افسانه احمدی علی آبادی

The aim of this study was to investigate the effect of individual education methods (mastery learning and private education) on the self-esteem, motivation, education and reading performance of dyslexic elementary students.

The research method was quasi-experimental and was a pre-test-post-test design with two experimental groups and one control group. The statistical population consists of all fourth and fifth grade students with special learning disabilities of the reading type. Thirty two people were selected by purposive sampling method. After completing the Cooper-Smith Self-Esteem Questionnaire (SEI), the revised Wechsler Intelligence Scale, the Reading and Dyslexia Test, and the Hermans Academic Motivation Questionnaire, the participants were randomly divided into two experimental groups and one control group (16 people per group). Educational intervention was presented to the experimental groups in 8 sessions for one month and the control group did not receive any intervention. Data were analyzed using analysis of covariance and SPSS software (ver. 26).

The results showed that students who received individual training had higher scores on academic motivation, self-esteem and reading performance compared to the control group.

According to the research results, individual education methods had a positive effect on academic motivation, self-esteem and reading performance of students with dyslexia. Therefore, individual education methods can be used as an effective educational program to solve the problems of these students in primary schools.

This research was carried out with the aim of investigating the impact of the implementation of Khana School's transformational package on the reading, writing, and life skills of the elementary school students of Piranshahr city. The research method was quasi-experimental and pre-test-post-test design with two experimental groups and two control groups. The statistical population of the research was all fourth grade students of Piranshahr. Using the multi-stage random sampling method, four classes (140 people), two classes of the experimental group (70 people) and two classes of the control group (70 people) were selected. In collecting statistical data, a researcher-made diagnostic test for reading and writing level and a researcher-made questionnaire for learning life skills were used. The face and content validity of these questionnaires were confirmed by professors and experts in life skills and educational sciences. The reliability of the two reading and writing tests using the parallel method or peer tests was 0.87 and 0.82, respectively, and Cronbach's alpha coefficient for the reliability of the life skills questionnaire was 0.78. The data was analyzed using covariance analysis and SPSS software version 26. The results showed that the students who had received the transformational package of the Khana school had a higher score in reading, writing and life skills compared to the group that did not receive the transformational package of the Khana school. Therefore, it is better for teachers to use an integrated approach to strengthen language skills and life skills in different curricula.

This research was conducted with the aim of investigating the effect of the combined planning approach on the level of social skills and mathematical academic progress of students in multi-grade classes in Piranshahr city. The research method was quasi-experimental and pre-test-post-test design with two experimental groups and two control groups. Using multi-stage cluster sampling, two primary schools were randomly selected from two groups of multi-grade schools in Lajan and Central sectors and finally, from each primary school two class of the second period, where the sixth grade was located, was selected. Therefore, the research samples include four classes (60 people), namely two classes of the experimental group and two classes of the control group. To measure the growth rate of students' social skills, a questionnaire developed by Karamati (2013) was used, whose validity was confirmed by experts and reliability was estimated based on Cronbach's alpha coefficient of 0.89, was used. To measure academic progress from the test A teacher-made math lesson with 15 questions designed for the sixth grade was used. In order to analyze data, in addition to descriptive statistics methods, inferential statistics method (ANCOVA) was also used.

The aim of this study was to investigate the integrated curriculum effect on students self-esteem and academic achievement in multi-grade classes in Piranshahr.Method of this study was quasi-experimental and with pretest-posttest with two control groups and two experimental groups.The study statistical population was all students in the sixth grade of multi-grade classes in Piranshahr.Using multi-stage cluster sampling, two primary schools were randomly selected from two groups of multi-grade schools in Lajan and Markazi, and finally, from each primary school, the second grade class in which the sixth grade was located was selected. It was elementary and the sixth grade was selected.Therefore, the research samples include four classes (60people), ie two classes of experimental group (30people), and two classes of control group (30people).The Cooper-Smith Self-Esteem Questionnaire (SEI) was used to assess students' self-esteem.The questionnaire is first administered to 30 people experimentally and after removing some of questions, the Cronbach's alpha coefficient of the questionnaire was 91%.To measure academic achievement, a teacher-made math test with 15 questions was used, which was designed for the sixth grade of elementary school. In order to analyze the data, in addition to descriptive statistics methods (mean and standard deviation), inferential statistics method (ANCOVA) was used.

The present study was conducted with the aim of pathology of the process of implementing the lesson study (lS) in primary schools and providing a framework for overcoming its challenges.This research was conducted in a qualitative manner with an approach based on data theory. Potential participants included principals and teachers of schools in West Azerbaijan province. Using purposive sampling method and theoretical saturation technique, 12 school principals and 18 teachers who had a history of participating in the project were selected. Data were collected using a semi-structured interview protocol. Calculation of reliability and validity of the data was done using two methods of reviewing the participants and reviewing non-participating experts in the research. Data were analyzed inductively, by theoretical coding method. Findings obtained from interviews of principals and teachers were classified in 5 themes: 1) Sharing knowledge and experience of teachers 2) Culture of team and group learning 3) Culture of thinking and research 4) Development of professional knowledge of teachers 5) Improving teaching methods and improving student learning. Five central categories were extracted from the challenges and problems experienced by principals and teachers. 1) Psychological and environmental space governing individuals 2) Artificiality of teaching 3) External to internal motivation 4) Unequal participation of members in the project implementation process 5) Insufficient knowledge and skills about the project. Also, at the end, the conceptual framework of interaction, challenges and strategies for more effective implementation of Lesson study in primary schools were presented.

The aim of this study was to analyze the perceptions and lived experience of principals and teachers of the opportunities and challenges of the KARAMAD Plan (the empowering school) in primary schools and to provide solutions for effective implementation of the plan and overcoming its challenges. This research was conducted in a qualitative manner with a data-driven approach based. The potential participants included managers and teachers of schools in the West Azarbaijan Provinc. Using the purposeful sampling method, semi-structured interviews were conducted with 10 school managers and 20 teachers who had a history of participating in the project. The data were validated using two methods review of participants and review of non-participating experts in the study. The data were analyzed inductively and with theoretical coding method. The findings obtained from the interviews with the principals and teachers were classified into 5 categories: 1) Scientific and educational needs assessment of teachers, 2) Developing the responsibility of teachers in enhancing their professional competencies, 3) Professional growth and development of teachers, 4) Improving the quality of the teacher education system, 5) Strengthening the identity of the school and its pillars in empowerment. Four central categories were extracted from the challenges and problems experienced by the principals and teachers: 1) The prevailing psychological and environmental atmosphere, 2) Providing various resources, 3) Activity planning, 4) Evaluating project actions. Also, in the analysis of the solutions and proposals of managers and teachers, 4 key categories were obtained: 1) Economic infrastructure; 2) Technological infrastructure; 3) Cultural infrastructure; 4) Organizational support.