دکتر ذبیح الله اللهی

The aim of this study is to provide a reflective teacher's portfolio report of my teaching performance in Farhangian University (Shahid Motahri Campus, Zahedan) over eight academic terms prior to entering the teaching profession, a large part of which over the course of eight terms, which included a significant portion of school attendance and practical experiences. This report, emphasizing observational reflection, narrative storytelling, and exploration of lived experiences as a teacher, is written using individual action research tools and self-reflective narratives. The resulting data consisted of a collection of all narratives written by the author, based on the lesson plan chapters in the teacher's portfolio project, presented in three chapters and in the form of self-reflective narratives. The data analysis method used was thematic analysis. Ultimately, completing this project allowed the author to gain insight into their strengths, weaknesses, interests, and perspectives in the teaching profession through self-reflective and analytical introspection. Based on these findings, the author can set goals, envision their future, and commit themselves to take steps forward in the face of any challenges that may arise along their path with an approach that is characterized by increased capability and motivation when entering the field of teaching

The purpose of this research was the relationship between acceptance of online learning and academic adaptation and academic enthusiasm of first secondary students in Chabahar city. The research method was descriptive and correlational in terms of execution method and applied in terms of purpose. The statistical population of the research included ninth grade female students of the first secondary school in Chabahar city. The size of the population is 1252 people, of which 297 people were selected as samples according to Morgan's table based on simple random sampling. To collect information, three questionnaires of acceptance of learning based on Theo (2010), Fredericks et al.'s academic enthusiasm (2004) and Sinhousing's academic adjustment questionnaire (1993) were used. Cronbach's alpha coefficient of online learning acceptance questionnaire was 0.88, academic compatibility was 0.86, and academic enthusiasm was 0.80. For data analysis, Pearson's correlation coefficient test and regression with SPSS 20 software were used. The results showed that there is a positive and significant relationship between acceptance of online learning and academic adaptation and academic enthusiasm of first secondary students in Chabahar city.

This study aimed to investigate the effectiveness of cooperative learning on the verbal behavior of sixth-grade visually impaired students in the field of experimental sciences in Zahedan. This experimental research adopted a pretest-posttest design with a control group. The statistical population of the study included sixth-grade visually impaired students in primary schools in Zahedan, Sistan and Baluchestan province, Iran, in the academic year of 2019-2020. Twenty students were selected as the study sample using the simple random sampling method and they were assigned randomly to experimental and control groups. The tool used in this research included an observation schedule of positive and negative verbal behaviors of students. The educational intervention was implemented for the experimental group in 12 sessions, each lasting 45 minutes. The covariance analysis of positive verbal behaviors showed that collaborative learning had a significant positive effect on students’ positive verbal behaviors. Also, covariance analysis of negative verbal behaviors showed that cooperative learning affected students’ negative verbal behaviors. The results showed that teaching based on cooperative learning strengthened positive verbal behaviors but discouraged negative verbal behaviors in visually impaired students. Therefore, it can be suggested that collaborative learning is one of the effective methods for changing the verbal behaviors of visually impaired students.

This study aimed to investigate the effect of integrated subject-based instruction on learning and academic achievement motivation of professional-skills of students with special mental needs in Chabahar. The research method was quasi-experimental with pre-test-post-test design (with experimental and control groups). The statistical population of this study consisted of all students of professional skills in Chabahar who were studying in exceptional children's schools in Chabahar in the academic year of 1998-99. The statistical sample consisted of 30 people who were selected through purposive sampling and were divided into two groups of control (15 people) and experimental (15 people). Data collection tools included a 20-item academic achievement motivation questionnaire and a teacher made test. Analysis of covariance was used to analyze statistical data. The results showed that at a significant level of 0.28, integrated subject-based instruction could have an effect on students' academic achievement motivation. This has had a significant effect of 0.22 on the effectiveness of integrated subject-based instruction on learning, and in the meanwhile the effect on the learning index has been more due to the better significance. It can be concluded that integrated subject-based instruction has an effect on the rate of learning and academic achievement motivation of students of professional skills with special mental needs. 

