فهرست مطالب سوسن جباری

The purpose of this qualitative case study research was to design a framework for the civic literacy curriculum of the social studies textbook of the sixth-grade elementary school in the Islamic Republic of Iran.

The study participants included three groups as follows: 30 provincial teachers from the Fars General Directorate of Education, 9 faculty members of sociology from Shiraz University, and 27 participants from the heads of social studies groups of the first secondary school from the Fars General Directorate of Education. The participants were selected through typical case sampling. Data was collected via semi-structured interviews, and it continued until data saturation was reached. The obtained data were analyzed using thematic analysis.

A framework was designed for the civic literacy curriculum for the sixth-grade social studies textbook. The framework comprised 10 categories and sub-categories under the following headings: logic and why, objectives, content, learning resources, learning activities, role of teacher, grouping of learners, time of teaching, place of education, and evaluation.

The findings of this research showed that the acquisition of civic literacy could lead to the active participation of students in various civic affairs. Moreover, civic literacy was found to enhance human development and reduce cultural poverty in society. The development and cultivation of civic literacy of students in schools will have individual and collective benefits for the society. The formation of students’ civic literacy is an effective means to socialize students as future citizens, which requires the attention of planners and politicians to this educational strategy. Based on the results of this study, educational planners and textbook writers are encouraged to employ the framework developed in this study to develop and design a chapter for the sixth-grade social studies book.

Social skills, social self-efficacy, and social adjustment of students with learning disabilities are more difficult than those of normal students. The aim of this study was to investigate the effectiveness of self-compassion training on social skills, social self-efficacy and social adjustment of students with learning disabilities.

The present study was performed by quasi-experimental method with pre-test and post-test with two control and experimental groups. The statistical population of the study included students with learning disabilities in Shiraz in 2009-2010. In the first stage, the sample was selected by purposive sampling and after completing the scale of social skills, social self-efficacy and social adjustment, 30 people were randomly assigned to the experimental and control groups (15 people for each group). The experimental group received 10 sessions of compassion training as a group and the control group did not receive any intervention. The data were analyzed by analysis of covariance.

The results showed that students who received compassion training in themselves, in social skills (p<0.05), social self-efficacy (p<0.05) and social adjustment (p<0.05) compared to the group that received compassion training. They received a higher score than they did not receive.

Therefore, the findings of the study showed that self-compassion training has a positive effect on social skills, social self-efficacy and social adjustment of students with learning disabilities. It is suggested that in the curricula of these children, the necessary content in the field of self-compassion training be provided for educators to teach it to students with learning disabilities.

Intellectual disability is a general term that encompasses varying degrees of cognitive functions and adaptive behavior. Adaptation problems in school and at home are common among children with intellectual disabilities, among which behavior problems are more prevalent. Some studies confirm the role of genetics or a combination of genetics and environmental factors in behavior problems. Researchers believe that behavior problems in these children are primarily due to environmental factors such as inappropriate parenting practices. In this regard, parents with mentally disabled children should gain parent management skills to reduce the stressful parent–child interaction and the incidence of behavior problems and maladaptation among children. Inappropriate parenting methods prevent the healthy development of social and emotional behaviors in children, and over time, behavior problems such as verbal and nonverbal aggression, hostility, and anxiety appear. Therefore, in this study, we aimed to investigate the effect of parent management training on behavioral problems in students with intellectual disabilities.

This research is a quasi–experimental study with a pretest–posttest design and a control group. The independent variable was parent management training, and the dependent variable was behavior problems. The study's statistical population included all mothers of students with intellectual disabilities living in Saqez City, Iran, during the academic year of 2019–2020. The sample consisted of 30 mothers selected by convenience sampling method from an exceptional school in Saqez. They were randomly assigned to one experimental and one control group (n=15 for each group). The inclusion criteria for mothers were having children with intellectual disabilities, lacking physical and mental illness in mothers, gaining students' behavior problems scores higher than cut–off point 13 (Children's Behaviour Questionnaire, Rutter, 1967), having full consent to participate in the research, and participating in all sessions. The exclusion criteria for mothers of students with intellectual disabilities were non–cooperation, failure to score higher than the cut–off point on the Children's Behaviour Questionnaire (Rutter, 1967), and not participating in the intervention for more than two sessions. The pretest and posttest were performed individually for both groups through the Children's Behaviour Questionnaire (Rutter, 1967). In the experimental group, the mothers received eight 90–min sessions of group parent management training twice a week for one month. Research data analysis was performed through descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance). The significance level was considered less than 0.05. All statistical analyzes were performed in SPSS version 20.

