فهرست مطالب eskandar fathi azar

A part of the important missions of the higher medical education system is formed in the official curricula and an important part of it is formed through the hidden curriculum. Therefore, in order to fulfill its missions, the higher medical education system cannot ignore the part of the hidden medical curriculum. This study was conducted with the aim of predicting medical ethics through hidden medical curriculum components among students of medical sciences universities in Tabriz.

 In this cross-sectional study, the statistical population included all students of medical sciences universities in Tabriz. The statistical sample of this study was made up of 400 students from the fourth year and above of medical schools of the national and Azad universities of Tabriz based on Morgan's table. Due to the equality of the statistical population from each of the universities of medical sciences (only the faculty of medicine), 200 samples were selected by multi-stage (quota) sampling method. The tool of data collection was the hidden medical curriculum and medical ethics questionnaire. Pearson's correlation test and multiple regression were used to analyze the data.

The correlation between the medical ethics variable and the hidden medical curriculum components shows that the relationship between medical ethics and the curriculum (0.104), clinical/specialist education (0.144), educational content (0.133), physical space Social (0.195), incentive and punishment system (0.146), organizational structure (0.126), respect for rights (0.100), ethical behavior (0.104) and sense of responsibility (0.122) are positive and statistically significant. The relationship between medical ethics and personal/environmental background (-0.189) and perspective and career/financial pattern (-0.321) is negative and statistically significant. No significant relationship was found between medical ethics and evaluation and attitude and participation.

The components of the hidden medical curriculum have a positive relationship with the medical ethics of students, and some of the components of the hidden curriculum in line with the development of medical ethics should be given serious attention in medical sciences universities of Tabriz.

The study aimed to compare the effectiveness of spiritual care and choice theory on the academic vitality and prosperity of female high school students in Tabriz. This study was experimental in the design pre-test and post-test with a control group. Forty-five students with inclusion criteria were selected after screening through a cluster sampling method, of seventh and eighth-grade female high school students in the first district of Tabriz, and 15 students were randomly divided into two experimental and one control groups. The experimental groups received their specific intervention in 12 sessions of 70 minutes and the control group did not receive any treatment. The data were collected using the academic vitality questionnaire and the psychological flourishing scale (HPFS). Data analysis was done through the multivariate covariance analysis test using SPSS software. The findings showed that spiritual care has an effect on the academic vitality (0.241) and flourishing (0.425) of female students, and Choice theory has an effect on the flourishing (0.386) of female students and the effect of spiritual care on the satisfaction and happiness, and social participation was greater than the effect of choice theory. The results showed the importance of spiritual care education and choice theory on academic vitality and prosperity. According to the results of the research, it can be said that spiritual care and choice theory with the application of their special techniques and methods have probably led to the acceptance of problems and conscious exposure to them, and as a result, increased academic vitality and prosperity. Therefore, the findings of this research can be used in developing the content of the curriculum for teenagers.

The aim of this study was to determine effectiveness a training package for cool executive functions on the academic motivation of sixth grade elementary normal students in normal schools.

The research was performed by quasi -experimental method of pretest-posttest with control group. research Sample was Included 2 sixth grade classrooms from 2 different primary schools in Tabriz in the academic year 1397-98 that were selected by selecting multi-stage cluster method and randomly divided into two experimental and control groups. The experimental group was trained for 16 sessions. Data from the Academic Motivation Questionnaire in the pretest and posttest stages, were analyzed using statistical analysis of covariance.

The results showed that this package has been significantly effective in improving academic motivation, it significantly increases external and internal academic motivation and significantly reduces Lack of  motivation in the experimental group(p <0.001).

The findings generally confirmed the effectiveness of the educational package of cool executive functions on the academic motivation of sixth grade elementary students. Therefore, this educational package is recommended for training sixth grade elementary students.

Education in elementary school is very sensitive. In this context, today, those involved in the educational system are trying to provide the desired form of education for learners through the curriculum in the form of a consolidated curriculum. Based on this, the main goal of the current research was to design an integrated curriculum model in sixth grade science education.

The current research method was of a qualitative type in the qualitative content analysis method and of an inductive type. The participants included experts in educational sciences, curriculum planning and science education, (professors of Farhangian University, State University, Azadopiam Noor) and teachers, who were selected using non-random sampling method based on criteria and semi-structured interviews with 18 people.

The findings showed that 9 main categories based on Klein's curriculum elements (goals, content, teaching learning strategies, learning activities, place, time, tools, grouping of learners and evaluation of learning) and 151 subcategories were extracted and a suitable model was designed. Validation results based on the opinions of 13 experts according to CVI-CVR indicators showed that the designed model has the required validity.

It can be concluded that the model identified in the current research can be implemented in the sixth-grade science course and it leads to the improvement of the quality of education.

The purpose of this study was to develop a school-based positive education package and its effectiveness on subjective well-being of sixth grade elementary students. The research method was qualitative-quantitative. First, with the descriptive-analytical method and mixed synthesis research approach, the content validity index for the whole educational package was 0.86, which indicates the appropriate face and content validity. Then, two classes (n= 59) of sixth grade male elementary school students in District 1 of Tehran were selected in a multi-stage random manner and randomly assigned to the experimental group (n= 28) and the control group (n= 30). The quantitative method was quasi-experimental with a pre-test-post-test design with a control group using the Renshaw Subjective Well-Being Questionnaire (2014). The results of analysis of covariance showed that the scores of subjective well-being in the experimental group were higher than the control group. Therefore, positive school-based education has a positive effect on students' subjective well-being (P <0.001).

