صابر عبدالملکی

Parents, as one of the basic components of early childhood education, perceive children's play in different ways than educators. Understanding and identifying parents' perspectives provides the foundation for a deeper understanding of play and, consequently, its more effective implementation in the preschool curriculum. The aim of this study was to investigate parents' views on children's play. The method of the present study was qualitative with a phenomenological approach. The study population was mothers of children in preschool centers in Tehran. Data were collected through purposive sampling of 15 mothers through semi-structured interviews. Data were analyzed by Colaizzi(1987) seven-step method. The findings led to the identification of three main parental views on play: play as a tool for learning, play as a fun activity, and play as energy draining activity. The findings also showed that most parents had a results-oriented view of play. They valued play mostly for its developmental and academic learning achievements

The educators experience different roles in play procedure. They could have more effective presence in children’s play process by understanding the roles. The aim of current research was identifying the role of preschool educators during play recess.

The method was qualitative research with phenomological approach. The research society was the educators of preschool of preschool centers in Tehran city. The method aimed the educators who had requirements of intended samples, and they were interviewed by semi structured interview. By reach to theoretical saturation of data, the number of sample amount14 people. Data were analyzing by Colaizzi (1987) seven steps method.

The analyze of data in the role of preschool educators head to identify 3 role including non-interventional role, interactional role, and the manager of play.

The educators would have different roles considering the type and position of play. The findings of this study could head to a clear perception based on preschool educators experiences of their roles in play based learning process.

Effective implementation of guided play requires teachers who, with a clear understanding of their role and that of children, know how to begin and interact during play. Such teachers, while paying attention to and supporting learning goals, also provide children with a process of enjoyable playing experience. The goal of the current study was to identify and explain the role of the coach and the child in the guided play process of teaching-learning. The research method was inductive qualitative content analysis in which guided play research studies in the field of children's education between 2000-2020 were identified by purposive sampling and analyzed until reaching saturation. The result of analyzing 17 scientific sources (including 15 articles and 2 dissertations) led to the identification of 6 main organizing themes and 5 sub-organizing themes, which were divided into two comprehensive themes: teacher role (purposeful initiator, a participant in the play, supportive) and child role (intrinsic motivation, active role in the play, dynamic participation). The identified themes were well-received and validated by experts.

The goal of the research is the The comparison of guided Play, free play, and direct instruction effects in children's learning of first grade science. The current research methodology is quantitative experimental study with an inter group plan and frequent measurement. The research society is the all of the boy students of first grade in Tehran primary schools located in 11 district, and in the year 2019. A school was chosen through available sampling method from the research society and 24 students were chosen randomly as subjects, amuong the students of first grade in that school, through sortition and divided into 3 groups, with contain 8 students. The research tool is a researcher made test about topic of Magnet in the first grade science book.The tool stability was investigated by “Kuder-Richardson” method and the amount was 0.86. The tool salability was examined by teachers through context stability and confirmed. Data analyzing was done by Analysis of variance (one in between) used spss software version 20. The result refer there is a meaningful variance in 0.05 level amoung the three types of learning ways:guided Play, free play and direct instructions.Also the groups comparison in learning, with considering the interactive effect express that the guided play method is more effective than the other three methods in the magnet topic learning (p<05/0). The reduce of learning in the guided play group is less than the other two methods. Up the gained results guided play method helps to learn The magnet topic for students.

Play is one of the significant components and indicators of educating system in early childhood, which is an unclear concept and act especially in the classroom because of its ambiguous definition.The goal of current research is identifying free play components in children educating – learning process. The qualitative research method is research synthesis study.The research universe includes all of the scientific resources in the field of free play during 1950-2019.The sampling method was purposive that includes the sources with enough indicators and to reach to theoretical saturation 59studies were perused.These studies are synthesis with Sandelowski and Barroso(2007)method.At last considering these researches we can provide twelve components for free play:voluntary choice , Child-centered .(active),Flexibility of the rules,Without a specific purpose, .Uncertain,Process oriented,safety,Intrinsic motivation,imagination,Deep physical and mental conflict,Enjoyable and fun,Individual and group.play, free play,. child learning.Identifying .the components of free play during Teaching-learning process in early childhood.play, free play, child learning learning

