مریم افضل خانی

The objective of this study was to validate a model for diagnosing neglected curriculum aspects in the secondary education system of Tehran.

This applied research utilized a descriptive-survey methodology. The study population included all secondary school teachers in Tehran, from which a random sample of 370 teachers was selected. Data were collected using a researcher-designed questionnaire that assessed eight dimensions of literacy with reliability coefficients ranging from α = 0.93 to α = 0.96. Confirmatory factor analysis, covariance analysis, and structural equation modeling were employed to analyze the data.

The findings revealed significant correlations between causal, contextual, strategic, intervening, and consequential conditions and the neglected curriculum pathology model. These results indicate that the current secondary education curricula in Tehran require revisions and enhancements to comprehensively address the educational and developmental needs of students.

This study emphasizes the importance of revising and improving the secondary education curriculum. The results highlight the need for greater focus on neglected literacy dimensions, which can contribute to the overall quality of education and student development. It is recommended that educational policymakers use these findings to enhance current curricula and adopt innovative strategies to increase their effectiveness

This study aimed to examine and critique the current state of general education from the perspective of education experts and curriculum planners. Due to the nature and characteristics of the subject, the qualitative research method based on the grounded theory paradigm model was employed. The participants included articles related to the research topic published between 2011 and 2021, as well as curriculum and education specialists. The sample size, determined by theoretical saturation, consisted of 21 cases (4 articles and 17 participants). The sampling method was snowball sampling, and semi-structured interviews were used as the research tool. To ensure research validity, four criteria—credibility, transferability, confirmability, and dependability—were applied. Additionally, inter-coder agreement was used to assess reliability, yielding a value of 0.84. The findings indicated that the paradigmatic model for general education, as perceived by education experts and curriculum planners, is influenced by 19 main categories, 49 subcategories, and 262 open codes. Based on the results, it is recommended that managers move away from stereotypical and superficial thinking. Instead of using predefined frameworks, they should develop new frameworks for general education tailored to the needs of the modern world. Furthermore, a participatory approach (utilizing the views and opinions of actors involved in the education system) should be employed in policy formulation.

The present study aimed to identify factors affecting the development of teacher and student participation in research activities (student research centers).

 This applied research was conducted using a qualitative approach. The research population consisted of experts in student research centers in Semnan province in the 2021-2022 academic year. From among them, based on the principle of theoretical saturation, 16 individuals were selected as samples using purposive and snowball sampling methods. Data collection tools were semi-structured interviews, the validity of which was confirmed by triangulation, and reliability was achieved with a Cohen’s kappa coefficient of 62%. Data were analyzed using open, axial, and selective coding in MAXQDA 2020 software.

 The findings showed that factors affecting the development of teacher and student participation in research activities included 18 concepts, 6 subcategories, and 3 main categories. The main categories included research center structure (with two subcategories: reward system and appreciation of teachers' and students' efforts, and employment conditions and ethical principles in the process), clear mission and vision of the research center (with two subcategories: strategic program development and specification of goals, missions, values, and visions), and laws, regulations, and policies (with two subcategories: flexibility in the process of employing teachers, student teachers, and talented students, and adding points in annual evaluation and ranking).

 Considering the identified factors affecting the development of teacher and student participation in research activities (student research centers), it is necessary to plan for their participation development through the identified factors.

This research was conducted with the aim of investigating the effectiveness of metacognitive strategies on self-efficacy and motivational beliefs in students with learning disabilities.

The method of this research is semi-experimental and pre-test and post-test with control and follow-up groups. The research population includes all students with learning disabilities in the sixth grade in primary schools in Tehran in 1401-1402, and 30 of them were selected by random sampling. According to the sample size, 15 people were randomly assigned to the experimental group and 15 people to the control group. The self-efficacy scale of Duncan and McKeechie (2005) and the motivational beliefs questionnaire of Pintridge and DeGroot (1990) were used to collect data. Metacognitive strategy training was provided for 8 sessions in two months. Analysis of variance with repeated measurements was used to analyze the data.

The results of analysis of variance with repeated measurements showed that teaching metacognitive strategies has created a significant increase in self-efficacy (P<0.01) and motivational beliefs (P<0.01) of students with learning disabilities and these results It remained stable in the two-month follow-up (P<0.05).