Results showed that parent management training effectively reduced behavior problems in students with intellectual disabilities. The intervention also reduced aggression and hyperactivity, depression and anxiety, social maladaptation, antisocial behaviors, and lack of attention (p<0.001) in these children. The intervention's effect size on reducing behavior problems was 0.75 and on its subscales were 0.83 for aggression and hyperactivity, 0.86 for depression and anxiety, 0.74 for social maladaptation, 0.33 for antisocial behaviors, and 0.60 for lack of attention.

Based on the research findings, the behavior problems of students with intellectual disabilities are reduced in the mothers receiving parent management training compared to the mothers without training.

Faculty members in the field of Curriculum Studies as the experts in the humanistic and educational sciences, are the main agents of development in the curriculum field according to their philosophical orientations or paradigmic interests. Therefore, recognizing their paradigmic interests and approaches can determine their educational, research, and publication orientations. It can also define the paradigmic direction of science development in the field of Curriculum Studies. Methodology The aim of this descriptive-survey study was to recognize the paradigmic interest of the faculty members in the field of Curriculum Studies. After calculating the reliability and validity of the instruments, paradigmic interesst of faculty members wre studied based on the five Critical, Interpretative, Post-modern, Positivist, and Islamic paradigms with regard to the six paradigmic assumptions about Ontology, Anthropology, Epistemology, Methodology, Education and Curriculum .The participants of the study were included all the faculty members of the field of Curriculum Studies in all Iranian state universities, 58 of whom chosen by a convenience sampling method . Results Analyzing the results by using the Friedman inferential tests revealed that in the five paradigmic assumptions,Islamic paradigm had the highest mean, and in content and ontological assumptions, Critical paradigm had the highest mean, and in the dimentions of teaching strategies and aims, Interpretative paradigm had the highest mean among the faculty members of Curriculum Studies. Moreover, the results and analysis of variance of repeated measures showed that although there was a significant difference between the approaches of faculty members toward the five paradigms, they did not have a dominant paradigm orientations. Conclusion Based on the research findings , it can be claimed that there is no paradigmic coherence among the faculty members of curriculum studies , and they have not a fixed approach in their paradigmic assumptions with regard to ontology, epistemology, anthropology, methodology , education and curriculum elements. Therefore , it can lead to some contradictions in the faculty members theoretical viewpoints , research and educational approaches. The findings also showed that faculty members do not have a dominant paradigm and one paradigm cannot be selected as the main paradigm with certainty. However, it can be generally stated that the faculty members mostly tended to adhere to Islamic and Critical paradigms. Anyway, the final conclusion is that Curriculum studies teachers lack coherence in their paradigmatic intereste.

Students with learning disabilities are always exposed to a variety of psychological disorders, which can reduce their mental health and increase the risk of depression and anxiety in them. Therefore, present study aimed to investigate the effect of minfullness training on the depression and anxiety in children with learning disabilities.

This research was a quasi-experimental study with two-group pretest-posttest design. The sample included thirty 10-11 year-old male students with learning disabilities in Shiraz in the academic year of 2017-2018. They were selected by convenience sampling and then randomly assigned to either the experimental or control group (15 per group). Both groups completed Anxiety and Depression Scale (Ebesutani, 2017) at pretest and posttest stages. The experimental group underwent fifteen 45-min sessions of mindfulness training, while the control group recieved no training. Univariate ANCOVA was used to analyze the data.

Date analysis showed a significant decrease in the experiment group in terms of mean depression score (F=29.20 P < 0/05) and mean anxiety score (F=16.94 P < 0/05).

Based on the results of the present research, it can be suggested that mindfulness training is an appropriate mechanism to decrease depression, anxiety, and probably other psychological problems in children with learning disabilities. This training increases the individualchr('39')s attention to his/her own feelings and thoughts and as a result it can reduce stress.

