendency in students’ actions to move and turn to the values. In addition, it is concluded that the schools need the levers from the external pressure to transition schools to diversity. According to institutional theory, the legitimacy of the educational system from the external environment depends on the institutionalization of human-social values. The present study aimed to evaluate the educational performance of Iranian schools in institutionalizing the values. To achieve the aim, a qualitative meta-analysis was conducted on all researches that explored the current situation of the education system in institutionalizing multicultural, citizenship, ethical, political, and religious values. Based on CASP technique, all the researches were quality controlled and refined which finally, 89 researches were proofed to be studied. The results showed that the performance of school education in institutionalizing human-social values was weak and inefficient. On the one hand, school education has paid insufficient attention to the values.

The purpose of this study is to describe the life experience of teachers of teaching multi-grade primary classes in rural areas.

in accordance with the objective, the study is qualitative and phenomenological research. Research population includes all multi-grade teachers of primary schools in rural areas of Mako city, among them, research sample of 15 people was selected by criterion-based purposive sampling. The data was collected by qualitative semi-structured interview and analyzed by Collaizi’s seven-step method. To validate the data, the opinions of expert professors, experts and teachers who have served for many years in multi-grade schools and classrooms in rural areas of Mako County; was used.

In-depth analysis of teachers’ experiences resulted in identification and categorization of 6 main topics: teaching methods and class control, problems of multi-grade classes, curriculum issues, financial issues of teachers and schools, strengthening multi-grade classes, and advantages of multi-grade classes; and 13 sub-themes: teaching methods, class control, problems of students in multi-grade classes, problems of teachers in multi-grade classes, problems of students’ families in multi-grade classes, curriculum content, curriculum implementation, teacher’s salaries, school’s fees, reducing problems of multi-grade classes, improving and increasing productivity of multi-grade classes, advantages of teachers and advantages of students.Keywords: lived experience of teachers, multi-grade classes, primary education.

Organizational managers seek to discover and implement the best management practices, and talent management is a suitable option to help them. The implementation of the talent management process in organizations means that organizations must identify their competent and talented employees (talent identification), take development measures such as providing training and experience opportunities for these talents (talent development) and finally can have these talents. For long-term programs (talent retention).Talent development is one of the main and important dimensions of talent management, which is related to measures such as appreciation and compensation of services, providing training and experience opportunities, mapping career path, developing the capacity and individual and collective capabilities of employees, and so on. Talent Development By emphasizing program development, selection, and implementation of a development strategy for all organizational talents, it ensures that the organization has enough talent now and in the future to achieve its strategic goals. Therefore, managers must have a specific management strategy and development plans, because the task of creating a suitable platform for training and development of organizational talents is the responsibility of managers.In this regard, attention and investment to improve the competencies, talents, skills and abilities of employees, competent management, development of correct and needs-based program, development of content-oriented content and the accurate implementation of these programs to achieve employee development is recommended.In education, despite the fact that this institution has different conditions than commercial organizations, but in the field of attracting, retaining and developing talents, empowering and strengthening the skills of teachers, there is competition. It can be said that the success of educational organizations depends on the level of talent and their development, and the failure of these organizations is due to their poor leadership and management.It should be noted that the growth and development of societies is due to changes in their educational system and a fundamental change in the country's educational system requires the effective use of resources and facilities, proper use of organizational talents and the development of these talents. Lack of self-specific talent model on the one hand and lack of awareness of the conditions and reality in the education organization on the other hand has led to