محمد اکبری بورنگ

To portray the overall culture of learning among Iranian students through identification of its components and suggesting a framework, the findings of all previous research, conducted prior to 2019, are synthesized through Roberts’ model herein. Based on the quality of the research, 13 reports were selected and their findings categorized. To validate the categorization, the categories were peer reviewed and externally evaluated. Data analyses yielded a high measure of agreement among reviewers (0.81). The main components of the Iranian students’ culture of learning are identified as the following: learning supervision, learning activities, teacher’s instructional perspective, classroom management, students’ attitude, learning environment, students’ social interactions, and students’ learning habits.

The collaboration between home and school is crucial for students' academic progress and socio-emotional growth. Teachers must learn how to establish and enhance this cooperation. Therefore, it is essential to include methods for creating and strengthening parental involvement in professional training programs for teachers. This study was conducted to explain the elements of teacher training programs in in-service courses concerning home and school collaboration. The research method was a systematic review and qualitative content analysis based on inductive reasoning. To obtain the desired data, the study reviewed literature and expert opinions in this field and analyzed existing programs in other countries. The findings indicate that the curriculum for parent involvement training emphasizes integrating theoretical and practical discussions of parent involvement in training courses and teaching specific skills. In terms of teaching-learning methods, it focuses on collective interaction, brainstorming, role-playing, case studies, and simulated experiences. The parent involvement training program considers the learner (teacher) as an element who should believe in the importance of parent involvement, have a positive attitude, and be capable and responsive to parents' needs. Regarding evaluation, it emphasizes the use of self-assessment approaches. It is recommended that this training course with the introduced elements be included in teachers' professional training programs to improve the educational system.

The current trend in learning the science curriculum is more towards interdisciplinary (combined) learning. In the past years, several studies have examined articles related to integrated science curriculum. However, so much research on articles on integrated science curriculum is still not available to date. The purpose of this study was to review 29 empirical research articles in the field of science curriculum integration that have been published from 2010 to 2019. Most of these articles are taken from Scopus-indexed journals. The research approach used was a qualitative research design. The results of this study show that integrated science has been implemented in different countries. Nevertheless, the implementation of integrated science has not been as successful as expected. Students' understanding of integrated sciences shows it to be difficult, boring, uninteresting and abstract. There are several issues in the implementation of integrated science learning: inconsistency of teachers' educational background with integrated science, as well as underdeveloped textbooks and curriculum. Implementation of integrated science is effective for improving students' skills.

Job motivation is one of the most important criteria that should always be at a high level in the teacher community because it leads to the improvement of their professional performance and efficiency. Therefore, recognizing the factors affecting teachers' job motivation is of particular importance. In virtual education, due to the nature of this type of education, this issue is doubled. The present study was conducted with the aim of investigating the factors affecting the reduction of the job motivation of second year primary school teachers in virtual education.

The approach of this research was qualitative and its method was thematic analysis. The statistical population included all teachers of the second year of elementary school in Sabzevar city, which was achieved by using the purposive sampling method and after conducting interviews with 10 people.

In the current research, from the analysis of interviews, six main themes of educational issues, social and cultural issues, network and hardware issues, personal and family issues, administrative and organizational issues, and economic issues were identified as issues affecting teachers' job motivation. Each of these themes also had several sub-themes that show the differences in teachers' attitudes and perceptions regarding the causes affecting their job motivation.

According to the findings of the research, education administrators should be sensitive to the factors affecting teachers' job motivation and provide the basis for increasing their job motivation.

Nowadays, improving the productivity of libraries is very important for their survival, development and progress. It is of particular value to pay attention to the impact of the organizational citizenship behavior of librarians, which is related to their undefined frank duties and improves the performance of libraries. And it has a special value. The purpose of the present study is to investigate the situation of organizational citizenship behavior of librarians of Astan Quds Razavi in Holy Mashhad and the factors affecting it.

This research is a combination of sequential explanatory types. The statistical sample of this research is 127 librarians of Astan Quds Razavi libraries in Mashhad, who were selected by multi-stage sampling method from the 200-person population. Quantitative data collection was performed using the Citizenship Behavior Questionnaire. Data were analyzed in both quantitative and qualitative ways. The sample size of the statistical population in the qualitative section was 10 percent of librarians who had obtained a higher average score. In the Quantitative stage, it was set purposefully. A semi-structured interview method was used to collect qualitative data, this data was also analyzed by open, central and selective coding.

