فهرست مطالب بهمن یاسبلاغی

The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies. consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology in education. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.

The purpose of this study is a comparative study of learning strategies, learning styles and study approaches among high school students (experimental, mathematical, human). Aligudarz is done

The statistical sample consisted of 240 students from three groups (80 humanities, 80 experimental students, 80 mathematics students) were determined by the available method. The research tools were Pantridge et al.'s Motivational Strategies Questionnaire, the Club Learning Style Questionnaire, and the Martin and Seljo Study Approaches and Skills Questionnaire. Data were analyzed using t-test for independent groups and one-way and multivariate analysis of variance (MANOVA ANOVA) using SPSS software.  

The overall results showed that learning styles, learning strategies and study approaches are different among the volunteers of all three groups. The results of multivariate analysis of variance of group effects and learning strategies showed that the mental review group variable with 64.07% had the highest ETA square and the critical thinking group variable had the lowest ETA square with 0.1% and divergent group with 0.06 in learning styles. 77% highest and convergent group with 32% lowest ETA radar and variable depth approach group with 64% highest and variable approach group with 51% lowest

ETA radar and in fact study strategies, styles and approaches between groups independently and in pairs It was found that there was a difference.

The purpose of this study was to determine the effect of word game teaching on correcting spelling problems among primary school students in Azna city. This study was a quasi-experimental study with a pre-test with post-test design and an unequal control group. It consisted of two experimental and control groups. The statistical population of this tudy consisted of all 987 first-grade primary school students of Azna city in the academic year of 2019-2020. A cluster random and multi-stage sampling method was used in the present study. Since the research method was quasi-experimental, the sample size was selected at 10 students at each group. By taking spelling tests from students, spelling problems were identified. Then, the word game course was implemented in 13 sessions, twice a week and 30 minutes per session. To analyze the data, analysis of covariance was used. Results showed that the word teaching course was effective in increasing short-term memory function, correction of misspelling, strengthening visual and auditory memory and improving accuracy, attention and progress in spelling scores of students. Based on the results, word game corrects the spelling problems of primary school students, and when students receive this game, their writing skills, accuracy, attention, and visual and auditory memory improve and remember things better, and write words better.

The present study has been conducted to determine the effectiveness of cognitive - behavioral therapy onion creasing self- efficacy and sustainability of patients treated with methadone.
In this study, 60 patients undergoing methadone treatment in two drug rehabilitation centers in Zirkooh and harmr education center of Zirkooh were examined using random sampling in the two experimental groups(n = 30) and control (n = 30). The experimental group received 12 sessions of cognitive-behavioral in Carol style and the control group only received methadone. All subject sat baseline and during the study (after receiving cognitive-behavioral therapy) completed self-efficacy and sustainability questionnaires and the effectiveness of cognitive-behavioral therapy was evaluated.
The results showed that cognitive and behavioral therapy had a positive effect on the patients undergoing methadone treatment (f= 52.700, p0.05). But there was a significant statistical relationship between examining of sustain ability in the two groups (f=11.92, p cognitive-behavioral therapy is effective in increasing self-efficacy and sustainability in patients undergoing methadone treatment.