the failure of talent management planning in this organization.The component of talent development independently has not been studied much in educational organizations. There is a serious shortage in the development of talented manpower in primary school and the talents of teachers have been neglected. It has also been argued that despite the lack of knowledge on the component of talent development, evidence suggests that organizations are designing their own talent development processes. Therefore, the present study was conducted to design a model for developing the talent of primary school teachers.This research is an exploratory research in terms of nature and from the perspective of purpose, it is an applied research and of qualitative and phenomenological studies.The statistical population includes sample teachers of the last three years, administrators, education experts and university professors. The selection of the statistical sample was based on the purposeful sampling method and on the people who have the most knowledge and information about the research topic. In the present study, after interviewing 20 participating experts, the topics were theoretically saturated.Qualitative research data were analyzed through a coding process based on the systematic design of foundation data theory (Strauss & Corbin, 1998). For the validity and reliability of the main and sub-concepts and categories as well as the proposed model has been evaluated and approved using the following two

1- Validity evaluation in a communication method in which the main and sub-concepts and categories are extracted and The inference was reviewed by the participants in the interview and their opinions were taken into account. 2- By consulting experts, experts and professors of educational management, the categories have been reviewed several times, some rare concepts have been removed.The analysis of the findings of this research shows that the competencies of talents (knowledge, attitude, and ability) are the central phenomenon of the research, and the influencing factors include 1- the development of organizational knowledge, such as organizational trainings upon entry of employees for their organizational socialization and on-the-job trainings for Updating teachers' skills 2- The process of effective communication with the theme of facilitating the circulation and transfer of information for the purpose of knowledge management is affected. Also, the effective causal factors including 1- managerial factors (compensation for services and teachers' commitment to development) and 2- organizational factors (decentralization in order to delegate more authority and positive budgeting approach in order to resolve financial concerns) were introduced in the form of causal factors affecting the central category of the research.The necessary basis for this effective strategy is the strategic intelligence of the organization. This means that if the organization has a specific program to provide welfare services and support to employees as well as positive orientations to facilitate organizational learning; It will be possible to implement a performance management strategy. Also, adopting a school-based approach (participation, financial independence, appointing competent principals and delegating decisions to the school) is an intervention factor that can strengthen or weaken the talent development strategy.The results indicate that the strategy of establishing performance management in action and reaction with contextual and environmental factors will lead to organizational excellence. Organizational excellence means achieving the individual development of teachers and enhancing their capabilities and abilities, followed by the development of organizational achievements.achieving organizational goals requires the ability to motivate employees. The excellence of the Education Organization depends on the employment of elites, the training and development of these talents, the continuous evaluation of teachers 'performance and the award of certificates of teaching competence, the improvement of the quality of teaching and, in general, the promotion of teachers' professional capacity. Achieving such a level requires the implementation of the talent management process, including the identification and recruitment, training and development and retention of talents.Determining the level of teachers 'competence using appropriate tools, planning for education according to the level of competence of individuals and facilitating the flow of information are important measures that, if aligned with the organizational strategy, will lead to the empowerment and development of teachers' talents.- If the training, improvement and development of human resources is the focus of future plans, the result will definitely be the success and excellence of the education organization.- The successful planning and implementation of development programs will be guaranteed if it is accompanied by consultation with teachers and their participation. Therefore, a participatory approach is recommended.