Findings in the quantitative part showed that organizational citizenship behavior among librarians of Astan Quds Razavi libraries in Mashhad was above average. Organizational information and organizational loyalty and individual initiatives significantly predicted organizational citizenship behavior. Organizational Participation - Helping behaviors and magnanimity did not play an effective role in predicting organizational citizenship behavior. Also, the findings of the interview in the qualitative section showed that organizational justice-organizational loyalty and organizational support, personality traits, commitment and job satisfaction have been the factors involved in the occurrence of organizational citizenship behavior. If the organization appreciates and values the librarians and their opinions, it will lead to the desirable organizational citizenship behavior of the librarians, which can be classified as organizational support. In other words, it causes the librarians to show a kind of cooperative behavior and share their opinions and suggestions in the organization's programs. Also, perceived organizational support from the librarians' side leads to desirable citizenship behavior in order to fulfill the library's goals. And the increase in organizational support leads to an increase in employee citizenship behavior.

So far, no research has been found to quantitatively and qualitatively examine the organizational citizenship behavior of librarians. The findings showed that the factors affecting and involved in the occurrence of organizational citizenship behavior can be exploited in various ways and of course can be specified.

Social media and psychological issues related to it, have attracted increasing attention nowadays and have been the subject of many studies in this field. Meanwhile, Instagram was studied in this research due to its many features and the special attention of young people to this platform. The purpose of this study was to investigate the role of body image in using Instagram.

This correlation study was conducted in a sample of 375 students. Data were collected using “body image” and “use of Instagram” questionnaires.

According to the results, students used Instagram more than average. They were relatively satisfied with their body image. Also, the results showed that the higher the apparent dissatisfaction and functional interference of the respondents (as components of body image), the higher their use of Instagram.

 Due to the increasing popularity of social media, researchers have begun to investigate the possible consequences of this new media format on body image. There are some unique features of social media that distinguish them from traditional media and may help in understanding any effect they may have on body image: 1. Social media such as Instagram have their own users and are very popular among the younger generation. have; 2. People often present an idealized version of themselves on social media, uploading their most attractive images to their profile that can be edited and improved, and deleting any images they find unattractive; 3. Although social media contain images of a range of different types of people (eg, friends, family, strangers, celebrities), they are generally used to interact with peers.Young people are influenced by three main sources: parents, peers, and media. As a major factor in socialization, parents have a strong influence on their children's body image, and this can be directly or indirectly related to body weight or appearance in general, for example through their comments. As children grow older and enter adolescence, peers play an increasingly important role in body image concerns, especially when intimacy is a necessary component of receiving approval from others. Adolescents learn from their peers what type of body image is associated with popularity and attractiveness. Finally, the media plays a determining role, as young people in the media are often portrayed as attractive and perfectly fit, which may lead to body image concerns among those exposed to them. Past research has shown that certain social media environments, such as Instagram, may be effective in creating feelings of inadequacy and comparing oneself to others in terms of body image.Instagram contains a plethora of seemingly authentic images, many of which represent body ideals. Physical appearance actually plays an important role on Instagram, and studies have shown that teens and young adults experience distress, body dissatisfaction, and pressure to look perfect on social media. Since Instagram gives its users the opportunity to edit content before posting it on their profile, users tend to resort to behaviors such as image filtering.Previous studies have emphasized the importance and extent of using social media, especially the Instagram social network, in the world and in Iran, and clearly confirmed the mutual effect of its use with psychological issues, including people's attitudesabout their body image among the users of this network. It is important to note that most researches have focused on the role of using Instagram on psychological variables, but this research focused on the role of body image variable on the use of Instagram. Although two-way relationship is tested in correlation studies, the goal of the researchers in terms of predictor variables and criteria determines the direction of the analysis. Based on this, this research sought to determine the relationship between the body image of the studied community and the use of Instagram after examining the status of the variables of Instagram use and body image among the subjects under study (  University of Birjand students)?Instagram is a visual program that has given its users the ability to send photos, videos, selfies, live broadcasts, and in addition has created the necessary interaction so that users can react to the stories and posts of their followers. The many features of this platform and its attractiveness for young people made the community under study of this research to show high statistics of using this media (based on the results of the first question). This issue can provide many opportunities for society's decision makers to use these capabilities in the service of raising the standards of today's social life. Therefore, domestic similar platforms should be strengthened so that they can replace it due to the filtering of this social media. However, due to the international nature of Instagram, it is unlikely that a suitable alternative will be found for it; Therefore, it is suggested to facilitate favorable conditions for students to use this media along with their awareness about its benefits and harms. Because filtering media that is very popular among young people will cause dissatisfaction and hidden and open social aggressions.Data were collected using body image questionnaires (Littleton et al., 2005) and using Instagram (Lezbna, 2015). The body image questionnaire (Littleton et al., 2005) contains 19 items and uses a Likert scale (scored from 1 meaning never to 5 meaning always). The validity of this questionnaire using the correlation method with the self-report scale of body dysmorphic disorder was reported as 0.83 in the research of Littleton et al. (2005). Also, in a study conducted by Basak Nejad and Ghaffari (2006), the validity of this questionnaire was tested and confirmed using the correlation coefficient between this scale and the fear of negative evaluation of physical appearance (r=0.55). The reliability of the questionnaire in the research of Littleton et al. (2005) was evaluated by the internal consistency method and the Cronbach's alpha coefficient obtained was equal to 0.93. Cronbach's alpha coefficient of the first and second factors was 0.92 and 0.76, respectively, and the correlation coefficient between the two factors (1. apparent dissatisfaction and 2. functional interference) was 0.69. In the research of Rostagarinia and Ali Khademi (2022), the reliability of this questionnaire using Cronbach's alpha method was 0.86 for the entire questionnaire, 0.84 for the first subscale (apparent dissatisfaction) and 0.71 for the second subscale (functional interference). It is reported that it indicates acceptable reliability of the questionnaire. In the present study, Cronbach's alpha of the whole body image questionnaire was 0.88, the first component (appearance dissatisfaction) was 0.84, and the second component (functional interference) was 0.77.The second questionnaire was the use of Instagram (Lezbna, 2015). This questionnaire contains 13 items and has been used in many personality and clinical research projects due to its high validity (Pouyanfar, 2019). In this research, the validity of thisquestionnaire was checked and confirmed using the content validity method (subject experts and professors). Lezbana (2015) reported the reliability of this questionnaire using Cronbach's alpha coefficient of 0.81 and Pouyanfar (2019) 0.83. In the current study, the Cronbach's alpha of the Instagram usage questionnaire was 0.81.