The introduction of ICT in education has revolutionized traditional styles and challenged learning theories. The achievements of such a presence have led to virtual classrooms, smart universities, virtual universities and e-learning in general. In fact, communication in the world of education has become the basis for all interactions between professors / learners and learners and between educational and governmental institutions and among other institutions. The use of ICT in today's world has led to major changes in teaching and learning: the abundance of information changes students' perceptions of the world; wide distribution and easy access to information have changed the relationship between faculty and students; flexibility transforms the dimensions of space and time of human educational life. All of these changes are evidence that ICT has gradually become an essential element of educational reform and innovation in today's society, bringing our education system closer to the age of e-learning. The education has been influenced by Information and Communication Technology (ICT) and these technologies have influenced teaching, learning and related researches. The purpose of this research was to provide a systematic study and to present a combination of studies in the field of the situation and the role of information and communication technology in the teaching-learning process.

The method was qualitative and was carried out in the form of research synthesis. Relevant research resources were selected, categorized and analyzed from year 2000 to 2016 in a systematic manner; then, in a tiny screening stage, 29 researches that have intended criteria were selected. Then, a synthesis of their findings was presented in accordance with the principles of composition, rethinking and rearrangement of data.

: The findings showed that there are two trends between ICT and the teaching and learning processes: a) Facilitating trend; b) Stream making trend. While these two trends overlap in some cases and it is difficult to draw a clear border between them, they have features which they could be separated from each other and their aspects, features and impacts on teaching–learning processes could be studied. Accordingly, the effects of Facilitating trend on the teaching-learning process be revealed in the short term; these effects are often displayed in hardware and affect the appearance of the components of the teaching -learning process. The stream making trend of ICT in the teaching-learning process involves changes that affect the quality and condition of teaching-learning processes at a deeper and more complex level. These changes can be considered as some form of long-term results of the Facilitating trend which can be appears as software. In fact, the use of technology tools in the short term has changed the form of education, but its consequences in the long-term and in conjunction with other influential factors have led to the emergence of new approaches and trends in education and the general trend of education has undergone fundamental changes.

The result obtained in this study indicates that the flow-making process of ICT is definable with ten components: 1) the constructive nature of ICT; 2) the relationship between ICT and personalization of the teaching and learning process; 3) ICT in the service of cultivating multiple intelligences; 4) The relationship between ICT and the motivational effect of learning; 5) The relationship between ICT and student-centered learning; 6) Improving and enhancing thinking skills; 7) The relationship between ICT and evaluation of learning; 8) Emphasis on self-learning; 9) Shaping deep, fast and sustainable learning; and 10) changing the role of the teacher.

Effective teachers in the teaching process are not born, but to be effective must master knowledge and skills required to achieve educational goals and to be aware of them at the right time and in the manner least be required and expected. This study aimed to identify the components of effective teaching fifth grade of primary school were teachers. This study aimed to identify the components of effective teaching fifth grade of primary school were teachers. Views of individuals through semi-structured interviews to obtain and analyze data colaizzi (1987), which led to the identification of 421 initial code; 36 sub-themes, categories or sub-themes and 6 central theme of moral qualities and personality features specialized teaching skills, educational assessment, psychological and management act was class.

Teach a focal point for all training activities and enhance the quality of teaching and learning strongest professors at the university. The importance of quality teaching and it is such an important topic in today's higher education landscape is transformed. The aim of this study was to identify elements of effective teaching professors of curriculum planning qualitative research with phenomenological approach was used. For this purpose, 21 students of Tehran and Allameh Tabatabaei University curriculum planning conditions had given samples using semi-structured interviews were exploratory study. Data collected, recorded and coded and classified into main categories Grdyd.thlyl content curriculum the students about the components of effective teaching professors led to the identification code 328 primary, 26 sub themes and features 6 original scientific content (mastery of, scientific knowledge valid and up to date teaching the subject, the relationship between theory and practice in the subject, researcher approach to teaching); teaching skills (expression Shiva understandable and coherent, different teaching methods, active teaching methods, use of facilities and Tools Kmkamvzshy) classroom management (time management to lesson plans, classroom rules more flexible, interactive management style, communication skills) moral qualities (the spirit of criticism, attention and respect for students, humor, punctuality, love to teach and students; justice), motivation (the use of different sources of motivation, encouraging students to learn, attention to individual differences of students, creating excitement in the training process) and evaluation (using new and varied methods of assessment, fitness evaluation method to subject; the emphasis on process evaluation circuit was).