The aim of the present research was to comparison of the effectiveness of face-to-face, virtual and blended education in achievement motivating and academic satisfaction of conservatory students. The method of the current research is descriptive and of a post-event research method. The statistical population of the present study included all male and female students of conservatories in Iranshahr, numbering 2200 people. Among these students, 400 people were selected by Sampling available method. To collect the data, used the achievement motivation questionnaire by Hermans(1977) and the satisfaction questionnaire from Shaikhul-Islami and Ahmadi (2013). To analyze the data, one-way and multivariate analysis of variance test was used. The results of the data analysis showed that there is a significant difference between the achievement motivation and the academic satisfaction of Iranshahr conservatory students in virtual, face-to-face and blended education. According to the findings, it can be concluded that blended education can be a better option for conservatories.

One of the functionalities in the student education network (Shad) is the existence of a section called formal content, in which all educational content for teachers and students is available in all subjects and at all levels of education. In this regard, the present study has evaluated the formal content section of the elementary school in Shad Network, from the perspective of elementary school teachers. The research method was qualitative phenomenology (lived experience). The study population was all primary school teachers in Mirjaveh city in the academic year 1399-1400 including 120 teachers and the sample size included 40 teachers who were purposefully selected for interview. After observing the principle of diversity and reaching theoretical saturation, finally, the interview of 34 teachers participating in the interview was recorded. The data collection tool was the use of semi-structured in-depth interviews. The qualitative data analysis tool from the interview was the use of coding process. By performing all three coding steps on the interview receipts, the most important advantages and limitations of the official content of Shad Network were identified from the perspective of elementary school teachers. As a result of data analysis, seven categories for the benefits of Shad network content include: content appropriate to the age and needs of learners, availability and persistence, attractive and effective, provided by experienced and top teachers in the country, quality content, providing the same content training at the national level, motivating and increasing the confidence of learners was achieved. There are also seven categories for the limitations of Shad network content, including: the high level of some content and its ambiguity, lack of attention to detail in the content, lack of two-way interaction, reduction or lack of focus of learners, lack of attention to individual differences, slow download speed and lack of content The existence of useful content in the lives of learners was obtained.

The present study was conducted with the aim of identifying the factors motivating teachers to participate in the teacher-researcher program and providing practical solutions and prioritizing solutions. The research method was mixed (qualitative and quantitative). The statistical population of the study consisted of all male and female primary school teachers in Sistan and Baluchestan province. The research sample consisted of 43 people for the qualitative section and 379 people for the quantitative section who were selected by multi-stage cluster sampling method. Data collection tools for the qualitative part included structured interviews and focus groups and for the quantitative part a researcher-made questionnaire. Data were analyzed using one-sample t-test and Friedman test. The results of data analysis showed that first educational strategies and then organizational strategies are the most important practical strategies to encourage teachers to participate in the teacher-researcher program. Strategies related to school support also have the lowest priority among teachers in this field. (Chi-Square = 952/748, Sig = 0/000). In other words, organizational and educational factors can be higher motivators than motivational-financial factors and school support for teachers' participation in the teacher-researcher program.

