فهرست مطالب پروین سالاری چینه

The present study aims to design learning environments based on the blended approach with an emphasis on the areas of education and learning using the educational design model and Zarei Zavaraki learning environments (2012) in the third basic science lesson The initial has taken place. based on purpose, applied, and from the perspective of the research method, it is of a mixed type (Keefei- A little bit). The statistical population of this study includes all elementary students in three cities of Bandar Abbas, Iranshahr and Kerman.Using a random sampling method, 100 elementary students were selected as a statistical sample. This research was done with the process of design, validation, implementation and evaluation. Validation using questionnaire and internal evaluation based on Francis Klein's model and external evaluation based on Nichols' participatory model was carried out by curriculum specialists and elementary teachers. The results of this study showed that by creating practical opportunities to integrate interdisciplinary concepts, teachers can deepen the field of learning, Stable and relevant to students, real-life situations and enjoyable learning experience and contextualize changing attitudes in students.

The present study was conducted with the aim of identifying and leveling the effective factors in the implementation of blended learning in the preparation of student teachers of Teacher Training University. In this research, a combined method was used. Sampling in both quantitative and qualitative phases of this research was done theoretically. In the qualitative part, interviews with professors and experts in the field of technology continued until reaching the theoretical objects. The tool for collecting information in the qualitative part was a semi-structured interview, and in the quantitative part, a researcher-made questionnaire. In order to measure and evaluate the questionnaire, the criterion of content validity was used. Also, the results obtained using the interpretive-structural modeling technique were analyzed and finally the relationship and sequence of factors were extracted. The results showed that executive and educational structuring, technical infrastructure, financial support and educational incentives form the basis of using combined education. The insight that this model provides to university officials can help them in strategic planning in critical situations.

The purpose of the current research is to analyze the process of teaching professional ethics of teachers in Teacher Training University and to offer a model for it. For this purpose, the research strategy of data-based theory was used, which belongs to the category of qualitative research. The research tool was a semi-structured interview. The participants of the research include all professors of the teacher's professional ethics course at Teacher Training University, and 15 individuals were interviewed based on the criterion of theoretical saturation. After open, central and selective coding, the obtained data were categorized into 10 main categories, which in the form of a paradigm model include: causal conditions (appropriate professor, appropriate content), focal category (effectiveness of ethics education), strategies of professional ethics education (effective teaching method, continuous empowerment), context (ethical university), intervening conditions (conflict between learning and field of practice, unqualified professors) and consequences (positive and negative). This reflects the process of teaching professional ethics and the relationships between different dimensions of teaching professional ethics to student teachers through these categories. In the end, based on the obtained results, recommendations are presented for improving the process of teaching professional ethics of teachers in Teacher Training University.

The purpose of this study is to analyze the factors affecting the gap between theory and practice in elementary teachers. For this purpose, the method of narrative research has been used and based on the criterion-based purposeful sampling method, 16 sample teachers of public elementary schools in Tehran were interviewed until the theoretical saturation of the data. Narrative and semi-structured interviews as well as field notes were used to collect data. In order to analyze the data, the method of thematic analysis of narratives was used. Findings showed that there are 4 main themes (teacher) experiences (teacher experiences, education, teacher personality traits and the nature of the elementary child) as aspects affecting teachers' practice. The results of this study show that teachers' practice is not only affected by education; There are also three factors: teacher experience, teacher personality traits, and the nature of the elementary child, which justify the gap between educational theorist theory and elementary teacher practice. Ignoring these three factors will reduce the efficiency of pre-, early and in-service training courses for teachers.

The present research was conducted with the aim of investigating the effectiveness of professional ethics education in Farhangian University and exploring its challenges and solutions. For this purpose, a mixed research method has been used. In the quantitative part, a semi-experimental research design with pre-test-post-test and control group was used. 1 class of elementary education students entering october 2019 who had taken the teacher's professional ethics course were considered as the experimental group and 1 class of students of the same field and entry who had not taken this course were considered as the control group. The data collection tool was Qasimzadeh's professional ethics questionnaire (2013). Data analysis was done by descriptive statistics, univariate covariance analysis and SPSS22 software. In the qualitative part, the thematic analysis of Brawn and Clark’s (2006) was used. The results of the quantitative part showed that teaching professional ethics of teachers significantly increases the professional ethics of student teachers (P<0.001); But it is still far from the optimal level. In the qualitative part, the challenges of this program include the challenges of the field of thought (the weakening of morals in the society; disregarding the value and dignity of teachers) and the challenges of the field of practice (the conflict between theory and practice; curriculum problems ) was analyzed. Also, strategies for promoting ethics education at two university levels (student recruitment policies; professor selection policies; continuous empowerment) and classroom (choosing appropriate content; using appropriate teaching methods) were identified.