The objective of this research is studying the perception of student teachers of science education of the empirical nature of science in the teacher training centers of Tehran province. Method of the research was descriptive and field-searching. The statistical society consists of all the male and female teachers and students of science education in the teacher training centers of Tehran province. Since the population of the society was only 300 people, the sampling was carried out by the WRT sampling method. For data collection, the researcher designed a 31-component questionnaire. The content validity of the questionnaire was assessed by experts and its construct validity was assessed through exploratory factor analysis. The reliability of the questionnaire was assessed by Cronbach's alpha method (α=0.84) was eventually verified. All the data were analyzed via the Pearson product-moment correlation coefficient, independent t-test, and ANOVA variance analysis in SPSS software. The results indicated that student teachers of experimental science education do not have a correct and sufficient understanding of the nature of science and its components -- philosophical foundations of science, different steps of an empirical method, scientific achievements – and there is no significant relation between the teaching experiences of the teacher students and their understanding of the true nature of the empirical science. In addition, there is a significant correlation at p ≤ 0.01 between the student teachers’ performances and their understanding of the nature of science, and the sex of the student teachers was also significant in understanding the nature of science.

The purpose of this study was to identify factors affecting the application of lesson study of mathematics in elementary schools mazandaran province

The present research is a type of qualitative research based on the phenomenological approach. The statistical population of this research includes experts in lesson study. 16 People of these experts with Snowball sampling were selected. Sample size determines data saturation. The data collection method was semi-structured, individual interviewing. For analyzing the data from the interview, the categorization method was used. The validity of analyzes has been reviewed and verified by checking the members.

The results showed that 85 concept and 5 general categories of interviews were obtained, including: The human aspect (creativity, accountability and criticism), Structural aspects (technological equipment, supervision, programs, teacher volume, teacher to student ratio, and application of results), Cultural aspect (teamwork, school culture, belief and commitment to the impact of lesson study, family collaboration, teachers and managers research spirit, teacher co-operation instead of competition), Management aspect (support, scoring process, authority support, funding, support for other school executive agents and time) and The pedagogical aspect (exchange of useful educational experiences, workshops, new teaching styles, lesson study provincial team, educational content, transformation of quantitative evaluation into descriptive and educational design).

The play, an integral part of the life of children, is a dynamic and complex concept, which becomes an unknown concept and action due to its ambiguous definitions, especially when it comes in the class. Having a true understanding of the nature of play and its types will make the instructors of pre-school and kindergarten courses provide a creative and constructive environment for children to grow comprehensively. The purpose of the present study was to investigate the concept of play from the viewpoint of preschool and kindergartens teachers in Tehran. The research method was qualitative using the phenomenological approach. For this purpose, 23 kindergarten and pre-school teachers who had the required conditions were interviewed using semi-structured interview and explorations with two main questions. Data were collected, recorded, coded, and classified into main categories. Content analysis of teachers’ perception of the play concept led to the identification of 256 primary codes, 16 sub-themes and 5 main themes of imagination (symbolic activities, imagery, dreaming); active involvement (physical and psychological involvement in the play, cooperation between players); exciting ( pleasure, joy and happiness, fun, pleasure, hope, relaxation); regulatory fluidity (specific, but flexible and changeable rules, manipulating the rules and how to play), and the learning process (purposefulness, social and cognitive and emotional development, discovery and creations). Also, analyzing the content of the perception of teachers from classroom plays led to the identification of 52 initial codes, 6 sub-themes, and 2 main themes of unstructured plays (student-centered, without prior planning) and structured plays (coaching, goal-oriented, emphasis on learning).