The aim of this qualitative case study research, was to design a curriculum framework for preschool teacher education in the education system of the Islamic Republic of Iran. Potential participants were three groups included subject matter specialists in the field of preschool, educational psychologists that familiar with the field of preschool education and curriculum specialists in the field of preschool education that by using the purposeful method and critical cases sampling technic in compliance with the theoretical saturation rule,participants that were the most familiar with the field of preschool teacher education curriculum were selected. The necessary information was collected through the study of documents and interviews with key experts and was analyzed by using the thematic analysis. In this process, the curriculum framework for the associate degree of preschool teacher education, was designed in 14 elements under the headings of logic and reason, aims, content, learning materials and resources, teaching methods, learning activities, the teacher's role, the learner's role, Instruction place, Instruction time, grouping learners, evaluation, executive implications and facilities, and diffusion, along with the components of each element were designed.

The purpose of this study was to effect of theory of mind training on executive function in male students with learning disabilities. Study method was mid experimental with random design divided into two groups, with pre-test and post-test. The statistical population of this research included all male students with learning disabilities in Shiraz city. The sample size was 30 male students with learning disabilities and then randomly placed in two experimental and control groups (15 students in each group). The experimental group was trained in 24 sessions of 45 minutes in Solitude. To collet data, neurological guestionnaire of coolidge ( 2002) was used. Data analysis by using covariance analysis showed that mean score of executive function and its subscale (decision making-planning, organization, inhibition) in the experiment group were significantly increased (p<0/001). Based on the results of this study, it can be concluded that since the majority of people with learning disabilities disorder have deficiency in executive functions, theory of mind education can be used as one of the complementary methods of treatment in these individuals

The aim of present study was to evaluate the curriculum of SAMPAD high-schools from the teachers’ viewpoints based on the CIPP (context, input, process, and product) model. The study was descriptive and the participants were 120 teachers of SAMPAD high-schools chosen through cluster sampling technique. The research instruments were an evaluative questionnaire of CIPP whose content validity was attested by the university faculty members and its reliability was calculated via alph Chronbach’s analysis (0.93). The results indicated that curriculum is not compatible with the educational goal generally. The appropriacy of the curriculum regarding the input and the output was revealed while other parameters were found to be inappropriately practiced. According to the teachers’ viewpoints, it is essential to accommodate more audio-visual instructive materials into the curriculum which need to be implemented properly for each activity.

Parents of children with special needs require highly adaptive and supportive patterns due to the problems they face because of their children. The purpose of this study was examining the relationship between cognitive-emotional regulation and resiliency in families who have exceptional children with mindfulness playing the role of mediator. This study was correlational. The participants were 264 students' parents (105 boys and 159 girls) who were selected via cluster random sampling from different schools. The research instruments were family resiliency scale (Sikbi, 2005), cognitive emotional scale (Garanfski, 2001), and mindfulness scale (Baer, 2006). Statistical Package for Social Sciences software (SPSS) version 21 was used to analyze the data. Results of this study showed that cognitive emotional regulation could predict resiliency. Moreover, there was a significantly positive correlation between cognitive emotional regulation at and(r= 0.36, p<0.01 and resiliency. Additionally, a significant correlation was found between resiliency and mindfulness (r=0.42, p<0.01). Moreover, it was found that the negative predictors of resiliency were as follows: emotion regulation, self- blaming, making disasters, blaming others, adopting views and obsessing the mind negatively. The positive predictors of resiliency were as follows: acceptance, reconcentration on the planning and positive revaluation. Resiliency can explain 18 percent of cognitive regulation variance. Together resiliency and mindfulness can predict 26 percent of variance on the same scale. Thus, entering mindfulness into the regression equation increased coefficient of determination by 8%. It is concluded that cognitive emotional regulation could predict resiliency. Furthermore, mindfulness is not essential as mediator variable for the perception of relation between cognitive regulation and resiliency.