The purpose of this research is to investigate the relationship between self-esteem and marital conflicts in college students. The statistical population of this research includes all married students of Islamic Azad University and Birjand State University, including 4000 people. The number of sample members was 351 based on Morgan's table. After the samples were dropped, the total number of samples was considered to be 320 people who were selected using the multi-stage cluster sampling method. The measurement tools in this research were the Kansas Marital Conflict Questionnaire (1985), the Rosenberg Questionnaire and the Self-Esteem Questionnaire (1965), which had acceptable validity and reliability. In order to analyze the data, inferential statistics of Pearson's correlation coefficient and multivariate regression were used using SPSS-23 software. The results showed that there is a relationship between marital conflicts and self-esteem. Also, the results of statistical analysis indicated that self-esteem can predict marital conflicts.

In this research, the theoretical foundations reflected in the Miller’s (2019) theory of curriculum were used to analyze the synergistic approach in his curriculum elements. In accomplishing this goal, systems theory was employed to explain the nature of the components of his proposed curriculum in the education system. A review of the literature shows that no study has been done yet to explain the synergistic approach in Miller’s (2019) curriculum elements. Considering the theoretical and practical importance of synergy, which has been highlighted in various studies, and that the formulation and implementation of an efficient curriculum is one of the main concerns in any education system, the main goal of the current research was to explain the synergistic approach in Miller’s curriculum elements using the systems theory.

Research questions:

 The study questions were as follows: 1. How do the research findings explain the objectives of a synergistic curriculum ? 2. What are the characteristics of students included in a synergistic curriculum ? 3. What are the roles and duties of teachers in a synergistic curriculum ? 4. What are the teaching-learning approaches in a synergistic curriculum ? 5. What are the characteristics of the educational environment in a synergistic curriculum ? 6. What are the evaluation approaches in a synergistic curriculum?

The current research was conducted to explain the synergistic approach reflected in Miller’s (2019) curriculum elements using a systematic review method. Purposive sampling was used to collect the data, and comparative content analysis was used to analyze the collected data. In this study, the relevant research on the topic of synergy in curriculum studies was identified and carefully examined. In the next phase of the study, an attempt was made to explicate the nature of a synergistic approach reflected in the six elements of Miller’s curriculum. In so doing, the seven steps suggested by Sandelowski and Barros (2007) were used to analyze the data.