The present study aimed to design a model for transferring learning in in-service training of educators. This research was applied in terms of purpose and descriptive in terms of data collection and in terms of approach among mixed research methods of exploratory type. The research method was correlation and the statistical population of all education teachers in districts one and two of Kerman was 5000 people. The data collection instrument was a researcher-made questionnaire whose content validity was obtained and confirmed by Waltz and Basel (1981) content validity index for all items above 0.79. According to the sample size criteria in confirmatory factor analysis and structural model such as model complexity and number of parameters, the researcher distributed 400 questionnaires to teachers in districts one and two of Kerman and 384 questionnaires were analyzed. In order to validate the model extracted from the data, confirmatory factor analysis with partial least squares (PLS) approach was used. The results of the structural part of the model showed that the path coefficients of the latent exogenous variables of educational, individual and organizational factors affecting the transfer of learning to the latent variable of learning transfer are 0.134, 0.234 and 0.594, respectively. Which have the largest share in the transfer of learning of organizational factors. Thus, it seems that the more attention is paid to variables such as organizational climate, organizational support, application opportunity, organizational culture, organizational commitment, the better the transfer of learning. Indicated a strong fit of the proposed research model.

This study aimed at investigating the mediating role of the quality of Islamic life in the relationship between academic perfectionism and the spiritual intelligence of the senior high school students.

This correlational study was conducted using a structural equation modeling. The statistical population included all 1046 senior high school students in Kerman, Iran, in the academic year of 2021-2022. 342 students were selected as a sample using a multi-stage cluster sampling method. In order to collect data, Namqi’s questionnaire of quality of Islamic life (2014), Rasouli and Bahrami’s questionnaire of academic perfectionism (2015) and Abdollah-Zadeh and his colleagues’ questionnaire of spiritual intelligence (2017) were used. The data were analyzed using structural equation modeling with AMOS software version 23 and SPSS version 22.

There is a direct, positive, and significant relationship between the variables of the quality of Islamic life and academic perfectionism (t= 11.182,  = 0.35), a direct, positive, significant relationship between the variables of the spiritual intelligence and academic perfectionism (t= 8.224,  = 0.24), and a direct, positive and significant relationship between the variables of spiritual intelligence and the quality of Islamic life (t= 13.716,  = 0.59). In addition, there is an indirect, positive, significant relationship between the variables of spiritual intelligence and academic perfectionism with the mediating role of Islamic quality of life ( = 0.23).

Academic perfectionism is one of the causes of students’ failure, and what can improve it is paying attention to the quality of Islamic life and spiritual intelligence. Therefore, by increasing spiritual intelligence and improving the quality of Islamic life, one can reduce academic perfectionism in students.

This study aims to investigate the effect of motor rehabilitation training on working memory and attention/concentration in male school students with reading disorders.

This is a quasi-experimental study with pre-test/post-test design. The study population included all male students in elementary schools (6th grade) of Kerman, Iran in the academic year 2019-2020. Samples were 30 eligible students who were selected by a convenince sampling method and were randomly divided into two groups of 15 people. Both groups underwent N-back test for working memory test and the continuous performance test before and after the intervention. Data were described using the mean and standard deviation, and were analyzed using the analysis of covariance in SPSS v. 22 software.

The motor rehabilitation training had a significant effect on working memory and attention/concentration of male students (P<0.001).

The motor rehabilitation training can improve working memory and attention/concentration of male students with reading disorder. Therefore, the training can be used to reduce the reading problems of these students.

One of the main reasons for families of preschool children to go to counseling and psychotherapy centers is problems related to their children’s aggressive and inattentive behaviors and lack of concentration. The aim of this study was to investigate the effectiveness of teaching strategies based on emotion-focused therapy on components of verbal intelligence and aggression in preschool children.

The method of this research was quasi-experimental with pre-test and post-test design with two experimental and control groups. The statistical population of the study consisted of all 4 to 6-year-old preschool children in Kerman in 2018. The research sample consisted of 50 children from the statistical population who were selected by convenience sampling method. Then they were randomly divided into the experimental and control groups (25 people in each group). The children in the experimental group received emotion-based treatment strategies for ten sessions while the control group underwent no intervention. The two groups answered the Buss-Perry Aggression Questionnaire (1998) and the Wechsler Intelligence Scale for Children (WISC-IV; 2012) before and after the training process. Data were analyzed using descriptive statistics (Mean and standard deviation) and analysis of covariance.

The results showed that teaching strategies based on emotion-focused treatment has a significant effect on components of verbal intelligence (F=21.20) and aggression (F=23.98) in preschool children (P <0.01). The results of effect size showed that emotion-focused strategies had 43% effect on components of verbal intelligence and 51% on children's aggression.

Teaching strategies based on emotion-focused therapy due to the emphasis on basic emotions as an enhancer of components of verbal intelligence facilitates learning and is an effective factor in reducing aggression and problems of aggressive students.

The main purpose of this study is "Farhangian University internship pathology based on the three-pronged model and to present a conceptual model based on the relationships between the three dimensions of structural, behavioral and contextual." The statistical population of the study consisted of all teachers, supervisors and student teachers of Farhangian University, Shahid Bahonar Campus, Kerman in the academic year 1397-98, in which 125 students were selected using stratified random sampling method based on Morgan table. Research data were collected using a researcher-made questionnaire, which after confirming its face and content validity by experts, its reliability using Cronbach's alpha 0.97 Was calculated. The research data were analyzed using one-sample t-test and Friedman test and SPSS statistical analysis software. Considering that behavioral factors have shown the greatest impact on causing injuries, it seems that the university should develop its own programs and policies in establishing a proper relationship with education, creating a proper curriculum, developing affiliated schools, and motivating more teachers and professors. Provide opportunities to train training staff.