Parents of children with special needs require highly adaptive and supportive patterns due to the problems they face because of their children. The purpose of this study was examining the relationship between cognitive-emotional regulation and resiliency in families who have exceptional children with mindfulness playing the role of mediator. This study was correlational. The participants were 264 students' parents (105 boys and 159 girls) who were selected via cluster random sampling from different schools. The research instruments were family resiliency scale (Sikbi, 2005), cognitive emotional scale (Garanfski, 2001), and mindfulness scale (Baer, 2006). Statistical Package for Social Sciences software (SPSS) version 21 was used to analyze the data. Results of this study showed that cognitive emotional regulation could predict resiliency. Moreover, there was a significantly positive correlation between cognitive emotional regulation at and(r= 0.36, p<0.01 and resiliency. Additionally, a significant correlation was found between resiliency and mindfulness (r=0.42, p<0.01). Moreover, it was found that the negative predictors of resiliency were as follows: emotion regulation, self- blaming, making disasters, blaming others, adopting views and obsessing the mind negatively. The positive predictors of resiliency were as follows: acceptance, reconcentration on the planning and positive revaluation. Resiliency can explain 18 percent of cognitive regulation variance. Together resiliency and mindfulness can predict 26 percent of variance on the same scale. Thus, entering mindfulness into the regression equation increased coefficient of determination by 8%. It is concluded that cognitive emotional regulation could predict resiliency. Furthermore, mindfulness is not essential as mediator variable for the perception of relation between cognitive regulation and resiliency.

The aim of this study was to develop an expression disorder test for the students of the third, fourth, fifth and sixth grades of primary school. For this purpose, a test was designed and conducted in two stages of piloting and main phases. The sample consisted of 2403 students (1203 boys and 1200 girls) studying in the third, fourth, fifth and sixth grades. Participants were selected from four districts of Shiraz through multi-stage cluster sampling technique. The test’s psychometric properties were considered to check its reliability (open trial and Cronbach's alpha analysis) and validity (content validity was attested by the experts; correlation test was used to verify the criterion-reference validity while students’ means and their class distinction were considered to check the construct validity). The results, indicated that the developed test had an appropriate validity (both content and construct) and could be a useful assessing tool for the instructional applications for the written expression disorders at primary schools.

Theory of mind in Children with learning disabilities should be considered, because the theory of mind can effect on social and cognitive behaviors. The aim of present study was exploring the developmental trend of the theory of mind in 8 to 11 years old students with and without learning disability.
This casual-comparative study was performed on 160 student of 8 to 11 years old (80 students with learning disability & 80 students without with learning disability) that studying in center for students with special needs and regular school and selected by stratified sampling with equal ratio. Steersman Theory of Mind test (1999) & Wechsler Intelligence Scale (1974) were used as measurement instruments. The collected data were analyzed using two- way ANOVA and tukey post- hoc test.
The results indicated that in both groups of students, the trend of development in the theory of mind with respect to age was progressive. However, it was revealed that it taken longer for the students with learning disability to reach to higher levels of theory of mind.
This study supports earlier findings that individual with Learning disabilities have difficulties attributing mental states in context.

The goal of this study was to determine the effectiveness of social-comparative feedback on the performance of power generation task in educable intellectual disability girls. The present research is an experimental study with pre-test and post-test with experimental and control groups. Among all elementary special schools in Shiraz city, 46 mentally retarded girl students were selected through purposefu sampling. The participants were divided into experimental and control groups (22 inthe experimental group and 24 in the control group). Analysis of covariance showed that the experimental group achieved significantly higher scores than the control group. The results of this study provide evidence for the importance of motivational feedback. Since the social-comparative feedback had a special effect on the performance of power generation task in mentally retarded individuals, it is recommended that this method be used as an effective training strategy in the field of special education.

The aim of present study is to compare the social competence ofmothes with and without stress who have hearing impaired students. This is a casual- comparative study. For this goal we use 121 students (girls and boys) by in access method from exceptional schools of Shiraz City. The instrument to stress from (Koh et. al. 2001)، and scale of social efficiency from (Cardigan، 2007). There is a meaningful difference in dimension of communication proficiency of students with stressfully mothers (p0. 05). It means that social competence is significantly better in students with calm mothers. It can be concluded that stress of mothers has a negative effects on social competence and communication skills.