Academic emotions are one of the important variables in the field of education and can affect educational outcomes. Academic emotions are defined as things that are directly related to academic activities and success outcomes. Academic emotions are important because of their impact on well-being, the quality of learning, progress, and social interaction in the classroom. These emotions are experienced in all academic situations before, during and after class, lessons and exams. Positive emotional states facilitate creative, flexible, and constructive approaches, while negative emotional states facilitate dry, more analytical ways of thinking. Some studies have examined the effectiveness of a project-based approach on academic achievement, motivation, learning style, attitude, creativity, and the development of cognitive skills, but very little attention has been paid to academic excitement. Until recently, these emotions were neglected except for test anxiety. Attention to this issue has increased in the last decade, however, emotions have not escaped attention as effective phenomena that occur in the classroom situation. The aim of this study was to investigate the effect of project-based learning on the academic excitement of physics students in the basics of electricity and magnetism at Farhangian University. In the framework of this goal, two hypotheses were examined: Project-based learning in physics course has an effect on the positive academic emotions of Farhangian University students. Project-based learning in physics also affects the negative academic emotions of Farhangian University students.In this study, a quasi-experimental method and a pre-test-post-test design with a control group were used to evaluate the effectiveness of the project-based independent learning variable on the dependent variable of students' academic emotions. The statistical population of the study included all physics students who studied the basics of electricity and magnetism at Farhangian University in the academic year 2009-2010. The statistical sample of this study included 132 physics students of Farhangian University (including 4 classes) who were purposefully selected and randomly divided into two classes of experimental group (66 people) and two classes of control group (66 people). First, both groups were evaluated using the Pekran Academic Achievement Emotions Questionnaire. Then, the project-based independent learning variable was applied to the experimental group and no new intervention was performed on the control group and the students were trained in the same traditional teacher-centered way. Finally, at the end of the semester, the changes of the dependent variable in both groups were measured by the same questionnaire.The Pekrun Academic Achievement Emotion Questionnaire (Pekrun, Goetz, Titz, & Perry, 2002) is designed to assess learners' academic achievement emotions. This questionnaire is a self-report tool that is based on qualitative and quantitative research and measures the academic excitement of learners who experience in different educational situations. The questionnaire has three parts: emotions related to the class, emotions related to learning and emotions related to the exam. Each of these categories is divided into two categories of positive and negative emotions. In this study, the emotions related to class and learning were evaluated. Classroom subscales measure class enjoyment, hope, pride, anger, anxiety, shame, frustration, and fatigue. The Learning Excitement section measures the emotions of hope, pride, anger, anxiety, shame, frustration, and fatigue.The educational package of the present study, including the course content, was prepared by the researchers based on a project-based learning approach. After review by four professors of physics and two professors of educational sciences, the training package was reviewed and modified.The package included electroscope construction, Tesla coil construction, Pencil charcoal resistance, IC batteries, Electric magnet construction, Projectile LEDs, Tape suspension, and AC converter. This program has been presented to undergraduate physics students in the first semester of the academic year 2009-2010. Analysis of covariance test was used to analyze the research data.The results of analysis of covariance showed that the comparison of positive classroom emotions between the two groups F (24.24) was significant at the level of P <0.001. Also, in the positive emotions of learning, the observed F (12.08) is significant at the level of P <0.001. Therefore, by confirming the first hypothesis of the research, it can be said that project-based learning in physics has an effect on the positive academic emotions of Farhangian University students. The results also showed that the comparison of negative classroom emotions between the two F groups (20.39) was significant at the level of P <0.001. Also, in the negative emotions of learning, the observed F (55.75) is significant at the level of P <0.001. Therefore, by confirming the second hypothesis of the research, it can be said that project-based learning in physics has an effect on the negative academic emotions of Farhangian University students.The results of this study showed that project-based learning is effective in increasing the positive academic excitement of physics students. This effect was observed for both class-related and learning-related emotions. The results also show that project-based learning is effective in reducing the negative academic emotions of physics students. This effect was also seen in both class-related and learning-related emotions.Experts in the field of education believe that students who learn through active learning not only have better learning, but also enjoy their learning process more. The reason for this pleasure is that instead of being just listeners, they actively participate in the learning process and take responsibility for the learning process.Project-based learning, by applying real-world performance tasks related to social challenges, provides learners with the opportunity to use the social and emotional competencies associated with learning. Project-based learning increases the motivation and active involvement of learners in learning. This method improves learners' attitudes toward learning physics, reduces anxiety, increases self-efficacy, and enables learners to enjoy learning physics (Goldstein, 2016). The results of Choi, Lee, & Kim (2019) also indicate that the use of this teaching method causes a positive change in students' attitudes toward homework.In this regard, it is recommended to use this method in teaching students' courses. Curriculum planners are also advised to adjust the curriculum to facilitate the use of new teaching methods and distance from the traditional teacher-centered method. In this study, the academic emotions related to the exam were not examined. It is suggested that this variable be considered in future studies. It is also suggested that the mediating role of academic emotions in students' academic achievement be examined.