Due to their special physical condition, the blind are not able to perform some artistic skills, and training them is very complicated due to visual impairment. On the other hand, having such skills to prevent isolation and depression, as well as to fill leisure time, increase self-confidence, increase social relationships and create employment. It seems necessary. Due to the special conditions of blind students in our education, art lessons, especially for this group of people, have been neglected and neglected, which has had various reasons, including misconceptions about the abilities of the blind, and so on. On the other hand, the complexity of art education due to visual limitations has caused those involved in the field of art to pay less attention to this issue, although in recent years there have been sporadic efforts to direct this course and increase the hours of knowledge art. Students are done. However, due to the difficulties of the work and the lack of a suitable practical model for the coaches, it could not achieve its goals. Based on the available backgrounds, it can be seen that students with visual impairment are faced with low levels of self-esteem that should be addressed to strengthen this sense in them. After research and studies, we decided to use methods and works of art to strengthen the self-esteem of students with visual impairments. On the other hand, an important and fundamental question is whether the active methods in teaching artistic skills to visually impaired students can really help the self-esteem of this type of students? To achieve the desired answer and result, the researchers used a different perspective with a new and innovative approach using the method of "study". Due to the necessity of art lessons, especially in adolescence, and the use of manipulation and strengthening the sense of touch for blind students, we decided to seize the opportunity in teaching activities and teach an artistic skill by creating a practical model for teaching Instructors can take an effective and important step towards finding talent and flourishing their artistic talents in order to improve their self-esteem. By teaching the art of knitting to the blind and continuing to acquire sufficient skills, we can hope to create job opportunities and income for this vulnerable group. On the other hand, the use of knitting art due to the practical and continuous use of the concept of right and left, up and down, up and down, and increase the orientation skills of students and improve the spatial visualization of blind students and strengthen the sense of touch. It is effective. Therefore, considering the many advantages of the study method, it was decided to teach manual art (knitting two miles) in a study method on students' self-esteem to the visually impaired, and the main hypothesis of this study is whether art education Manual (knitting) in the form of study is effective in improving the self-esteem of visually impaired students. The method of this research was experimental and quasi-experimental with pre-test and post-test design. The statistical population of the study included all blind and partially sighted female students in Yazd province in the academic year 1397-98 who were enrolled in special schools for visually impaired students. This population consisted of 69 girls, of which 30 were selected by available sampling method and were divided into experimental and control groups (15 people in each group). The experimental group was trained in knitting under the instruction of the instructor according to the educational package contained in the content and lesson plan, and the control group was trained in the usual classroom manner. The most important data collection tool was Cooper-Smith (1967) Self-Esteem Questionnaire, which both groups completed before and after training. For data analysis, data were collected from descriptive statistics (mean) and after training, and after observing the assumptions, they were analyzed by analysis of covariance (one-way). The results of one-way analysis of covariance showed that between the mean scores of self-esteem of the two groups. Post-test stage, after removing the pre-test effect (adjusted mean), a significant difference is observed (p <0.001) and the adjusted mean of post-test self-esteem scores in the experimental group is higher than the adjusted mean of post-test self-esteem scores in The group is a witness. According to the analysis of the data, the test results showed that the scores of the experimental group in the post-test of self-esteem significantly increased compared to the control group, so it can be claimed that within the limitations of the experimental design, knitting head training It has had an effect on increasing students' self-esteem and this hypothesis is confirmed. On the other hand, because this training was implemented using the study method, as a factor affecting the quality of the relevant training can help the result obtained from the research. Because in the study method, because a team of teachers participate with each other, the planning, implementation and control of education is more accurate, and the shortcomings of the implementation methods are eliminated by the group, and higher quality education is implemented. Therefore, this method itself can be one of the factors in obtaining the result of this research. However, training skills that contribute to the visual impairment of a visually impaired person directly affects his or her quality of life and his or her self-esteem, because a sense of independence in performing activities is one of the most important motivators for the individual. Visually impaired helps boost self-esteem. In a general conclusion, it can be claimed that teaching artistic skills using the study method can help the self-esteem of visually impaired students. According to the obtained results, it is suggested that schools have various art education programs in the curriculum of visually impaired students. It is hoped that this training will be used by public school students as well. This study, like other studies, had limitations in the implementation of the questionnaire, especially since the sample of the study was visually impaired students. Also, this study was performed on a sample of girls and only in the city of Yazd. Therefore, caution should be exercised in generalizing to all students with visual impairments. Subsequent researchers can test this research on a wider community and with other arts.

The purpose of this study is to predict students' satisfaction with online teaching based on the virtual teaching competence of Chabahar International University professors, which is a descriptive-survey research. The statistical population of the present study consists of all students of Chabahar International University, 150 of whom were selected by simple random sampling. In order to collect research information, two questionnaires of satisfaction and quality in an online course Sebastianli et al. (2015) with a reliability of 0.70 and the qualifications of Darabi et al. (2006) with a reliability of 0.80 have been used. The results of the regression test in order to examine the research hypotheses show that the variable of virtual teaching competencies has the ability to predict the variable of students' satisfaction by 0.301. Also, the variables of virtual teaching competencies are the ability to predict the content and structure of the online teaching course, the difficulty of the online teaching course, teacher-student and student-student interactions in the online teaching course and facilitator support in the online teaching course by 0.278, respectively. , 0.254, 0.377 and 0.301. According to the obtained results, it can be concluded that the virtual teaching competencies of Chabahar International University professors can facilitate students' ability to predict online teaching in terms of content and structure, course difficulty, teacher-student and student-student interactions and support. In other words, professors 'virtual teaching competencies can affect students' satisfaction in online teaching.

