مقالات رزومه دکتر محمد محمودی بورنگ

The purpose of this study is identifying the competencies of Educational leaders  in the education system of the Iran country. The research method, was applied in terms of purpose, and exploratory in terms of gathering information. The statistical population includes education experts and educational leaders and teachers of South Khorasan province. The research method in the qualitative part was phenomenology and in the quantitative part, it was descriptive analytical method. In the qualitative part, the sampling method was purposeful that continued to the saturation level, and in the quantitative part, it was a cluster random method. In order to collect data, a semi-structured interview was used in the qualitative phase. In order to validate the data in the qualitative part of long-term conflict (flow), confirmation by the subjects and questioning and searching of colleagues were used. In order to ensure reliability, two methods of coding by the second coder and decoding were used. a researcher-made questionnaire was used in the quantitative phase. quantitative assessment was done by using content validity ratio (CVR) and content validity index (CVI). Also, for reliability of the questionnaire  used Cronbach's alpha coefficient by value of 0.95 was confirmed. In the qualitative part, the data was analyzed using the Collaizi’s method, and in the quantitative part, the Second order confirmatory factor analysis was used to confirm the qualitative findings. Based on the results of the data analysis, the professional competences of the educational leaders was categorized in 5 fields of knowledge including: specialized knowledge of teaching, educational knowledge, educational supervision and guidance knowledge, management and leadership knowledge, organizational knowledge, and information and communication technology knowledge. ; Skills include: teaching skills, educational planning skills, educational evaluation skills, information and communication technology skills, appropriate communication skills, time management skills, documentation skills, people participation skills, people development and empowerment skills, knowledge management skills, work skills Group, continuous learning skills, leadership skills and research skills; Abilities include: systemic thinking, critical thinking, logical thinking, creative and innovative thinking, reasoning ability, analytical thinking. Features include: flexibility, authority, Reception, honesty, good ethics and concern; Attitude including self-development and other-development attitude, service attitude, and research attitude were identified.

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.

Today, the existence of different cultures within societies and communication between societies has increased the need for attention to cosmopolitan curriculum. The cosmopolitan curriculum supports the intercultural communication of societies, acquaintance and respect for other cultures while respecting the roots of insider culture. The purpose of this study was to explore resources in order to determine the elements of the Miller curriculum in the cosmopolitan program. The methodology of this study was qualitative content analysis and inference-based analysis. In order to achieve the desired data, the method of studying and reviewing the texts and works of world-wide experts was used. In the next step, the collected data is analyzed and by explaining the concepts and evaluating the necessary conditions to analyze the concepts and deductions of the research questions. In the end, it became clear that the cosmopolitan curriculum in the areas of goals to build the spirit of collective international and cultural learning; the method of teaching-learning on group discussion, interactivity and problem-solving; intimate, communicative and technological environment; the student is a dynamic element , Analyst and critic; he also emphasizes on teacher, facilitator and inclining and evaluates approaches to self-evaluation, aging, checklists, and pencil and paper tests.

Teachers are the main elements of a curriculum and education system. Success and failure of an education system depends on its teachers. If they have a coherent and well-formed professional identity, they will lead to the success of the system. Professional identity, like other aspects of identity, is affected by various factors. Studying this identity depends on the identification of such factors. Therefore, the present study is an attempt to examine these factors. This article is a systematic review study. After searching different databases, 81 articles were found. Having read the abstracts of the articles, the researchers selected 44 articles for systematic review. Various factors affecting teachers’ professional identity were identified through the review. These factors were classified into five categories including:1. Background factors 2. Personal factors  3. Cultural-social factors 4. Professional factors and 5. Political-economic factors. From among these categories, personal factors were more prominent than others and had a greater role in changing and developing professional identity.