The findings showed that the nature of synergistic curriculum planning, that is, participation in the production, implementation, and evaluation of a curriculum, involves the participation of a larger group of educational stakeholders. According to the findings, promoting cooperation among individuals, tapping into each individual’s skills, and using expert opinions lead to a more satisfactory and elaborate outcome, which crystallizes the true meaning of collaboration. Students are considered as a dynamic and active element in a synergistic program in all fields. Hathib (2016) emphasized that students in a synergistic curriculum had “the spirit of teamwork, mutual understanding, free-spirited attitude, mutual respect, and better understanding”. He also asserted that a synergistic curriculum could foster “group discussion, group assignments, and cooperative learning”. In a synergistic curriculum, the role of a teacher is that of a guide and a facilitator who combines teaching with technology and makes the class an attractive place for students. Moreover, such a teacher accompanies students in their quest for learning during the academic year as a driving force and source of enthusiasm. In a synergistic curriculum, special emphasis is placed on creating dialogue-oriented and collaborative environments, in which interactive learning, technological methods, and flipped learning take center stage. The learning environment in a synergistic curriculum is fertile for the expansion of cooperation and mutual respect. Participation and cooperation, as pointed out above, are of great importance. A synergistic curriculum is intended to create an environment that benefits from the use of educational technology to facilitate the process of knowledge acquisition. In such an environment, communication technologies are used to ease dialogue between learners and enhance their learning. Due to the nature of a synergistic curriculum, it is expected that no single specific method be considered for the evaluation of students; rather, teachers are encouraged to avail themselves of various complementary evaluation methods implemented formatively and qualitatively. In addition, the evaluation in a synergistic curriculum follows an integrated approach and takes into account all students’ activities.

In a synergistic curriculum, the emphasis put on the complementary role of the school and how to live peacefully is not limited to the roles of teachers, students, and the environment, yet it also highlights the importance of interacting and cooperating with all other stakeholders involved in the education system. Curriculum planning specialists strive to design programs that are based on systemic and synergistic theory. An indispensable element of such curriculums is paying attention to the integration of technology with teaching through the employment of teachers who are aware of the latest technological developments relevant to teaching and learning. A cooperative atmosphere in the classroom contributes to the dynamics of group work and boosts learners’ social activity, which, in turn, provides the ground for both teachers and learners to realize the spirit of synergy.

Being in the Anthropocene era, despite the complexity and rapid changes, the world considers it necessary to speed up teaching-learn ing, practical measures, and its application, so that the traditional and pre-organized methods can no longer meet the needs of mankind in terms of education. This caused the new post-qualitative approach, which is a non-linear, non-radical, and free approach, with post-structuralist and post-manic structures to come to the fore. Due to the importance of curriculum plan ing as a fundamental pillar of change, transformation, and innova tion in education, the present research was conducted with the aim of examining the elements of designing and developing curriculum with a post-qualitative approach using a docume ntary method and through internat ional, and Persian databases and scientific search engines. Finally, 8 articles were examined in detail. In order to increase the dependability, confirmability, and credibility of the data, the methods of "reviewing two evaluators and using the opinions of research colleagues and confirming them", "explaining the exact details of the process of data collection and analysis", "three-way perspective based on the diversification of related articles, analysis of negative and conflicting cases interpreted in the data" were used. The results showed that this approach has the necessary capacities to realize and meet the needs of the current human world. The current research is the first domestic effort in entering the field of educational sciences, curriculum designing, and development. There fore, considering the growth and expansion of this approach in the world and taking advantage of its opportunities, entering this field is suggested to the domestic researchers and the use of this approach is suggested to the trainers and teachers in the field of education.

The purpose of this study is to construct and validate a questionnaire of professional competencies of teachers of media thinking and literacy. The research method is survey research and its statistical population also includes 100 teachers who have experience in teaching thinking and media literacy in Birjand. In the present study, the sample size based on Morgan table is 80 people and simple random sampling method has been used for sampling. The data collection tool was a questionnaire and the data were analyzed with the help of SPSS software and using construct validity with exploratory factor analysis by principal components method and orthogonal rotation by Varimax method. 16 factors have been identified in the questionnaire that has a specific value higher than one. Items with a subscription rate of less than 0.5 were removed from the questionnaire and exploratory analysis was performed twice more on the remaining items, which were eventually reduced to 7 components, which were obtained as components of the final questionnaire. They had both theoretical and logical justifications. The reliability of the questionnaire was also calculated using Cronbach's alpha coefficient (0.94); which indicates the acceptable consistency of the questionnaire. The results of these analyzes showed that this questionnaire had seven factors 1) Behavioral competencies; 2) Media knowledge; 3) Teaching skills; 4) Thinking skills; 5) Media skills; 6) Emerging media literacy; and 7) Pedagogical competence It has good reliability and validity.