Fluency in English is a priority for many learners, and it is worth noting that most English learners usually assess their English language ability based on how well they can speak it (Haidara, 2016; Luoma, 2004; Richards, 2008). Since the main purpose of communication is the transmission of information, this transmission must be clear. Unfortunately, English learners may have difficulty conveying the message correctly to the audience (Baradeyah & Farrah, 2017). One possible solution to these challenges is to use speaking strategies. This means that learners can use speaking strategies to maintain the flow of their conversations; many researchers emphasize the use of speaking strategies (Santoso & Taufiq, 2021; Nguyet & Mai, 2012; Baradeyah, & Farrah, 2017). Circumlocution and code-switching are a subset of speaking strategies and are two effective techniques in improving students' speaking skills. According to Ramshaw (1996), circumlocution is a method of surrounding a particular idea with several words rather than explaining it directly in fewer words. Previous research has shown that the use of circumlocution has positive effects on improving students' speaking skills (Santoso & Taufiq, 2021; Baradeyah, N., & Farrah, 2017; Campillo, 2006; Chen, 2006). Although circumlocution can play a role in strengthening speaking skills, it also has its limitations. For example, the use of this technique requires that students' language skills are at a desirable level and that they are familiar with a range of basic and essential words and structures (Baradeyah & Farrah, 2017).Therefore, if some students are not able to use circumlocution for some reason, the teacher can use other speaking strategies such as code-switching to improve and simplify students' speaking skills and increase their interaction in conversations. Code-switching is defined as the ability of bilinguals to switch between target and native languages (Zentella, 1981). Code-switching has been shown to positively affect learners' ability to speak with low proficiency and has a direct impact on students' motivation to communicate and actively participate in class (Shanehsazzadeh, & Heidari Darani, 2017; Malik, 1994).The present study was conducted to answer the question of what is the effect of using the strategy of circumlocution and code-switching on improving students' speaking skills. Due to the nature of research data, the present study is qualitative and analytical, inferential. The statistical population of the study includes all students of Farzanegan School (girls) in the Sanandaj city (secondary school), of which 21 people were selected through purposive sampling method and to collect information, a 14-item interview in a semi-structured manner was used. All interviews were conducted in absentia. Also, in order to analyze the collected data, Strauss and Corbin coding method was used using MAXQDA2020 software. During open coding, all interviews were conducted and all concepts were identified. In the analysis of interviews, after eliminating duplicate interviews and merging similar cases, 359 primary codes, 9 subclass codes and 2 main codes were obtained. The main category is speaking strategies, which include two main categories, circumlocution and code-switching. Circumlocution category includes four subcategories titled: applications of circumlocution, the effect of circumlocution on speaking skills, description of concrete concepts and description of abstract concepts. The code-switching category includes five subcategories titled: applications of code-switching, students 'reasons for using code-switching, teacher's reasons for using code-switching from students' point of view, the effect of code-switching on speaking skills and different situations of using code-switching. Interviewees pointed to some important uses of circumlocution including: Using circumlocution technique to teach new words, Indirect reference to the desired words or terms, Helps students to understand the meaning of new words or terms, Helping students deal with stress and controlling, An effective technique while forgetting the term or forgetting the word (controlling the situation by indirectly referring to the term), Expressing the meaning and conveying the message, Increasing students' skills and mastery in conversation, Keeping the flow of the conversation, retaining and increasing students 'motivation, increasing students' confidence in speaking skills. 95% of students believe that using circumlocution can have positive effects on their speaking skills and only 5 percent of them believe it does not. In one part of the interview, the students were asked to explain the meaning of the two words mirror and happiness using the circumlocution technique in English. Since the mirror is a concrete concept, students referred to its physical properties, applications and uses to describe it. While happiness is an abstract concept and students relied on its concept and their perceptions and ideas in describing it. Therefore, it can be said that circumlocution helps students to express concrete and abstract concepts well. Interviewees mentioned some of the uses and reasons of code-switching including: Using code-switching to teach new words, expressing the meaning and conveying the message, to attract attention and to provide implicit explanations. 38% of students believe that code-switching is effective in improving students' speaking skills and 29% of them believe that code-switching will be effective if the teacher and students use it in balance; In other words, speak English most of the time and use code-switching only when necessary. 33% also believe that students need to be constantly exposed to English in order to learn it well. This group believes that code-switching should not be used in the classroom under any circumstances because it may become a habit and students may be deprived of the experience of a simulated English-speaking environment. Speaking skills are certainly one of the basic skills that students need to learn in the process of learning a new language. English teachers can take advantage of the use of speaking strategies to remove barriers to mastering speaking skill. Baradeyah & Farrah (2017) believe that there is a correlation between learners' fluency in English and the rate of use of taught speaking strategies. It seems that paying attention to speaking strategies can have good results in learning English and mastery of speaking skill. As a result, it is suggested that English teachers use speaking strategies to increase students' mastery of speaking skill in the classroom. It is also suggested that researchers in future research more comprehensively study the effect of speaking strategies, especially circumlocution and code-switching, on increasing students' speaking skills.