In-service teacher education toward lifelong learning is an undeniable necessity for improving the capabilities and skills required for a changing world. The purpose of this study was to investigate the effect of self-directed learning in-service education plan on the moral performance of primary school teachers in Zahedan. The method of this research was quasi-experimental designs with the same pre-test and post-test. The statistical population included all primary school teachers in Zahedan. The statistical sample consisted of 30 primary school teachers. Using purposive sampling method, 15 teachers were selected as the experimental group and 15 teachers with similar backgrounds and working conditions were selected as the control group. Data collection tool was Sanadgol Ethical Growth Questionnaire (2011). The results of this study showed that the self-directed learning in-service training plan has an impact on the performance of primary school teachers in the field of fiduciary duty, compliance with rules and regulations, cooperation and responsibility.

 Self-control has been conceptualized in a number of ways but generally refers to the active regulation of one’s thoughts, feelings, and behavior. Theoretical and empirical work indicates that the ability to effective self-control has important and wide-ranging implications such as enacting positive behaviors that are conducive to longer-term goal attainment and inhibiting negative behaviors that undermine longer-term goal attainment. The study aimed to determine the effectiveness of self-control skills training on reducing problematic mobile phone use among male students of Farhangian University.

The method of the study was quasi-experimental with pre-test and post-test design. The population of the study consisted of all female students of Farhangian University of Sistan and Baluchestan province. The sample consisted of 60 individuals (30 in experimental group and 30 in control group) who had problematic mobile phone use and volunteered to participate in the experiment. The data gathering instrument was Genaro et al. scale of Cell-Phone Over-Use Scale (COS). This scale has no components. It has 21 questions on a 6-point Likert scale (never to forever). The sum of the scores of 21 questions determines the overall score of problematic mobile phone use. To implement the experimental design, first the Cell-Phone Over-Use Scale was implemented and after identifying the students who used Cell-Phone Over-Use, they participated in self-control skills training workshops.

 The results of the study showed that training self-control strategies on the problematic mobile phone use has a negative and significant effect on male students of Farhangian University of Zahedan. Also, there is a significant difference between the pre-test and the post-test for problematic mobile phone use in the follow-up group via the virtual network and the non-follow-up group via virtual network.

It can be concluded that the training of self-control strategies and follow-up through the virtual group for students at the University of Farhangian will help to reduce problematic mobile phone use and move towards the general use of mobile phone. The results also showed that pursuing self-control skills training through virtual networks makes the effects of these trainings affect the behavior of mobile phone use for a longer period of time. Due to the fact that Cell-Phone Over-Use can affect the educational and learning activities of university students, it is recommended to university officials, educational and research planners to teach self-control skills and follow this Consider consecutive instruction in short-term university curricula.One of the most important limitations of this study was the tendency of students to pretend at the initial diagnosis through a questionnaire that they do not Cell-Phone Over-Use. The results of this research are useful and practical for university research and educational experts, university professors and students and all university educational planners.    

The aim of this study is to provide smart schooling model-based curriculum for the education system in Iran. Research was conducted using a combination of two exploratory methods of qualitative and quantitative methods. In the qualitative part, content analysis and synthesis research were used and in the quantitative part, a questionnaire was designed to determine the validity of the model from synthesis research. Research area in the qualitative level in the content analysis section has been all articles and books in the field of curriculum based on smart schooling and in the synthesis research has been smart schooling curriculum-based countries such as Malaysia, Australia, Finland, Singapore, South Korea and Britain. The sampling method was targeted sampling and it was continued to theoretical saturation. The statistical population in the quantitative section included all the experts and professors of Curriculum and Educational Technology and national and provincial trainers of smart schooling in Iran who were selected by stratified random sampling as 375 people and answered to a 41-item questionnaire symbolizing the introduced model. Information analysis in the qualitative section was done using categorical syllogism system and the topical coding. In the quantitative section, it was done using confirmatory factor analysis. The results of qualitative content analysis showed that smart schooling is a concept that involves five aspects of management system, teaching and learning environment, empowerment, hardware and software. Based on the results, synthesis research of the curriculum model based on smart schooling has a structure with elements of the objectives, content, teaching-learning methods and methods of evaluation.