The shadow education is a set of extracurricular educational activities and this type of education has been very popular in the world during the last century. This kind of education has been designed to improve chance of students for successfulness movement in education process. On the contrary, some scholars have considered the shadow education as a threat and introduced it even as a kind of child abuse. Numerous studies have examined the effects and consequences of the shadow education. The purpose of this study is to review systematically the effects and consequences of the shadow education. The research method is a systematic review based on the model of Wright et al. (2007). A systematic search according to the keywords in reputable databases resulted in 940 researches during the period 2010 to 2021. Considering the inclusion and exclusion criteria; finally 40 articles were selected as the sample for in-depth analysis of the research purpose. According to the analysis of the research, the identified effects and consequences in the field of shadow education were positive effects (positive educational and psychological effects for the students and positive effects for the teachers) and negative effects (for the students, society, official education system and parents) and also some research have shown that the shadow education is ineffective. The most well-known positive effects in this field are related to students' educational achievement, and the most mentioned negative effects have been the intensification of social and educational inequalities.

In today's world and in competitive business environments, the capacities, competencies and capabilities of human resources and their identification, development and updating play a very decisive role in the survival and continuation of the life of the organization and organizations can, by no means, pass by them without having a systematic plan. Manpower is recognized as a strategic resource and knowledge capital of organizations, and certainly any disregard for their capabilities and competencies will deprive organizations of competitive advantage and make them victims of change and serious rivalries. Advances in technology and the digitalization of human life in recent years have created new needs in the labor market and even in people's lives as a result of which the job market has changed day by day and different types of jobs have been created. The widespread presence of businesses on the web and social networks and the use of sites and blogs to promote and sell products has created the need to produce content and, therefore, the need for specialists in electronic content production is felt more than ever. In this regard, the aim of the present study is to identify the professional competencies of specialists in electronic content production.

The research was conducted with a qualitative approach and qualitative content analysis method. The data required to achieve the research goal were collected by reviewing internal and external documents and interviews with experts, professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning with expertise in the field of e-learning who had experience in producing electronic content. First, in order to identify the competencies of  specialist in electronic content production, articles, books, publications, and reputable domestic and foreign scientific sites related to the electronic content production curriculum were reviewed by using the review method of descriptive studies to select scientific sources from reputable sites, such as ScienceDirect, SAGE, Elsevier, Scopus, Eric. The selection criteria for the articles and resources of these sites were that the selected articles had to have been published in the period of 2000 to 2021 and also, they had to be related to the production of electronic content and competency criteria in the curriculum. After identifying the elements and indicators with experts, professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning, with expertise in the field of e-learning who had experience in producing electronic content, an interview with a semi-structured format was conducted regarding these criteria and the amount of their importance and adequacy. se the purpose of these interviews was to identify the hidden dimensions and components or indicators that may not have been mentioned in the previous theoretical foundations and research. The field of research included all professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning who were experienced in the research field of e-learning and e-content production. The research sample was determined purposefully based on the principle of data adequacy.

The research findings categorized the professional competencies of the experts in  the production of electronic content in three categories of cognitive competencies (with two categories of specialized knowledge in the field of electronic content production and general knowledge), skill competencies (with four categories of training skills, design skills, production skills and soft skills) and attitudinal competencies (with three categories of attitude principles related to the field of electronic content production, ethical principles and cultural and social principles).

The findings of this study can be used in different stages of designing a competency-based electronic content production curriculum.

The purpose of this study was to survey the emotional intelligence course in secondary school students in chabahar city.

This research is descriptive and causal-comparative. The statistical population of this study were consisted of all secondary schools in chabahar in school years 2014-2015. For this purpose, a sample of 240 students were selected by using of the stratified sampling method (120 Persian and 120 Baluch). Data collection was done by Shat and Mallouf's (1998) Emotional Intelligence questionnaire. The collected data by Independent t-test, variance and multivariate stepwise regression were analyze the data using spss software.

The findings of this study showed that there isnot significant difference between monolingual and bilingualthe students’ emotional intelligence and their gender, but, There is a significant difference between monolingual and bilingualthe students’ emotional regulation and their gender. And emotional regulation of bilingualthe students’ was higher than monolingual students’ and female students had level of emotional regulation and emotional assesssment.

The results of this research showed that the emotional intelligence of male and female students is significant and the average score of emotional intelligence of female students is higher than that of male students.