Introduction and problem statement :

One of the main issues of any educational system by educators is to make learning meaningful for learners and their academic achievement. Because meaningless learning is not particularly attractive to learners and will be forgotten. This is doubly important when learners want to apply what they have learned in real life [Khaghanizadeh and Shokrollahi, 2010]. The use of educational tools and materials that have a facilitating role in the process of teaching and learning, reduces the high cognitive burden and increases motivation in learners and enriches their learning [Dehghanzadeh et al., 2016]. In addition, it reduces learners' anxiety in learning [Kutlutürkan, 2010]. The presence of teaching materials and necessary facilities will greatly help the teaching process. Educational materials are tools and objects that help learners to better and more understand the subject of education [Sharma et al., 2015]. There are other studies that have pointed to the positive impact of educational tools and materials on the learning process. These studies include Dehghanzadeh et al (2016), Dehghanzadeh et al (2021), Zarei zavaraki and Gharibi (2013), Azizinejad and Allahkarami (2019), Khodayari (2019), Karimi shalton (2020), Madadi (2020) and Christopoulos et al (2020), and Mendoza (2018). However, various studies have focused on achieving better quality educational tools and materials in the learning process, such as the research of Kirschner et al (2006) and Jang (2010) that the existence of defects in the efficiency of educational materials and the incompatibility of these tools with up-to-date subjects in technology and education have been cited as reasons for their inefficiency. There are other researches that have directly focused on how to increase the efficiency of educational tools and equipment, which is related to the quality of their design. [Dehghanzadeh and Dehghanzadeh, 2018]. Selecting propriate educational material is a key of meaningful learning (Mukundan et al, 2011). This research has been done qualitatively using the methods of grounded theory and deductive and inductive content analysis. In this way, first in the form of grounded theory, teaching and learning propositions are extracted from each of the key concepts and ideas in the field of educational technology, then in the deductive process, guidelines are extracted from the propositions and finally by conducting an inductive study, design criteria and the production of educational tools and materials is extracted. In this study, participants were in fact different sources and documents that were analyzed. In order to select these sources, reference books related to the field were reviewed and among them the encyclopedia of technology and educational communication terminology, which was compiled with the support of the Technology and Educational Communication Association, the most well-known international association in the field of technology and instructional design has been selected. In order to collect data to answer the first question of the research, after studying the sources and consulting with experts in the field, key concepts and ideas were selected. Then, for each of the key concepts and ideas, definitions and explanations were extracted from different sources. In order to answer the first question of the research, the propositions obtained from the analysis of the data related to the first question were considered as data for extracting guidelines and the extracted guidelines in order to answer the second question of the research. The first research question was what guidelines for the production of teaching / learning materials and tools can be deduced from each of the propositions of instructional design? For example, table 1 provides some guidelines for the design and production of educational tools in the field of educational design. These guidelines are derived from the propositions of the first research question. Guidelines for designing and producing educational tools in the field of educational design are shown below: Approach: Systematic instructional design The second research question was what criteria can be inferred for the production of teaching / learning materials and tools from the extracted guidelines? In order to answer this research question, the guidelines extracted in the previous step are summarized and presented below: Criteria: Training tools and materials should include instructions for use, pedagogical standards and examples of the use of tools in order to use them effectively in education. We extracted 23 criteria for designing educational materials in the process of learning for learning different subjects. The main purpose of this study was to answer the basic question that according to the field of instructional design, what guidelines and criteria can be provided for the design, production and use of educational tools and materials? The research findings were extracted based on the source used in this study, including 68 educational propositions and 23 criteria. These findings have used two basic approaches in instructional design; Systemic approach and constructivist approach. Some research findings on propositions based on a systemic approach include: Learner analysis, feedback, various exercises, evaluation, analysis of learning topics, use of attention, presentation of learning perspective, determination of learners' input behavior, and various example. Some of the propositions extracted from the constructivist approach are: learning situationally, learning sociality, learning process, providing multiple perspectives on learning, evaluation as a tool for self-assessment, learning goals and providing opportunities for learners to reflect.

