amene aali

It is essential to focus on the growth of children, who are significant human assets, during their educational development. A key aspect of this development is social-emotional growth (Khajapour Firouzabadi et al., 2014; Nadipour & Aghamohamadi, 2021; Zeinali Dehrajbi & Ashori, 2022). Socialemotional competence and school adjustment are vital indicators of children’s development (Behnam, 2019; Denham et al., 2009; Fathi et al., 2015). Defined by Malti and Perren (2011), social-emotional competence comprises skills that allow individuals to meet their needs while considering others’, with subcategories including self-awareness, social awareness, relationship management, responsible decision-making, and self-control. This competence contributes to school adjustment (Alwaely et al., 2020), which measures students’ success in adapting to the school environment, encompassing social, emotional, and academic components (Chen et al., 2019). Studies demonstrate that social-emotional competence and school adjustment are crucial for children’s performance, well-being, and quality of life. Teaching social skills is one educational method to enhance these areas. Social skills involve behaviors like cooperation, responsibility, empathy, self-restraint, and selfreliance. An indirect method of teaching social skills is through the arts, which can effectively communicate educational content due to their beauty, abstraction, and child-centered nature. Artistic activities not only allow self-expression but also foster acceptance, competence, adaptation, and skill strengthening (Zat Levineh & Khalesi, 2016). Despite various art education approaches, many experts favor the disciplinebased art education (DBAE) approach (Ghaffari et al., 2017; Kazempour et al., 2008; Mehrmohammadi, 2014). DBAE posits that art should be an independent curriculum subject, aligning with student development and ensuring learning tasks are meaningful. This study employed the DBAE approach to assess its effectiveness in promoting social-emotional competence and school adjustment. Given the significance of evaluating educational programs on children’s development, this study aimed to determine the impact of DBAE-based social skills instruction on enhancing social-emotional competence and school adjustment in elementary students. The tested hypotheses were: 1. DBAE-based social skills teaching positively affects primary students’ social-emotional competence. 2. DBAE-based social skills teaching positively influences primary students’ school adjustment.

The study employed a quantitative experimental approach, utilizing a pretest-posttest design with a control group. The research population comprised all school-aged children (8-12 years old) in Tehran’s 11th district in 2022. A sample of 36 girls and boys was selected by convenience sampling method from a community center in the same district. Participants were matched based on social skills, age, and gender, then randomly assigned to either the intervention group (n=18) or the control group (n=18). The instruments used in the study included the Gresham and Elliot (1990) Social Skills Questionnaire (parent and child versions), the Zhou and Ee (2012) Students’ Social-Emotional Competence Questionnaire, and the Sinha and Singh (1993) Students’ School Adjustment Questionnaire. Over the course of two months and ten days, the intervention group participated in a group training program focusing on social skills through an artistic approach, spanning 21 sessions. The control group did not receive any training.

Data analysis was conducted using multivariate and univariate analysis of covariance via SPSS-21. The univariate analysis revealed that, after controlling for pre-test effects, the educational intervention significantly impacted the total scores of both the social-emotional competence and school adjustment variables. Postintervention, the experimental and control groups exhibited significant differences in these areas. Furthermore, the multivariate analysis, considering the discriminant eta squared for each subscale of social-emotional competence and school adjustment, confirmed that the observed changes were attributable to the independent variable. Thus, the instruction of social skills through an artistic approach markedly influenced the components of social-emotional competence and school adjustment.

This study explored the impact of (DBAE) on enhancing social-emotional competence and school adjustment in elementary students. The findings indicate that the DBAE approach to social skills training significantly improved students’ social-emotional competence, including selfawareness, social awareness, self-management, relationship management, and responsible decision-making, as well as school adjustment, encompassing social, emotional, and academic dimensions. Addressing the first hypothesis, it appears that DBAE not only fosters artistic skills but also strengthens social-emotional competencies due to the creative and expressive opportunities it provides. This approach has been positively evaluated for its effectiveness in enhancing these competencies and facilitating the creation of art. As per Teodoro et al. (2005) and Short (2006), social skills acquisition is central to social development, relationship building, interaction quality, mental health, and social-emotional competence. These skills lead to positive social interactions, disciplined behavior, timely conversation initiation, and adaptability. Regarding the second hypothesis, the artistic approach to teaching social skills has proven to enable students to better understand themselves and others, heighten their environmental and interpersonal sensitivity, and foster a cooperative atmosphere. This conducive environment promotes collaboration (Arefi Sheikh et al., 2022), supporting the study’s scientific rationale for the DBAE approach’s effectiveness in improving students’ social-emotional competence and school adjustment.