The purpose of this article was to investigate the ethical behavior of teachers in evaluating the learning of third grade students in an electronic way. For this purpose, a qualitative research method (virtual ethnographic research) was used, and in order to analyze the information collected from online observations and interviews, the method of categorization and coding was used. The participants of the research were "teachers" who were selected using the purposeful sampling method of 20 teachers as a sample to conduct a semi-structured interview. The results showed that being satisfied with one evaluation method, the validity of the evaluation reduces and leads to non-compliance with evaluation ethics standards, therefore, it is necessary to use multiple (combined) methods for virtual evaluation of learners' learning in accordance with the content and goals

Family and school are two complementary educational spaces and parents have a decisive role in the executive mechanisms of formal education, so it is necessary to have a continuous relationship with the teacher as the key element of school and education. Due to the spread of the Corona virus and the virtualization of education, virtual parent-teacher interaction has become part of the home-school relationship. The present article aims to examine the interactions between parents and teachers in the happy network space as a formal space in virtual education. Using virtual ethnography method, this study has studied 10 happy network subjects in the first and second grades of elementary school from the perspective of examining the typology of virtual interactions between parents and teachers over a period of approximately six months. During the field work, offline and online interviews were conducted with the teachers of these ten classes at different intervals. After collecting data from two methods of observation and semi-structured interviews, they were analyzed in maxQda software. Findings showed that virtual interactions between parents and teachers were in two types of academic and non-academic interactions that extracurricular interactions have increased compared to previous years.

The present study was designed and implemented with the aim of investigating the effectiveness of teaching life skills through cartoons on the social adjustment of sixth grade students. This research is quasi-experimental in terms of the data collection method of a pre-test and post-test with a control group. The statistical population of this research includes all sixth grade students in the city of Birjand studying in the 2016-2017 academic year. Of the available students, 20 were randomly assigned to the experimental group and 20 to the control group. Data was collected using the California Shot Psychological Questionnaire . Statistical covariance test of analysis was used to analyze the data. The results of the research indicated that teaching life skills using cartoons plays a role in students' personal and social adaptation.

Values ​​education is recognized as an important part of school curriculum. This research was designed to answer a question about the first grade teachers' perception of the values ​​education curriculum.This research was conducted with a qualitative approach and phenomenological method. The statistical population was all the teachers of the first year of elementary school, who were selected with the purposeful sampling method, teachers with experience and expertise in teaching values. In total, 13 people including 7 female teachers and 6 male teachers were interviewed. The tool used in the interview was semi-structured. Colais analysis method was used to analyze the data obtained from the study. Finally, based on the results, 9 core categories of goals, content, teaching-learning strategies, grouping, materials and resources, place, time, learning experiences and evaluation category were extracted.The analysis of teachers' perception in the values ​​education curriculum showed that values ​​education is an inseparable part of school and curricula and teachers are an integral part of this type of curriculum and to achieve the values ​​education curriculum, all the capacities of the school and society should be used.

The purpose of the current research is to survy adaptation of the Intended, implemented and Experienced physical education curriculum in the fifth grade of primary school in Birjand. The research is practical and has been carried out in a descriptive-survey method. The statistical population of the research was the fifth-grade students of public schools in Birjand, whose number was 3690 which was determined based on Morgan's table with a sample size of 300 people and the target sample was selected by cluster random method. To collect data, 2 researcher-made questionnaires of the implemented curriculum and the Experienced curriculum of fifth grade physical education were used. Checking and verifying the validity and reliability of the questionnaires was done through content validity, factor analysis and Cronbach's alpha. Data analysis was done using one-sample t-test in SPSS software. The results indicated that there is no necessary compliance between the implemented curriculum and the intended curriculum, and the experienced curriculum with the intended curriculum.

The aim of the current research was to identify the ethics of education in virtuall space. This research was applied in terms of purpose and qualitative in terms of method and virtual ethnography. The research community included elementary teachers of Khash city who were engaged in virtuall education of students in the academic year of 1399- 1400 With the consent of the teachers, the researcher became a member of their virtual class group and observed the educational training for three months. Purposive sampling method was available and data collection was through observation and semi-structured interview. The data was analyzed by inductive content analysis. According to the findings of the study, the ethical components of virtual education were classified into three dimensions and seven factors, which include: preserving privacy and human dignity, preserving peace of mind, and respecting the culture of honesty and trustworthiness. The results can be used by the policy makers and beneficiary of the country's education system to plan and adjust the macro strategies of the ethics of virtual education.