AbstractOne of the most important and fundamental aspects of people's health are the resiliency. Resiliency leads people in difficult situation and in spite of risk factor to use the existed capacity in order to achieve success and individual life growth and exploit of these challenges as an opportunity in order to strengthen themselves. Improving spiritual health, paying attention to the resiliency as a study field is very important. Research method is quantitative and correlation one. Statistical population in this research include all of the B.A. university student of Kashan in 2014-2015that among 4000 numbers, 300 numbers were choose as a sample through simple random sampling method. Measurement tools in this research are 2 questionnaires of Paloutzian and Ellison and resiliency questioner of Kaner and Davidson. Analyzing research data, we used indexes of Standard Deviation, Pearson Correlation Coefficient, Regression Analyze and Mean statistic. The results show that there is a meaningful relation between spiritual health and student's resiliency and between mental (existence) health and student resiliency and also between religious health and student's resiliency. Result of regression analyzes show that elements of spiritual health (religious health and mental health) especially mental (existence) health are powerful predictor in the resiliency of students.

Context and goal: The main purpose of moving aids for people affected by vision is to move safely and independently in the environment. Most of the activities that have been done so far to reduce the limitations of people with visual impairment have focused on mobility and orientation of these people in familiar and unfamiliar environments, and their reading/writing skills to achieve individual independence. White cane, guide dog and electronic movement tools are the most commonly used technologies for mobility of visually impaired, and Braille, text readers and magnifiers are used to reading and writing. But each of these has its own advantages and limitations. In this article, wearable technologies and especially the Horus device are described.

Horus system has merged functions such as independent orientation and mobility during game activities, knowing the status of friends in class and school, identifying text and reading, recognizing the face and identifying objects. This technology has the ability to orientation and detect obstacles in 3D that help secure movement of visually impaired person, and  also capacity to read the text and braille that can help visually impaired autonomy in learning and instruction activities.

The present study was conducted to determine the effect of learning self-regulation strategies on surface, deep and strategic learning approaches of high school first grade female students in Yazd. The study method was pre-test and post-test design. For this purpose, a sample size of 57 subjects was selected by multistage cluster sampling method among high school first grade female students in Yazd and randomly divided into the two experimental and control groups. After 12 sessions of learning self-regulation strategies, information about learning approaches were collected using learning approaches' questionnaire of Entwistle and Ramsden (2000). The study results showed: 1) A significant difference is observed between the average score of surface learning approach in both groups in post-test, so the average adjusted score of post-test of surface learning approach in the experimental group (effect size .28) is lower than the average adjusted score of post-test of surface learning approach in the control group. 2) A significant difference is observed between the average score of deep learning approach in both groups in post-test. Therefore, the average adjusted score of post-test of deep learning approach in the experimental group (effect size .50) is higher than the average adjusted score of post-test of deep learning approach in the control group. 3) A significant difference is observed between the average score of strategic learning approach in both groups in post-test. Therefore, the average adjusted score of post-test of deep learning approach in the experimental group (effect size .47) is higher than the average adjusted score of post-test of strategic learning approach in the control group. According to the study results, we can conclude that learning self-regulation strategies can promote surface, deep and strategic learning approaches of high school first grade students.

