فهرست مطالب احد عظیمی آقبلاغ

The current research aimed at studying the major challenges and obstacles hindering research among the teachers of East Azarbaijan province, Iran. This study adopted a qualitative approach and applied the phenomenological method of analysis. Purposeful criterion sampling was used, and 20 teachers were selected as the study participants. Semi-structured interviews were used to collect the data, and thematic analysis was used to analyze the data. To assess the reliability of the findings, the four criteria of credibility, dependability, confirmability, and transferability were used. The findings led to the formation of 25 subcategories subsumed under the three main categories of thinking and knowledge (five subcategories), attitude and motivation (11 subcategories), and behavior and action (9 subcategories). Based on the findings, it can be stated that the above barriers hinder the successful implementation of “The Research-Centered Teacher Program” in education. Thus, to achieve the goals set for the aforementioned program, the above-mentioned challenges must be addressed.

Providing inclusive, sustainable, and accessible education for students with disabilities can be a result of recognizing and protecting their rights. The purpose of this study is to describe and understand the lived experience of students with physical disabilities from participation in inclusive education at the level of higher education. This research was conducted in the academic year 2019-2020 based on an interpretive paradigm and qualitative approach and using the phenomenological method of a psychological (scientific) type. From the community of physical students, 18 students with severe and very severe disabilities were selected using purposive sampling and participated in a semi-structured in-depth interview. Data analysis was performed manually, simultaneously with data collection, using the proposed Colaizzi model. Data validation strategies were performed using the methods of External checks, Member checks, allocating sufficient time for data collection, continuous conflict, and investigator triangulation. Findings were extracted in the main themes of "meaning of education", "barriers to accessibility", "education fees", "human relations" and "organizational role" and several other sub-themes. The results show that despite the strong internal motivation of students with disabilities to prove their abilities, as well as the supportive communication space in informal groups, this is a disabling academic environment and organizational neglect that is a strong barrier against students with disabilities and prevents the realization of the goals of the social model of disability and inclusive education. The results warn that the lack of adaptation of the university environment will lead to the failure of the experienced curricula of students with physical disabilities.

The aim of this study was to describe and analyze the professional performance of educational leaders from the perspective of Teachers principals and teachers of rural elementry multi grade schools,

using interpretive paradigm and qualitative approach, a conventional qualitative content analysis method was follwed. Out of the total number of principals and teachers of elementry multi grade schools in the areas of Nazar Kahrizi, Charoymagh, and Hashtrood, 18 were selected as participants through purposeful sampling as participants. A semi-structured interview was used to collect data. Data analysis was performed manually using communication analysis. Data accreditation strategies were performed using supervisory review methods, participatory review, long-term presence in the research context, and researcher triangulation.

The two positive and negative performance clusters were obtained with the main category of "facilitation function", "communication constraints", and "non-fulfillment of role expectations", respectively, along with the sub- category and related themes.

The results showed that the negative performance of leaders is more significant than their positive performance; Therefore, it can be said that despite the change of the title of the guiding teachers to the plan of educational leaders, this plan has some shortcomings in practice. Studying the achievements of research can be a beacon for appropriate action and reform in the area multi grade elementry school supervision and guidance.

The purpose of this study was to determine the multivariate relationship between hidden curriculum and academic excitement, academic vitality and academic well-being in students. The research method of this study is purposeful, practical and in terms of data gathering, it is one of the multivariate co relational predictive researches. The statistical population of the study consisted of the students of basic science and humanities of Tabriz University. Based on Cochran's formula, 222 individuals (50 chemistry and 172 education science) were estimated and selected by random sampling. Required data using standard hidden curriculum questionnaires (Akbullot & Arsalan, 2016); Academic Excitement (Pekran, 2005); Academic Vitality (Hossein Chari & Dehghanizadeh, 2012); And Fialto (2014), whose validity was confirmed by two convergent and divergent validity criteria using partial least squares method and their reliability using Cronbach's alpha coefficient 95%, 98%, 92%, respectively Percentage and 93 were obtained. Structural equation modeling and multiple regression analysis were used for statistical analysis. The results showed that there is a relationship between hidden curriculum and academic excitement, academic vitality and academic well-being.

Nomadic life is fraught with complexities for the nomadic teacherswho have experienced it themselves, and if the teachers who enter it do not have enough knowledge,they will not be able to provide useful services to the people who deserve the best. The aim of thepresent study is to investigate teachers' experiences and perceptions of educational challenges andlimitations in nomadic primary schools.