Paying attention to educational stimuli is the first step in the process of perception and learning. Many researches have been done in the field of learning styles and learning preferences, however, little research has been done in the field of learners' attention using new cognitive neuroscience tools such as eye tracking devices. The purpose of this research is to investigate the effect of visual elements on the attention of students with a visual learning style in virtual classes using an eye tracking device. To achieve the goal, the quasi-experimental method, single subject with A-B-A design was used. The data collection tool in this research was Felder and Solomon's learning style questionnaire and eye tracking device. First, the participant with the dominant visual style was identified., then, in accordance with the ethical principles, the participant was trained at each stage during 8 sessions in the virtual classroom, and the level of attention of the participant to different visual and textual points was evaluated with an eye tracking device. To analyze the data, repeated measurement analysis, visual diagram analysis and heatmap analysis were used. The findings of the research showed that with the addition of visual elements such as the instructor's camera to the content , the learner's attention to the entire page increases F(2,14)=5.087,p= 0.022.

The purpose of this study is to investigate the role of hidden curriculum in thinking style and communication styles of high school students in Mehran. Research Method In this descriptive correlational study, the statistical population included all male high school male students in Mehran, which according to Morgan's table, 164 people were selected and studied by stratified random sampling. Sternberg and Wagner (2007) Styles of Thought Questionnaires, Norton Communication Styles (1987) and Hashemi Hidden Curriculum (2012) were used to collect data. Descriptive statistics and confirmatory factor analysis, Pearson correlation and Linear regression was used. The results of factor analysis showed that Hashemi (2012) Hidden Curriculum Questionnaire has three components and in the present study also has appropriate validity. The results also showed that the role of hidden curriculum on students' thinking and communication styles was significant. The results showed that there is a positive and significant relationship between the components of people interaction, school organizational structure, physical structure with communication styles and between thinking styles and components of people interaction, school organizational structure, physical structure.

In the present study, the perception and lived experiences of prisoners on the causes of the increase in drug crimes in South Khorasan were investigated qualitatively and phenomenologically. According to the nature of the research, the purposeful sampling method of criterion type was used, and with the detailed interview of 15 people, the obtained data reached saturation. The data obtained from the life experiences of drug inmates were analyzed using the method of Colaizy (2002) and MAXQDA11 software was used as a data analysis tool. The findings from the lived experiences of the prisoners were categorized into 4 main themes: "social and cultural factors", "political and security factors", "economic factors" and "personal and individual factors", each of the main themes has different sub-themes. . In general, the experiences of drug-related prisoners in South Khorasan show that drug-related crimes are increasing every day due to the stated reasons, and the number of prisoners is increasing, and plans should be devised according to each of the reasons for the increase, so that this upward trend is reduced. so that the society does not suffer possible damages.

The purpose of this article is to examine the features of values ​​education curriculum. The approach of the qualitative article and its method is systematic review based on the model of Wright et al. (2007). The research community consists of 87 articles on the features of the value education curriculum that have been presented in prestigious scientific journals between 2000 and 2020. The research sample consists of 31 articles that were purposefully collected and selected based on thematic monitoring of data. The data of the article are collected from the qualitative analysis of the studied documents. Based on data analysis, the characteristics of the values ​​education curriculum in two dimensions: why values ​​education curriculum in the form of individual needs and needs and social needs and dimensions and how the values ​​education curriculum in the form of objectives such as goals: final, general And partial; Content: principles, how to organize, organizing pattern and concepts; Teaching-learning strategies: direct, semi-direct and indirect; Learning materials and resources: written and non-written resources; Manpower: The role of the teacher and the teacher's competencies; Grouping: Collaborative group; Learning experiences: individual and group experiences; Location: main and secondary; Time: formal and informal and evaluation: oral and practical.

The feeling of presence is an influential and decisive component in the learner's participation in distance learning. The present study was conducted to investigate the level of students' presence in distance learning in the second semester of the 99-98 academic year. The research method is descriptive and causal-comparative. The statistical population is all primary school students in Birjand in the academic year 1399-1398 who have experienced distance learning since March. Among them, 380 students participated in the research by available sampling method. Igrob's presence questionnaire was used to assess students' sense of presence. The results showed that students have a higher than average sense of presence in distance education. In addition, the mean of presence in all three components of presence, location and participation of the group using the happy application was higher than the average of the group using the education network, and this difference in the component of participation was statistically significant ( p <0.05). In the end, it is suggested the necessary infrastructure to create a happy program be created and special attention be paid to the components of the feeling of presence in training and program design.