The present study was conducted with the aim of identifying parents' experiences of teaching in virtual space. The research method was qualitative with phenomenology. The researched community was all the parents of Kermanshah city. The sampling method was semi-structured interview.The results showed that the parents' definitions and characteristics of this type of education include: lack of time and place limitations, education by multimedia, increase in media literacy, lack of interaction and reduction of social communication, reduction of motivation and social responsibility, and affordable education. presented and stated that each of them helped their children according to their abilities, these abilities included: supervision and care of children, cooperation of parents with teachers, cooperation and guidance in the process of education and teaching, attendance at familiarization courses With virtual training. They presented experiences from their participation in this era, including: increasing parents' awareness of the education process, the challenge of students' dependence on technology, students' dependence on their parents, and involvement in the students' development process, which finally emphasized that disability Parents in virtual education cause things including: socio-moral problems, creating family problems and academic failure.The present study was conducted with the aim of identifying parents' experiences of teaching in virtual space. The research method was qualitative with phenomenology. The researched community was all the parents of Kermanshah city. The sampling method was semi-structured interview.The results showed that the parents' definitions and characteristics of this type of education include: lack of time and place limitations, education by multimedia, increase in media literacy, lack of interaction and reduction of social communication, reduction of motivation and social responsibility, and affordable education. presented and stated that each of them helped their children according to their abilities, these abilities included: supervision and care of children, cooperation of parents with teachers, cooperation and guidance in the process of education and teaching, attendance at familiarization courses With virtual training.

We live in an unexpected and unprecedented time. The current pandemic has had a huge impact on global education, with more than 1.6 billion students unable to go to school (UNESCO, 2020). To ensure continuity of learning, educational institutions have started using technology to provide online learning programs to students. This new habit not only has a different meaning for learners, but also for parents and teachers. During the epidemic, many problems were created for parents and educators, especially in primary schools, due to the unprecedented conditions and the lack of previous experience and a codified model. The responsibilities of parents or guardians in online courses are different, which is why parents/guardians will face different obstacles trying to engage their students in online learning. Hence, whether it is a traditional learning environment or the current teaching environment. At a distance, it is essential for parents to actively participate in their child's online learning. Therefore, the concept of parents' participation in education, now and in the era of online education and due to the problems caused by the spread of Covid-19, has received increasing attention from educational researchers at the world level more than ever before (Zhang et al., 2020). E-learning tools have played an important role during the pandemic, helping schools and universities to facilitate learners' learning during university and school closures (Sobbed et al., 2020). While adapting to new changes, the readiness of teachers, students and even parents to use them should be measured and supported. Therefore, the purpose of this qualitative study is to explore the experiences of parents, teachers, and madrasa administrators in this era in order to provide an experimental model of the process of parents' participation in the virtual education of primary school students. Research data were collected through semi-structured interviews with parents, teachers and principals of primary schools in Tehran in the academic years of 2019 and 2014. The data obtained in the two stages of first-round coding and second-round coding or pattern coding were analyzed based on Miles et al.'s (2020) exploratory coding methods. The findings of the research showed that the three factors of improving students' educational experiences (meeting with school officials to obtain information, cooperating with schools through practical work or financial assistance, using school facilities, providing resources and facilities for extracurricular activities, providing resources and facilities for the curriculum, participating in joint activities with schools), emotional support (helping to reduce anxiety and psychological pressure, participation through creating teaching and learning opportunities, facilitating the teaching and learning process with regard to more knowledge) through participation, emotional support in the implementation of lesson projects through participation, creating