Development of responsibility in students is an important goal of the school and teachers' disciplinary strategies can play an important role in achieving or staying within this goal. The present study aims to predict students 'responsibility through teachers' disciplinary strategies in the classroom. To pursue this goal, in the form of a correlational design, 239 members of the statistical population of sixth grade students in Tarom public schools were selected by cluster random sampling. The required data were collected by two questionnaires; Teachers' Discipline Strategies Questionnaire (Lewis, 2001) and Student Responsibility Scale (Lewis, 2001). According to the findings of canonical correlation analysis, a variety of disciplinary strategies are related to the components of responsibility. Involvement in decision - making, Discussion and Hinting are the strongest relationship and are able to predict the level of student responsibility in related matters. To themselves and others. In total, 33% of the variability of accountability variables can be explained by disciplinary strategies. Findings from the application of each disciplinary strategy also indicate that sixth grade teachers use Discussion more often and aggression is less used. In the responsibility variable, the average of individual responsibility (for oneself) was calculated more than social responsibility (for others). finally, It is suggested to elementary teachers to use interactive and positive disciplinary strategies to develop responsible classroom behavior. It is also suggested to teachers in the field of teacher education, to pay special attention to teaching effective discipline in teacher professional empowerment programs.

The present study was conducted to investigate the role of the whole-word reading method in the development of reading language skills of preschool children. The research method is qualitative, regular library review. The research community includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. From them, resources related to research objectives and accessibility were selected as a research sample. The results of the analysis indicate that teaching in a holistic way leads to meaningful language learning. Children can easily use new words in different situations, read more fluently and memorize their spelling more easily. Therefore, it is suggested that the preschool reading method be used to develop reading skills in the early years of primary school.The present study was conducted to investigate the role of the whole-word reading method in the development of reading language skills of preschool children. The research method is qualitative, regular library review. The research community includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020.

Orphans and vulnerable children have many problems, including communication problems, especially language problems and poor vocabulary, and creative drama with a good background in the development of communication skills can be effective in improving these problems. Therefore, the present study was conducted with the aim of designing an educational model based on creative drama in order to improve the communication problems of orphaned and vulnerable children. The present study was conducted with a combined approach in two stages. In the qualitative part, the components of the educational model based on creative drama and the order and sequence of these components were identified through systematic review of resources, and in the quantitative part, the validity of the designed model was assessed quantitatively using a questionnaire. Finally, the educational model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. The components of this model were defined according to the main stages of educational design (problem analysis, design, implementation, evaluation, correction and revision). To implement the model in the educational environment of orphans and vulnerable children, eight educational steps (determining the content, introducing the course, performing the language development pre-test, performing motor training, demonstration practice, improvisation practice, performing creative drama and performing pre-test) were suggested. The validity of the model was confirmed by experts according to descriptive analysis and chi-square test results.

The aim of this study was to determine the relationship between teachers’ disciplinary strategies, on the one hand, and students’ affection toward teachers and their attitudes toward learning, on the other hand. To pursue this goal, a correlational design was employed. The statistical population of this study consisted of all second-grade students in the public elementary schools in District 15 of Tehran. Of these students, 391 were selected using cluster sampling and were asked to fill out the following three questionnaires: A 24-item Disciplinary Strategy Questionnaire, An Attitude-Toward-Learning Questionnaire, and An Affection-Toward-Teacher Questionnaire. According to the research findings, the use of punishment and aggression strategy by teachers had a negative relationship with students’ attitudes to learning. Furthermore, the results showed that the use of disciplinary strategies of discussion, reward, and involvement in decision- making had a positive relationship with students’ affection toward teachers. Also, the results of regression analysis revealed that the use of disciplinary strategies by teachers predicted students’ affection toward the teacher and their attitude to learning. Based on these results, students who face teachers’ punitive and aggressive strategies in the classroom do not like their teachers and are not interested in learning the lesson. On the other hand, students who experience positive and collaborative disciplinary strategies tend to like their teachers more and have a positive attitude toward learning. This issue highlights the necessity of rethinking the educational practice of disciplinary strategies adopted by elementary school teachers.

Disciplinary rules and measures in the educational environment are an important factor in the formation of students' emotions and behavior that can affect their well-being in this way. Therefore, identifying the role of the discipline process on the psychological well-being of children in preschool centers was determined as the aim of the present study, which was achieved through a qualitative survey method. The research sample consisted of 16 educators working in preschool centers who were purposefully selected. The data collection tool was a Semi-Structured Interview. The qualitative analysis method was used with a three-step coding technique (open, axial, and selective) to achieve the findings. The results indicate that some disciplinary measures have a positive role and others negatively affect children's psychological well-being. The process of discipline will positively affect the psychological well-being of children through pleasant disciplinary strategies and regulations that develop interpersonal relationships. On the other hand, it can also have a negative effect on psychological well-being through debilitating strategies of positive self-concept and disciplinary strategies and regulations that threaten autonomy and independence. Accordingly, the establishment of participatory discipline based on the development of relationships and positive feelings to promote children's psychological well-being in preschool centers is recommended to educators.