Social networks are considered as the most effective mass communication space in the world today, which despite the epidemic of Quayd-19 disease and the reduction of real communication and the closure of schools, their role has become more colorful and despite its limited life has a relatively high penetration rate among youth and children. One of these platforms is Shad Network. The structure of the Shad educational network is the same as the structure of a real school, and students enter the virtual classroom and follow the process of teaching and learning that is, in this space, teacher and students interact with each other, but the type of interaction with real space is different. The teaching and learning process can be considered as the result of the interaction of components such as teacher, student and content (and materials). If we accept that interaction plays a fundamental and important role in the teaching and learning process, e-learning, using emerging technologies, provides extensive interactions for accessing extensive information as well as communication. Information and communication technologies make modern education more accessible learning. Information and communication technologies make modern education more accessible learning. Social networks have changed the way people communicate, the way they interact, and the ability to create and share information with the rest of the world, and have become a daily occurrence. Social networks maintain, develop, and build interpersonal relationships based on the creation of personal profile in which accessible information is disseminated and shared by everyone on the social network. Social networks have gradually emerged as a new way of communicating between teachers and students, mainly in education, and have become an important means of communication. One of the undiscovered aspects of open learning is the ongoing interaction within the student body using social media. The use of social networks provides an opportunity for teachers and students to be in constant contact in interacting with regular classrooms and creating new teaching and learning spaces. However, this new reality has sparked debate over whether teachers and students should interact in this way, and has led some officials to restrict or even ban such communication. Proponents of teacher-student interaction through social media argue for the freedom of expression of teachers and students, the inevitability of the phenomenon, and the educational potential of social media. As the number of teachers with social media profiles increases, the possibility of teacher-student interaction increases; therefore, if teachers want to take advantage of social media learning opportunities, every teacher and student must interact with them. Therefore, the present study was conducted to identify and analyze teacher-student interactions in the social network of (Shad) students in Ilam. The research method was ethnographic and descriptive. The literal meaning of ethnography is a description of people and cultures. Culture is a central concept in ethnographic research. Scientific ethnographic research, based on the existing methodologies in the humanities, can be done in a wider range, in which there is a quantitative idea on one side and a qualitative idea on the other. The initial framework for identifying teacher-student interactions was designed. The study population was the elementary students of Ilam city in Shad network, which among them 32 students were observed through purposeful sampling method based on the saturation rule of participatory type and semi-structured in-depth interviews. This research led to the identification and explanation of teacher-student interactions in the student social network (Shad). Analysis of how to create interaction between teacher and students in Shad Network showed that most of the interviewees stated that interaction in Shad Network is in the form of lectures. In this method, the researcher has categorized the code of participatory interaction method. This method is more useful than the previous method in socializing students, but it is not complete. Some of the interviewees also stated that in the third method, the interaction in the online classroom is friendly. In this way, in addition to interactive engagement, students are even allowed to joke and talk with each other, allowing students to engage in extracurricular interactions. In this way, the class is held in a friendly way. According to researchers, this method is the best interactive method, but in analyzing the necessary skills to create interaction between teacher and students in a Shad network; Some of the interviewees stated that the essential interactive and communication skills in online classes only include listening correctly, paying full and accurate attention to the teacher, typing, asking the right questions, and getting the purpose right. Codifies the core skills of lesson interaction (teaching and learning). But some have also believed that in addition to the above skills; Must have the skills to be able to communicate friendly with the teacher and classmates, self-confidence, speaking skills and the ability to communicate sincerely with classmates and the teacher and other skills that the student has in the classroom and school. Generally; Findings showed that according to the observations and expression of media, creating interaction between teacher and students in the Shad network is done in three ways: interaction by preacher and listener, interaction by participatory method and interaction by friendly method. Also essential communication and interaction skills in a Shad network; The main skills are interaction (teaching and learning) and communication and friendship skills; But in terms of media, the platforms that teachers use to create interaction for technology students are incentives and open spaces and give students the opportunity to interact. In the end, it is suggested: 1- Teachers and students should be encouraged through participatory and friendly interactions to expand and strengthen the interactive spirit in the context of online networks with the dual function of teaching and learning and strengthening interaction. 2- Providing the necessary bases for students to interact and take advantage of the prevalence of coronary heart disease to change the traditional teaching method and enter the new and participatory teaching. 3- Establishing training workshops for teachers to get acquainted with the teaching method in virtual networks and empower them in the methods of interaction in social networks is recommended.