This study aimed to examine the effectiveness of mobile-assisted instruction on learning, achievement motivation and cooperation of students with visual impairment in English language courses. This was a quasi-experimental study implemented on high school female students (grade 2) with visual impairment in Iran. The sample consisted of 52 students with visual impairment (26 in experimental group and 26 in control group) who voluntarily took the test. In the experimental group, in addition to regular classroom instructions, classroom activities were done using the student's mobile-phones, while the control group was only offered the classic method. To collect data, Abdekhodaee Achievement Motivation Questionnaire, the Researcher-Made Cooperation Questionnaire, and the Researcher-Made English Test were used. To analyze data, covariance analysis was used. The findings revealed that mobile-assisted instruction had a positive impact on increasing learning, achievement motivation and the cooperation of students with visual impairment in English language courses. So, the three hypotheses were confirmed. Therefore, it is concluded that mobile-phones can be utilized to help students with visual impairment in English language courses. This study was done in Iran for the first time, so the results can be a road-map for instructional designers, educational technology students, special education experts and teachers to use mobile-phones purposefully in education.

Individuals with a comorbid diagnosis of cerebral palsy and autism spectrum disorder can have significant communication deficits. The implementation of an alternative and augmentative communication (AAC) device is often essential to promote language development and participation in school, home and community environments. The present study evaluated the impact of introducing a high-tech alternative and augmentative device, namely an Apple iPad with the “GoTalk Now” communication application to a student diagnosed with cerebral palsy and autism spectrum disorder. Integration of the technology focused on promoting key elements associated with long term AAC usage, namely, targeted training of the student, teacher, educational assistant and parents, over the course of the school year.
Marked increases in the student's communication skills and non-academic school functioning were observed. The need for communication partner prompting declined over time while the student, teacher and parent remained engaged by the iPad solution. This case study supports the classroom implementation of high-tech communication devices for those with complex communication needs via a comprehensive access delivery protocol that invokes systematic student, teacher, educational assistant and parent training.

This research was carried out with the aim of designing an applied model for educational use of mobile by visual impaired students and validating proposed model by experts.  

Descriptive-analytic method with systematic literature review approach was used in order to design the model and descriptive-survey method was used in order to validate the model. The statistical population of this research for the design part includes all books, articles, theses and internet information resources related to the field of mobile learning and teaching the blind people from 2000 to 2015 and the statistical population for the validation part includes educational technology and special education experts. The statistical sample consisted of 11 book chapters and 21 articles related to mobile learning and 8 books and 19 articles about teaching the blind people, which were purposefully selected for analysis. Also 30 educational technology and special education experts were selected as available samples for validation phase. The tools of collecting data were note taking and a 7 questions researcher-made questionnaire in Likert scale.

The Result of this study led to the development of a conceptual model included, educational factors, human factors, technical factors and support factors and four stages of preparation, design, implementation and evaluation. Also, two prescription models with their sub-components were developed in order to educational usage of mobile phone technology by the blinds. These models have been developed with a blended approach and the strengths of different models and mobile learning environments have been used. Also, the results indicated the validity of the model by experts. As a result, model can be used to educate blind students through mobile phone. Special educational guidelines for blind students at each stage of the model can be a good guide for designers, educators, and special education teachers.

This study aims to consider the effectiveness of secretion ceremony on student’s mental health and happiness. research method was a semi-experimental and a pre-test and post-test study with the control group. Statistics population of the study were organized by the students of the Bahonar University of Kerman in the years 2013-14. The study samples included 200 of girl students of Bahonar University (100 participating the secretions ceremony and 100 non-participant) who were selected randomly. The participants were given Oxford Happiness Questionnaire and GHQ-28 before and after the Secretion Ceremony. The data were analyzed by the software SPSS-16 and covariance analysis. in order to consider the covariance analysis assumptions the Kolmogorov-Smirnov test was used to consider normal distribution and in order to consider assumption of homogeneity of variances the Levine test was used. The results showed that the secretion ceremony improved the student's general health in the intervention group. Also, the results showed the effectiveness of secretion ceremony in reduction of anxiety, depression, physical symptoms and social dysfunction and increased the happiness. According to the present results, it can be said generally, that religious and spiritual rites promote mental health and increase vitality and exhilaration.

We present a study about the use of current electronic travel aids to help blind people navigate through familiar and unfamiliar environments. We also discuss the main strengths and weaknesses of electronic travel aids and propose guidelines to design and use them adequately. We provide a proposal to develop and use traveling aids. As a result, this can be a first step towards defining major aspects to develop travel aids oriented to assist mobility and orientation of blind people.