Understanding the best disciplinary strategies for dealing with classroom issues is a general and ongoing concern of teachers throughout the education community. Accordingly, the present study was conducted to determine the relationship between teachers 'disciplinary strategies and distraction from students' homework in the classroom in the form of a correlation plan. The research sample included 200 members of the sixth-grade elementary school students of public and non-profit schools in Tehran's 15th district, who were selected by cluster sampling. Data were collected by Lewis questionnaires with titles, teachers 'disciplinary strategies, students' class abuse, and distraction. According to the descriptive indicators of the variables, the most common disciplinary strategy of aggressive teachers and then in order of punishment, conversation, indirect reference, reward and finally participatory decision making. The results of the Pearson correlation test also showed that students' abuse is negatively related to reward strategy and positively related to punishment and aggression strategies. And students' distractions are negatively associated with conversational strategies, indirect references and rewards, and positively correlated with punishment and aggression strategies. Also, based on the results of analysis of variance, the disciplinary strategies of public-school teachers were not significantly different from those of non-profit school teachers. According to these findings, training and application of disciplinary strategies related to child abuse and distraction in students are recommended to all those involved in teacher training and primary school teachers.

The present study was conducted to determine the effective disciplinary methods of educators on reducing child abuse in one of the boarding centers covered by welfare. The research method is qualitative case study and sampling method is available. To conduct this study, a sample of educators working in one of the girls' private boarding centers under the auspices of the Welfare of Tehran agreed to participate in the study. Data were collected through observation, interview, questionnaire and daily report book. Educators were divided into two groups based on the extent of child abuse during their hours of attendance: effective educators (with relatively low levels of child abuse) and less effective educators (with relatively high levels of child abuse). The disciplinary methods they use to manage children's behavior were compared. Three-step coding technique (open, axial and selective) was used to analyze the data. According to the results, the dominant approach in the disciplinary activities of effective educators was the comprehensive versus traditional approach. In other words, effective educators used comprehensive, supportive and participatory activities in the components of relationships, respect, interaction, engagement, and environment to establish discipline, and less effective educators used traditional activities based on reward, punishment, and control.

The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources.

The aim of this study was to identify the effect of oral storytelling and reading on the characteristics of narratives of preschool girl children. For this purpose, 24 pre-school girl students were selected as the sample of the study using a pretest-posttest research design with unequal groups. The subjects were randomly assigned into two groups through TOLD (Hamil & Newcomer, 1997): For the first group, the folk tale "Crow and the Farmer", from the series of Mohtadi Morning Tales (2008), was presented orally and for the second group, the same story was presented in the form of Parde-khani [illustrated storytelling]. In the post-test phase, each childchr('39')s recounted narratives were recorded and transcribed. Narratives in both groups were analyzed based on the frequency of story elements, the sequence of these elements, the relative frequency of the grammatical elements, the length of the narrative in terms of number of sentences and words, as well as the consistency of the narratives with the main narrative in three dimensions: deletion, addition, and inaccuracy. Based on the results of the content analysis, the lengths of narratives (number of words and sentences) and relative frequency of grammatical elements in the recounted narratives of children were significantly higher in the oral storytelling group than the reading group. But the frequency and sequence of story elements and narrative adaptation were not significantly different.

Promoting the well-being of children around the world and defending their rights is the objective of the International Convention on the Rights of the Child, and the countries committed to it, have made extensive efforts to achieve this goal. However, making sure that this is done requires an evaluation of performance - how well governments adhere to their commitments and how successful they are in enforcing its provisions. In this paper, the status of child rights is based on 20 quantitative and qualitative indicators in five domains. The purpose of this article is to provide an analytical overview of the 2019 evaluation report and to identify implications for improving children's rights performance in Iran. Based on the analysis of the findings and the interpretation of the results of this report, it can be deduced that most countries have followed a similar pattern over the years, but the overall findings indicate a profound gap between the scope of action and international child rights policies in the world. Iran is ranked 100th out of 181 countries, which is not favorable. While in Iran quantitative indicators are above average, but in qualitative indicators related to "enabling environment for children's rights“ the results are very poor. This finding underscores the need to pay attention to proper legislation and enforcement in the country, to determine the best budget available for children's rights, to develop government and civil society cooperation, to focus on child participation and non-discrimination between specific groups.