According to the results of this research, it can be concluded that metacognitive strategies are a very effective training in increasing self-efficacy and motivational beliefs of students with learning disabilities, and all trainers and teachers can benefit from it. These results have important implications in the field of education and counseling services for such students as an important part of the learning process.

The present study was conducted with the aim of comparing academic boredom, social anxiety and academic help-seeking in students with special learning disabilities and normal people. The descriptive research method was a comparative causal type. All sixth grade female students with and without learning disorders in Tehran schools in the academic year of 1401-1402 constituted the statistical population of this research, from which 100 students were selected using the sampling method. Students (50 people for each group) were selected as a sample and answered the questionnaires of Pekron et al.'s academic boredom, Lajersa's social anxiety, and Ryan's and Pintrich's academic help-seeking questionnaires. Multivariate variance analysis was used to analyze the data. The findings showed that students with learning disorders have higher academic boredom, social anxiety and acceptance of academic help than normal students (P<0.05). However, there was no significant difference between students with learning disabilities and normal students avoiding seeking academic help (P<0.05). The results of the study showed that students with learning disabilities are more vulnerable to academic boredom, social anxiety and accepting academic help. Therefore, it is necessary to provide educational programs to parents and teachers in order to prevent academic boredom, social anxiety and acceptance of academic help seeking and its timely diagnosis and treatment.

The purpose of this research was to examine the relationship between the professional development of education workers and their job satisfaction and emotional self-awareness. According to the subject, this research is practical based on the purpose. Also, based on the method, this research is one of analytical and correlational research. The statistical population of this research is the education staff of Garmsar city with the number of 150 people. Using Morgan's Krejci table, the statistical sample size was determined to be 108 108 108 . Also, simple random sampling method was used in this research. In this research, the field method has been used to collect information related to responding to the research hypotheses. Also, the library method such as reading books, articles, magazines, research projects and internet databases has been used to compile and write the subject literature and theoretical foundations. Three standard questionnaires of Ayubi's staff professional development (2013 ), Abbasi's career vitality (2013 ) and emotional self-awareness of Nestorm and Davis (2002 ) were considered as data collection tools. Validity and reliability of this tool were estimated. The reliability of the questionnaires was calculated based on Cronbach's alpha and it was 0.84 0.84 0.84 for professional development, 0.78 0.78 0.78 for emotional self-awareness, and 0.82 0.82 0.82 for career vitality. For the statistical analysis of the collected data, tests such as Kolmogorov-Smirnoff were used to determine the normality of the variables and Pearson's test to determine the degree of correlation and relationship between the variables, as well as the regression test. The results showed that there is a significant relationship between the professional development of education staff and their job satisfaction and emotional self-awareness. Professional development, job satisfaction and emotional self-awareness of teachers were in a lower than optimal condition. Also, it was found that career vitality and emotional self-awareness of education workers can be predicted based on their professional development.

The purpose of this study was to analyze the content of the books of thinking and life style of the first high school from the perspective of moral education. Descriptive-analytical research method, the study population in this study was books of thinking and lifestyle of the first year of high school. All books were analyzed as samples. The data collection tool is a content analysis list based on the method of William Rumi, which was prepared based on theoretical principles and its validity was confirmed by experts in educational sciences. Content analysis list reliability was performed by two analysts. The correlation coefficient between the two independent analyzes was 0.79. The unit of study of book lessons is the unit of text analysis, question and image of the book, which was determined based on active and inactive categories of analysis and coefficient of involvement. Findings showed that the images of the seventh grade thinking and lifestyle book with a coefficient of involvement of 0.23 and the eighth grade thinking and lifestyle with a coefficient of involvement of 0.71 had a low coefficient of involvement. The text engagement coefficient of 0.137, which indicates that the text of thought and lifestyle books is inactive and dynamic, therefore does not provide images and text for the activity. Also, the questions of thinking and lifestyle of the seventh grade with a coefficient of involvement of 4 and the thinking and style of life of the eighth grade with 2.42 have the highest coefficient of involvement.