The Purpose of this paper: Design and preparation of diagnostic reading comprehension test and relibity and validity for third and fourth and fifth grade students. The sample was 1200 students. The test has two main. Part: I- includes reading skills and part 2- includes: comprehension skills. Reading skills has three sub skills. 1) Fluency 2) vocabulary development 3) phonological awareness and comprehension skills has 8 sub skills: I- main idea 2) simple inference 3) Fact and reality 4) cause and effect 5) sequencing and ordering 6) Drawing conclusion 7) Inter peratation 8) Author’s purpose. This test has two phase. Pilot and essential, in preparing content validity, criterion validity and reliability of test by test retest and Alpha kronbach was assessed. The results showed content validity and reliability was good the relibity was calcutated as by chrombach alpa. The best reliability of sub tests were-fluency-vocabulary and main idea and and in validity the sub tests are fluency and vocabulary and main idea. Diagnostic test are used to measure variety of reading and comprehension skills. Although they can be given as soon as a screening test indicates a child is behind in reading growth, they to read. R.C.test seems to be an appropriate tool for screening reading disorder of elementary school.

Although many researches have investigated the benefits of music in sport، few researches have studied the effect of music on movement recall. Thus، this study aimed to identify the effect of motivational music on information recall during the performance of a wrestling skill sequence. 24 male athletes (mean age 21. 6±0. 9 yr، height 176. 4±6. 1 cm and weight 67. 5±8. 4) were trained in 30 skills of free style wrestling during 8 weeks (2 sessions/week، 100min/session) in the acquisition phase. After 5 days of acquisition، a list of 10 skills with (1-3-2-3-1) chunk based on serial coded recall procedures were presented to the subjects and they were asked to recall and perform the list after 2 minutes. The subjects’ scores of performance were evaluated based on the main list and a score was allocated to performance sequence. Then، subjects were divided into two groups randomly. In posttest، another list was presented to the groups with the similar chunk but the only difference was that experimental group had music (BMRI form selected by subjects، MP3، 192، tempo>120، volume 50% max of player system) concurrently with their performance. Data were analyzed by t student tests (dependent and paired and α=0. 05). Findings showed that experimental group achieved higher scores in recall phase of freestyle wrestling techniques than the control group (p=0. 007). It can be concluded that music as a motivational factor in recalling skill sequences can influence the performance of wrestling techniques when

Psychological and educational findings show that preschool years play a very important role in educating and developing children. One of the dimensions of development is motor development. The survey of motor performance with respect to anthropometric characteristic is of utmost importance. Thus, the aim of this study was to survey the relationship between dimensional anthropometric characteristic and motor performance and to determine the difference in motor performance in all preschool children from Shiraz city (157 boys and girls aged between 3 and 6). The method of this research was analytical descriptive. Demographic information form, (AC) recording sheet and motor performance test were used to collect data. One-way ANOVA, Pearson correlation coefficient and t test were used to analyze the data. The results showed significant differences between girls and boys in vertical jump (F=25.47, df=2, P≤0.000) and horizontal jump (F=14.15, df=2, P≤0.000). 5-year-old subjects were stronger in vertical jump and 4-year-old subjects in horizontal jump. Also, boys were better in vertical jump (t=1.70, df=155, P≤0.008) and ball throwing (t=1.98, df=155, P≥0.030). In investigation of the relationship between dimensional AC and motor performance, weight and length dimension showed the highest relationship. The results showed the gradual increment of muscular strength parallel with age. Gender difference observed in some variables necessitates more research. It is suggested that other samples and tools be used in anthropometric characteristics.