The wide range of legal implications of the International Convention on the Rights of the Child (CRC) have made it closely linked to various child-related social institutions and activities. One of the most important institutions or social activities that most children are exposed to on a daily basis is education, which is important in examining its relationship to children's rights. Accordingly, this paper presents an interpretative model of the multiple relationship between the education system and CRC with an overview of theoretical texts and research reports in the literature on child rights and implications for evaluating school performance from the child rights perspective. According to the results of this study, there is a three-way relationship between education and children's rights: education is a child's right; school is a tool for observing children's rights; and education is a subject of children's rights monitoring. The third aspect of this relationship emphasizes the need to evaluate school performance from a child rights perspective. Among the 41 articles on CRC, the right to participate, non-discrimination, defense and litigation, protection of violence, the best interests, privacy, freedom of expression, and security are fundamental rights that can be used as criteria for assessing The school's performance is in observance of children's rights and in compliance with CRC.

Professionalism is a valuable goal in the training process. Extensive research on the nature and growth of specialization in the last few decades has led to emerge various perceptions, theories and models about this concept that can pave the way for educators to develop the professional expertise of learners. Therefore, the purpose of this paper is to provide an analytical-comparative overview of those theories and models in order to provide a precise definition of their profession and how it is developed and to derive implications for teacher training. According to the findings of articles and books related to this area, Some of the most famous and reputable ones are the five-step version of the Dreyfus Skill Acquisition Model (1869) to the Professional Development according to which individuals They go through five steps: beginner, advanced, expert, profession, and special; Erikson''s (1991) “two-stage allocation” model means reaching from the misunderstanding stage to the understanding and understanding stage through conscious practice; The Experimental Learning Model by David Kolb (1984) or reflection-in-action (1987) by Schon both point to the central role of reflection and metacognitive activities in learning; Brown et al.''s (1989) model with emphasis on genuine situational activity and apprenticeships; the theory of Leinhardt et al. (1995) that consider the theorizing in practice and explaining the theory as keys to the development of dedicated knowledge; Bereiter and Scardamalia (1993) theory that considers problem-solving as a means of integrating specific knowledge, ie the conversion of theoretical knowledge into personal knowledge and skill and finally MDL model that knows quantitative and qualitative changes in the three components of knowledge, strategic processing, and motivation necessary for acquisition in going through three stages of skilfulness, capability, and professionality. Each of these theories and models is based on different and sometimes conflicting assumptions about professionalism. Based on the common features of models and with an emphasis on the domain-based learning model (MDL), as a distinct and comprehensive approach to professionalism, educational suggestions are offered in three areas: development of specialized knowledge, improvement of professional skills and increasing personal motivation in the context of teacher training.

Problem-based Learning as an active and constructive teaching method in the educational system, drew the attention of researchers in recent decades and many studies have been conducted to evaluate its effectiveness that have reported mixed results. Therefore, this meta-analysis was performed in order to achieve more accurate judgement about the effectiveness of PBL. The study population included all studies that has been conducted since 1384 which measured the effect of PBL on student performance that are available in databases.  The evaluation is based on inclusion and exclusion criteria, 27 studies were selected and were analyzed using the software CMA2. By performing the sensitivity analysis in order to remove biased published studies, 73 effect sizes remained. The combination effect sizes of fixed and random models are 774/0 and 723/0. This means that PBL is moderately effective. Based on the analysis of moderator variables revealed that PBL is more effective on skills, in university classroom and compared to traditional methods.

This research aims to develop a model based on writing to learn (WTL) and the effective on promotion of learning and writing skills of students. Therefore, use the nonequivalent control group design with pre- test and post- test. 115 of the undergraduate students of Education University were assigned at random in three groups: Group 1 (short writing assignments), group 2 (analytical essay), and control group (traditional instruction). Analysis of data from the implementation of research instruments (achievement test and California Basic skills tests training in (CBEST)), After the pre-test and post-test before and after the presentation of 16 sessions were conducted , showing to : 1 – The mean learning scores in the writing groups ,at all levels except level recall, was higher than the traditional group and the mean learning in the analytical essay group were higher than short writing assignments group in the apply level. 2- a significant increase in writing scores was observed for two groups of students in the often writing skills, especially analytical essay groups. Overall, the findings confirmed on the effectiveness of teaching writing based on the promotion of learning and writing skills of students and revealed that the analytical essay is more effective than short assignments.

Reviewing the literature and studies conducted on the Writing-to-Learn (WTL) approach, the present paper seeks to stabilize the position of written assignments for the promotion of academic learning and cognitive consequences. Writing-to-Learn is the use of written assignments during instruction and based on the idea that learner’s perception grows and gets more elucidated through writing. Research reported in the literature review of WTL can be categorized according to four hypotheses: shaping at the point of utterance, forward searching, genre and backward searching. Each of these hypotheses is based on different and at times conflict explanations about the relationship between writing and learning. The main question is how and when using written assignments in academic learning is effective. To answer this question, the explanations and research results about each hypothesis were analyzed and compared. And the following conclusions were deduced: 1- the consistency between learner’s skill-level and the complexity of written assignment facilitates their usage. 2- The compatibility between the types of written assignments and the level of cognitive goal in teaching assures the effectiveness of these assignments.