This study was conducted with the aim of structural analysis sources of Self-Efficacy Information, Self-efficacy, Goal-Setting and Self-regulation with math performance. The study population included all ninth grade students in secondary school in Sanandaj city; from this population a random sample of 396 students was selected. The research instruments were Sources of Self-Efficacy Information in mathematics questionnaire, Goal-Setting questionnaire, Self-efficacy mathematics questionnaire & Self-regulation questionnaire. The results of Cronbach's alpha and the first stage of the confirmatory factor analysis represented the good reliability and validity of the tool. Data were analyzed using Statistical technique of structural equation modeling (confirmatory path analysis) with LISREL 8/50 software. The results indicate that:• The Self-efficacy variable has direct, positive and significant effect on the level of 0.01 on math performance (0/589) and no indirect and total effect on math performance variable equal to (0/589)
• The goal setting variable has direct, positive and significant effect on the level of 0.01 on math performance equal to (0/453), indirect positive effect (0/211) and total effect (0/664) on math performance variable.
• The self-regulation variable has direct, positive and significant effect on the level of 0.01 on math performance equal to (0/326), indirect positive (0/190) and total effect (0/516) ) on math performance variable.
• The sources of Self-Efficacy Information variable has direct, positive and significant effect on the level of 0.01 on math performance equal to (0/113), indirect positive effect (0/541) and total effect (0/654) ) on math performance variable.

Education and learning scientific literacy in students have become the universal goal of science education. This study aims to explore the concept of scientific literacy curriculum to use in science education. The method of this research is qualitative and is conducted based on analytic-deductive approach. In this article, at first the concept of scientific literacy will be recognized from different perspectives then its meanings will briefly be studied and expressed. The preliminary discussion makes it clear that the concept of scientific literacy is one of the goals of science education of the educational systems in the world, and obtaining a full understanding of its meaning is not an easy task. The exact and functional definition of scientific literacy, considering its educational approach, pays attention to the nature of science topics in every society and it is necessary to consider the structure, politics and dominant philosophy of community. In the following, through clarifying the concept of scientific literacy, we state its dimensions and levels from the perspective of experts and organizations active in this field. The levels of scientific literacy show that the nature of scientific literacy is a relative concept, not an absolute concept. And students could be rated from level of scientific illiteracy up to highest level of scientific literacy. This topic presents a conceptual framework for curriculum specialists in the science education curriculum design by providing the levels and dimensions of scientific literacy. In the last part of this article and as a conclusion, in addition to emphasizing the positions expressed on the concept of scientific literacy by the author, causes of differences in the definition of the concept will be expressed, including: absolute and relative nature of scientific literacy, permanent developments of science and human progress in understanding the natural world, different educational methods and scientific literacy, different definitions and expressing different dimensions of scientific literacy by science education experts, expressing the scientific literacy purposes and concepts in accordance with the political, economic, and social conditions in every community. Four dimensions that were emphasized by experts are: concepts and terminology, the nature of science, science and society and the habits of mind.

The purpose of this study is analyzing organizational commitment relationship regarding to productivity. Survey society are including total of Bushehr’s navy staff, whom from this society we used accidental sampling methods, 280 individuals were chosen. Survey methods are quantities, descriptive and its type is conjunctions study .Survey methods is questionnaire. Therefore for staff level productivity evaluation 32 question of questionnaire had been prepared which they were designed based on Goldsmith and Heresy for evaluating staff commitment organizational was used Allen and Myer organizational commitment questionnaire which has 12 questions and evaluate 3 basic angels meaning emotional, intellectual, assignment commitment. For determining tools stability and validity Cronbach's alpha and confirmation factor analysis technics have been used and result proved this point. For data analyzing descriptive technics (center and dispersion index) and presumption (Pierson’s conjunctions factor test, Freedman and linear variable regression) by using of SPSS software has been used .Results are indicating: 1-Organizational commitment contains positive and meaningful relations in the level of 0/01 with Bushehr navy staff productivity. 2-organiziational dedication contains positive and meaningful effect in the level of 0/01 with Bushehr navy personnel Productivity. 3- Institution devotion in Bushehr navy employees in the level of 0/01 is different and meaningful. 4- Age and the years of services in Bushehr navy staff in the level of 0/01 carrying positive and meaningful relations.