IntroductionReading comprehension strategies in particular have been studied for many decades, and research has revealed a great deal of information about the kinds of instructional activities that are most successful in helping students comprehend and remember what they read. For many years (including the 1970s), reading comprehension instruction was based on a concept of reading as the application of a set of isolated skills such as finding main ideas, identifying cause and effect relationships, comparing and contrasting, and sequencing. It was thought that comprehension could be taught by proving specific instruction through these discrete skills (National Reading Panel, 2000; Texts Education Agency, 2002). Several recent reviews and syntheses of research offer key information about effective comprehension strategy instruction. These reviews by Alvermann and Moore (1991), The National Reading Panel (2000), The RAND Reading Study Group (Snow, 2002), Carlisle and Rice (2002), Curtis (2002), Meltzer, Smith and Clark (2003), and others examine hundreds of scientific and quasi-scientific studies and conclude that comprehension can be enhanced by teaching a relatively small set of comprehension strategies. Researchers has identified the following comprehension strategies as being most effective for improving comprehension:Comprehension monitoring, Use of graphic semantic organizers, Question answering Question generation, Story Structure, Summarization, Cooperative learningResearch has also shown that although each of the strategies is beneficial when used alone, instruction is even more effective when several strategies are Integerated or put together in a flexible, responsive interaction between the teacher and the students (Gaskine, 1998; Pressley, 2000; Duke et al., 2004,). The National Panel (2002) specifically found that when used in combination, the use of strategies can improve results in standardized comprehension tests. This paper focuses solely on strategies like story structure that students can be taught, with the goal of eventually using the strategies on their own, and does not focus on which kind of instructional techniques can best be used to teach these strategies.The purpose of the present research was to compare the effects of two teaching Cognitive reading strategies (such as story structure, compare stories. Summarization) and traditional instruction on reading comprehension of fourth and fifth grades students with reading problems.Research hypothesisThe design of the Research is Factorial design method (2×2×2) which were employed with (2 class 2 groups 2 methods) 12 hypotheses were tested. The main hypotheses were: 1- Providing cognitive reading strategies to students does result in improvement of their comprehension, to put in another way, there was a meaningful difference between readers who receive cognitive training and traditional training (who did not receive such training) 2- The fifth grade students in comparison with fourth grade will have progress in reading comprehension test. 3- The students without reading problem have progress in reading comprehension test4- There is a meaningful interaction between method and classes in reading comprehension test 5- There is a meaningful interaction between class and reading problem students in reading comprehension test. 6- There is a meaningful interaction between method and reading problem students in reading comprehension test. 7- There is a meaningful interaction between class and the pair comparisons between groups and classes was the another 5 hypothesis)MethodThe target population of this study comprised of elementary students, and the sample consisted of 8 classes (160 students) who were randomly selected from the aforementioned population (4 classes in elementary school and 4 classes in learning disabilities center). Subjects were randomly assigned to groups. All students were evaluated by Wecsler intelligence test. InstrumentsThe instruments used in this study were two reading comprehension tests (pretest and posttest Researcher made tests). The validity of the test was determined with respect to views of a number of faculty members and teachers, and for the reliability test retest was used. The validity and reliability coefficient of both was high.A teaching workshop (1 month) was adminstereted for Instructors (teachers) in classes and the classes were supervised by researchers and assistants. Cognitive groups attended 90 minute session twice a week for a week (2 months), and tradition groups also attended 90 minitues session twice a week. There were 8 groups in study. The cognitive reading strategies taught in this study included story grammar, identifying paragraph structure, connecting or using background knowledge, guessing meaning from the context, find the main characteristic, questioning about the passages and then looking for answer, the traditional method was question answering reading, the paragraph, writing.ResultsThe data obtained were analyzed. A (2×2×2) factorial designed was employed. The results of this study showed significant main effect in cognitive teaching method, also there was no interaction between classes and methods. But there was interaction between methods and groups The findings showed the cognitive strategies could improve reading comprehension in fourth class and fifth class with and without reading problems.Discussion and Within reading, there can be many other skills, often referred to as strategies, such as identifying the main idea, following sequence, and adaptable plan, procedure, or process to improve reading performance. Reading strategies are important to reading comprehension because without them children have virtually no means to increase the sophistication of their reading.Direct instruction of cognitive reading strategies is crucially important. In instruction, teachers explain directly, model, and scaffold children's acquisition and development of reading strategies. The reading strategies demonstrated to be important to reading comprehension instruction. (Pressley 2005). Combinations of these strategies should be used and taught while interacting with a variety of texts over long periods of time in order for children to become independent in their use (Gregory & Chapman, 2002).There was clear evidence in this study that teachers can learn to implement cognitive comprehension strategy instruction in the classroom under natural teaching circumstance from grades 4 through 5. Results showed these strategies are useful for both reading problem student and normal student. All the studies were carried out on poor students who benefit from the teachers who were prepared to teach multiple reading strategies. Successful improvement occurred on learning the subject matter of the instruction and on standardized reading comprehension test performance.