opportunities for raising an informed and responsible generation) and interaction and communication with the environment and school (participation of parents as teachers and substitutes, social support in the implementation of lesson projects with institutions different society, assistance in the implementation of education methods according to the recognition of local and natural facilities, the positive effect of cooperation on children, parents' participation, the need of today's education society, attention to the educational role of parents, participation as a social and civil necessity), parents It leads to "participation in the virtual education of students". This participation in two dimensions of educational care (supporting the fulfillment of duties, expecting the final supervision of an adult in school affairs, school support for teacher-parent communication, strengthening life skills and encouraging responsibility for fulfilling personal duties, taking care of children During virtual exams (and supervision and control of children) providing facilities and infrastructure in the form of mobile phones, using different educational media, ensuring the coverage of internet services during distance education, familiarization with scientific literacy and media literacy, Granting permission for activities outside the home during the covid-19 pandemic shows an increase in children's interest in learning at home. The participation of parents and the school community does not occur in the same conditions and is affected by institutional and infrastructure factors (using the capacity of "Parents and Teachers Association" organizations and special committees and local communities to help school affairs, establish rules and regulations and guidelines People's participation at the level of education; more communication between parents and their children's education; more parental support for school officials; increasing the academic progress of students; greater adaptation of school programs to local and indigenous needs; promoting the intellectual and practical development of parents and accordingly that society; speeding up the process of educational reforms at the school level; better and easier implementation of school programs and better evaluation of students), using the abilities of parents in implementing the curriculum (providing the necessary suggestions for developing the curriculum, helping teachers in teaching, Evaluating students together with the teacher, participating in the design of special education, participating in the evaluation of implemented curricula (and supporting their children's learning), providing the necessary suggestions to modify and improve the implemented curricula, monitoring the implementation of school programs, designing and leading extracurricular activities, Monitoring the income and expenses of the school). The participants reported the use of cooperative and assistance methods (parents' emotional support for students' participation, student-teacher interaction, encouraging and modeling parents, strengthening parents in matters related to virtual education, training parents in the field of social interactions between parents and children. During participation activities, improving home and school communication through technology and media use) and methods based on social activities (activating specialized committees and delegating authority and monthly meetings, allocating credits and budgets needed for Necessary trainings, support for parents' participation in cultural publications and cultural building, creating a positive attitude and creating communication networks) led to the understanding of parents' participation as a social and civic necessity and had an effect on improving the teaching and learning processes of students. The results of this research can be used as a framework for schools and educational institutions to use the capacity of parents, especially in virtual education, as a complementary strategy. As a result, parental involvement is related to their child's performance in online learning. Most parents reported more involvement in communicating with the school in their children's online learning compared to collaborating with the community and making decisions with teachers and parents. Parents also provided their perspectives, practices, and experiences regarding the benefits and challenges they received during their children's online learning. The results showed that the majority of parents have become more active in helping their children. They also saw that they had a healthier relationship with their children and that they were more involved in activities. They also admitted that they struggle with time management. But these parents stated in the interviews that they also have special methods to help their children participate in online learning. According to these findings, the researchers also found that parents believe their children are receiving quality education, which can be reflected in their positive views of online learning and their participation. In fact, the current research has provided insights about the basic mechanisms of parental involvement that affect children's academic performance during school closures.