To understand the lived experience of teachers, descriptive phenomenological methodsof qualitative research approaches have been used. Samples were selected from teachers who hadserved in tribal schools for more than three years. 15 teachers with the mentioned characteristicswere found. Data were collected and then written through semi-structured interviews and targetedobservations. The text analysis of the interviews was done manually using a clerical model. Thereliability of the findings was obtained through repeated inquiries and review by reviewersparticipants and informants.

Based on the research findings, the experiences of these teachers can be categorized intothree sections: ecological challenges, motivational challenges and curriculum challenges. It includedecological challenges, early marriage, frequent absences, insistence on punishment, and restrictionof primary education, bilingualism, and student labor. Motivational challenges include academicinterest, school as a place to have fun, drop out of school, and limit learning to school. The challengesof the curriculum included descriptive assessment, a centralized curriculum, educational facilities,and time.

The findings showed that the teachers studied experienced different limitations fromteaching in nomadic schools and faced a number of challenges in the teaching process as a whole.

In the present study, the aim was to describe and understand the perception of blind and visually impaired students about their Academic limitations at the higher education level. The present study was conducted in the academic year of 2019-2020 with a qualitative approach of conventional qualitative content analysis. From the community of blind and visually impaired students, 12 students in this range were selected using purposive sampling method and participated in a semi-structured in-depth interview. The text analysis of the interviews was performed manually using the communication analysis model. Data validation strategies were performed using the methods of External checks, Member check, allocating sufficient time for data collection, and continuous conflict and Investingator Triangulation. Findings were extracted in the main categories of "entrance exam challenges", "inappropriate physical space of the university", "communication challenges", "educational challenges" and "organizational procrastination" and several sub-classes. The results showed that despite the adoption and cross-sectional implementation of domestic and international laws protecting the rights of persons with disabilities, the Academic needs of this group of students are less considered; And in practice, their Academic requirements are not taken into account. It is suggested that those in charge take the necessary measures considering the practical achievements of the research

This study aimed to describe the characteristics of curriculum elements in Tribes schools from the perspective of elementary teachers. The present study was conducted in the academic year of 2018-2019 with guided qualitative content analysis, with purposeful sampling and in-depth semi-structured interview with 15 teachers of Tribes schools. The analysis of the interviews was done manually and simultaneously with data collection. The reliability of the findings was done by immersion and repeated study and review and revise by participants and experts. Based on the elements of the proposed curriculum Maleki (2015), seven elements in this study were studied. Characteristics of Tribes curriculum elements with main categories include goal (goal of study: literacy only at elementary level), content (prescribed content by Centralized education system, challenges for Tribes students and teachers), instructional materials (shortage of instructional facilities and requirements), Teaching-learning strategies (the challenges of teaching-learning strategies; the multifaceted role of teacher), time (truancy and wasting time), space (lack of interaction between home and school; School physical space issues, evaluation (barriers to descriptive-qualitative evaluation) were extracted from the data. The results showed that this was not the case despite the emphasis on Legal documents and education statutes to adapt curricula to the context of Tribes life, so actions are needed from practitioners.

The purpose of this study was to determine the quality of new postgraduate curriculum curricula based on Kano model. The research method is also applied based on the purpose of the applied type and based on the nature of the descriptive-survey type and in terms of approach. The statistical population consisted of all postgraduate students of curriculum planning in the public universities of Iran and professors of curriculum planning. The sampling method was multistage cluster sampling from 14 provinces, 15 provinces and 15 public universities in each province. Students and professors were randomly selected in each university. The field method and researcher-made questionnaires were used for data collection. Data were analyzed using paired t-test and Kano matrix. The research findings showed that students’ expectations in the ten elements of Acer are higher than their perceptions, and according to the research findings between teachers' expectations and perceptions of logic, goals, content, teaching and learning activities, learning materials and resources, time and place of learning and evaluation of differences.

The present study aims to describe the lived experiences in teachers’ soldier about to work in rural primary schools. The study conducted in the academic year of 2017-2018 with qualitative approach and psychological phenomenological type, with purposeful sampling and in-depth semi-structured interview with twelve teacher s soldier that working in Hashtrood and Nazar Kahrizi education area. The analysis of date    carried out with Colaizzi model. For truthworth to this study, we uses of member checking, external audit, Triangulation and Prolonged Engagement methods. The findings of the interviews were extracted in four Emergent Theme inclusive "motivation", "educational challenges", "teacher dignity", "professional issues" and "ambiguity" and several Theme Clusters. Finally, recommended that the teacher s soldier be allowed to participate in the education recruitment exam through section 28 by providing a legal mechanism. Use them in education if they passing a year of teaching skills and competencies.