The present study was conducted to compare the two methods of play and storytelling on self-help skills and social skills of preschool children in Varamin. Trascott (1989) and Spence (1999) Self-Help Skills Questionnaire were used to collect data. In order to conduct the research, the present study examines self-help skills and social skills through two methods of group storytelling and group play. Therefore, in this research, a quasi-experimental research method has been used with a pre-test-post-test design and It is done with the control group. Also, the statistical population of the present study includes all preschool children in Varamin. In the present study, 64 preschool children were selected by convenience sampling and randomly assigned to two experimental groups including: 1- Games 2- Storytelling (each containing 16 people) and a control group of 32 people. The analysis of research data was performed by SPSS statistical software to describe the data of mean statistical indices and standard deviation and frequency distribution tables and bar graphs and in research hypotheses to keep the effect of scores from the statistical test of analysis of covariance used. The results showed that after adjusting the pre-test scores, the difference between the experimental and control groups in the variables of self-help skills and social skills is as follows. Increased There is also a significant difference between the preschool children of the experimenta.l group and the control group in terms of social skills with pre-test control. And boy, there is no difference, and both methods are equally effective

The purpose of this study was to investigate the impact of environmental education on the behavior and attitude of primary school students in Garmsar city in relation to the environment in 1997-96. The purpose of the present study is practical and is quasi experimental with pre-test and post-test in two experimental and control groups. The statistical population of the study consisted of elementary school students in Garmsar city and the sample consisted of 120 male and female fifth grade elementary students in Garmsar city who were selected by cluster random sampling. Data collection tools were Environmental Behavior Test and Environmental Attitude Test. The findings of the study indicate that environmental education has changed the attitudes of elementary students. Environmental education leads to change in the behavior of elementary students. The impact of environmental education on the change of attitude of female students was more than the effect of environmental education on the attitude of male students.

The purpose of this study was to investigate the effect of media literacy education on the creativity of 5th grade students in the elementary school of Karaj. The research method was semi-experimental and the statistical population included all female students of the fifth grade of primary school in the city of Karaj in the academic year of 1396-97, Using purposive sampling, 40 students from the fifth-grade elementary school of Parvin Etesami School were selected and randomly assigned to control (20 subjects) and experimental (20 subjects). The tool for collecting data in this research is Abedi Creativity Test. The formal and content validity of this test was confirmed by supervisors and counselors and the reliability of the test was using Cronbach's alpha 0.88.After performing pre-test on both groups, education was conducted using a media-based educational package in six sessions of 30 minutes on the experimental group and the control group was assigned an independent variable. After completing the training, both groups were subjected to post-test. For data analysis, statistical methods have been used at two levels of descriptive (central and scattering indexes) and inferential (covariance analysis). The results showed that after adjusting the pre-test scores, the difference between the experimental group and the control group was significant in creativity, creativity, fluidity, expansion, initiative and flexibility. the research findings showed the superiority of students' creativity, which received content through media education packages, the results also indicated that media education Has been increased creativity in the components of fluidity, elaboration, initiative and flexibility.

This study aimed at studying strategies to increase quality in in-service training of personnel and teachers of education organization in Semnan in 1389-90. This survey involved all teachers (1438)، personnel (264)، and (30) experts of education organization in Semnan. A sample of 306 teachers، 148 personnel was selected using stratified sampling method. All 30 experts were also included in the study. Two researcher-made Likert scale questionnaires were utilized to collect data. They included 8 sub-scales of quality including instruction process model، quality of teachers، quality of instruction equipments، holding virtual terms، providing continuous terms، participation of teachers in planning and setting aims، executive management of terms، and quality of learners. Collected data was analyzed running t-test. The results indicated that instruction process، teachers’ quality، quality of facilities، quality of learners، continuous terms، participation of teachers in planning and setting aims، executive management of terms، and distance learning played a significant role in improving the quality of in-service terms. Virtual terms، however، had no important role in this regard according to the teachers and personnel.

The purpose of this paper is assessment of smart middle schools establishment in Semnan province from the administrators and teachers view. This study was based upon descriptive-measuring model and due to its objective is categorized in functional research group. The statistical population consisted of 215 teachers and administrators of smart schools in Semnan province during 2010-11 academic year that finally 132 person were chosen randomly by using Krejcie and Morgan table, due to limitation in the above statistical population. Data collection was conducted by questionnaire method consisting 29 questions and the obtained reliability coefficient was 0.84. Available data collected from questionnaire were analyzed by using descriptive (redundancy, percentage, average and tables) and deductive (x2) statistical methods. Results showed that in all province’ schools, some factors such as computer integrated system, learning and teaching backgrounds, it (information technology) infrastructure and also computer integrated communication with smart schools, require more preparation and developing for establishing and coming into reality for such smart schools, although they said province is enjoyed other possibilities such as trained and well educated teachers in the fields of it and computer integrated management for establishment of such schools.