Achieving a scientific literacy is the purpose of teaching the science curriculum in educational systems in the world. One of the most important and the most essential components that increases scientific literacy in students, is teaching about the nature of science. Purpose of this study is to investigate the attitude of undergraduate students at University of Tehran toward the nature of science as a component of scientific literacy. The research is descriptive and was conducted in survey study method. The population of this research includes all undergraduate students in faculties of psychology and educational sciences, and basic sciences. From this population, a sample size of 779 persons in stratified sampling method and considering the proportions (gender and faculty) was selected. In order to collect the attitudes of students about the nature of science, a questionnaire was designed based on the theoretical foundations of the project 2061 and its reliability and validity were examined and approved. One-sample t-test results indicate that the average of understanding the nature of science and its dimensions in students have significant differences with the average scores. Also the MANOVA test shows that there are significant differences between factor levels of faculties (faculty of psychology and educational sciences and faculty of basic sciences) about “nature of science” variable. Results showed that students have poor understanding about the nature of science and its dimensions. Based on the analysis of the results of conducted researches, the reasons can be traced in these factors: paying no attention to the components of nature of science in the development and design of science curriculum, low teachers’ knowledge and understanding about nature of science, lack of the development of science and technology in society and lack of the economical, political and cultural support structures for science and its values. The results also showed that students of basic science have more understanding about nature of science than students of psychology and educational sciences. The reason for that can be found in the nature of academic disciplines in two faculties and the amount of addressing the subject matters about science and nature of science in their curriculum.

Research needs analysis and priorities are taken as the first step in research management and planning. To do so, this mixed methods applied study was conducted through engaging randomly selected sample population of 54 commanders, managers and heads of education departments of Imam Ali Military University. Two researcher-made needs analysis questionnaires addressing both educational and idea-political areas and two others dealing with the research priorities were constructed and validated in terms of content and inter-rater reliability index (r= %68 and %72) for the formers and Gilford’s grading reliability index (r=%73 and %76) for the latter. Then, they were distributed among the sample. The results revealed 131 educational themes and the following research priorities, respectively: Curriculum Development, Mental health, Comparative study, Motivation, Educational psychology, Academicians, and Educational technology. Moreover, 128 idea-political themes along with three main research areas including education-training, culture of propaganda and political issues were identified.

The aim of this research was to study the relationship between distributed leadership and organizational performance of primary teachers in Tehran. The method and the research was analytical-descriptive method and the research population and the research population contained 13734 elementary teachers in Tehran. A sample of 322 teachers was selected from population using the multistage and stratified random sampling. To collect data for distributed leadership, Ilmore and Sahranavard questionnaires were applied, and for the organizational performance, a researcher-made questionnaire was used. The reliability of the questionnaires was computed as 95% and 83% through Cronbach alpha. To analyze the data, Pearson correlation and stepwise regression test were applied. The results showed that there was significant relationship between distributed leadership and organizational performance. The results also showed that all dimensions of distributed leadership (mission, trust, school culture, professional development, leadership action, support and decision making) had significant relationship with organizational performance. The results of regression analysis showed that all dimensions of distributed leadership except for decision making dimension, could predict significantly the organizational performance. Therefore, decision making dimension was omitted in the model since it had no significant contribution to predicting organizational performance.

The aim of the present study was to design and evaluate casual model of academicachievement based on the analysis of the relationship between parent's perceptionand also achievement motivation with student's academic achievement. 329 highschool students, who were chosen randomly, participated in this study. Data analysiswas done by statistical methods including mean and standard deviation and Pearsoncorrelation, confirmatory factor analysis, path analysis and also lisrel software. Theresult revealed that:1- Intrinsic motivation, self-determination, warmth andinvolvement variables have positive and significant effect on academic achievement,and amotivation and extrinsic motivation variables have significant negative effecton academic achievement. 2- self-determination, warmth, involvement, and intrinsicmotivation variables have significant effect on each other, and have significantnegative effect on amotivation and extrinsic motivation. With regards to the results,variables can be arranged on the basis of their importance. All independent variablescan predict %58 of all variance of academic achievement.