The purpose of this study was to develop a school-based positive education package and determine its effectiveness on the subjective well-being of sixth grade elementary students. The school environment is composed of cognitive, physical and social environment (Marsh, 2004), but current schools pay more attention to the environmental and sometimes physical aspects. One of the problems of schools, along with their other problems, is their industrial form and structure, their mechanical attitude towards students, their indifference to personal experience, and their emphasis on the usefulness of tools and things out of reach. Providing a suitable educational environment for children requires the development of practical and useful educational programs (Mehrmohammadi, et al, 2010).The traditional education approach seeks to create a single environment and look at individual education, while modern education is trying to build a broad environment and social education of knowledge learners (Fetsco, et al, 2005).  Positive psychology approach by changing the paradigm of schools from a traditional perspective that deals with academic problems such as interpersonal problems, dropouts and dropouts; Pays attention to newer attitudes and attention to positive behavioral potentials of students including abilities, human virtues, happiness, moral qualities, behavior and positive thoughts (Shoshani, et al, 2016; Shankland, et al, 2017; Seligman, et al, 2006). The effectiveness of positive psychology interventions has been confirmed in various researches (Badri, et al, 2019; Shoshani, et al, 2017; Dokri, et al, 2014; Waters, 2011).Positive school-based education includes evidence-based programs that improve students' well-being and school-level mental health (Matthew, et al, 2015; Ferguson, 2018; Blake, 2019; White, et al, 2018; ​​Robinson, 2020).The three main hypotheses in this study are: 1. A school-based positive education package can be designed for sixth grade elementary students. 2- The designed training package has a suitable validity for implementation. 3- The educational package has a significant effect on students' subjective well-being.

The research questions are: 1. Can a school-based positive education training package be designed for sixth grade elementary students? 2- Is the designed training package suitable for implementation? 2- Does the educational package have a significant effect on students' mental well-being?First, to explain the conceptual framework of empowerment based on positive school-based education and also to design and develop an educational package, a descriptive-analytical method with a synthetic research approach of mixed synthesis research was used. After reviewing and modifying the program, it was designed and compiled and in order to validate it, the face and content validity method was used. In face validity, semi-structured interviews with subject matter experts were used. In order to determine the content validity ratio (CVR) of the educational package, the Lawshe method was used to convert qualitative judgment into quantity by 14 experts. In determining the effectiveness depending on mental well-being, the present study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population was the sixth grade elementary school students in District 1 of Tehran in the academic year of 2019-2020. The sample size consisted of 50 people (28 experimental group and 31 control group) who were selected by multi-stage random sampling. First, one of the 22 districts of Tehran was selected as an education district, and then, from the list of boys' primary schools, two schools were selected.The research tool was the Student Mental Well-Being Questionnaire (SSWQ), which was developed by Renshaw in 2014 and has 16 items. The validity coefficient of this tool by the developers using Cronbach's alpha method for the whole test is 0.86 and each of the subscales includes: communication with the school 0.72, enjoyment of learning 0.74, educational goals 0.72 and academic efficiency 0.78 was obtained (Renshaw, et al, 2014).

The research findings based on different stages of synthesis are presented as follows. First, to identify first-hand sources, articles, books, and related documents, limited to the past three decades, were collected using databases and written resource storage centers. Finally, the main themes of the training package and the time required for teaching are derived from written sources such as the Gilant Garmar model of schools (Norrish, et al, 2011), positivism and positivism (Quilliam, 2003; Baratisedeh, et al, 2011), Positive psychology techniques (Magyar-Moei, 2009) and internal and external articles and research projects. The overall content validity index was estimated to be 0.86.In the quantitative part, the collected data were analyzed by SPSS software version 21 using statistical tests. To test the research hypothesis (school-based positive education training package affects the levels of mental well-being including relationship with school, enjoyment of learning, educational goals and academic effectiveness), first the hypotheses of parametric statistics and analysis of covariance were examined. Due to the observance of the basic assumptions of analysis of covariance, including the homogeneity of regression slopes and the homogeneity of interactive effects, multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance (ANCOVA) were used to test the research hypothesis.To investigate whether the school-based positive education model has a significant effect on the combination of school communication scores, learning pleasure, educational goals and academic efficiency in elementary students or not, Hoteling T statistic (p<0.001, F=31.29, T Hoteling=3.19) showed that there is a significant difference between the groups in relation to school, learning pleasure, educational goals and academic efficiency.The results in Table 1 show that the school-based positive education package focuses on relationship with the school (P<0.0001, F=19.78), learning pleasure (P<0.0001, F=31.11), educational goals (P<0.0001, F=18.81) and academic efficiency (P<0.002, F=10.63) have a significant effect. So the answer to the research question is yes. The results also show that positive school-based education can explain %27 of changes in school communication, %37 of changes in learning pleasure, %26 of changes in educational goals, and %16 of changes in academic efficiency.

Extracted themes, self-awareness, cognition of thoughts, feelings and behavior; Self-confidence, optimism and self-esteem; Thinking positive; The importance of emotions and positive thoughts in education; Resilience and problem-solving methods; Hope, appreciation and gratitude; Purposefulness and having meaning in life; Empathy and forgiveness; Social responsibility and positive interpersonal communication; Cultivation of moral values, secretarial abilities and immersion. The results showed that the school-based positive education package has a positive and significant effect on students' mental well-being. The variables of degree, gender and geographical location have been controlled in this study, so care should be taken in generalizing the results.Considering the validity of the positive education package, it is suggested that school counselors, while paying attention to students' psychological issues, also take action to recognize their psychological abilities. It is better to teach the concepts of positive psychology to both students and parents.

In all developing countries, science education is considered one of the most important cornerstones of sustainable development and special attention is paid to it. If the quality of science education is favorable; Today's students, who form the main body of tomorrow's society, do not stay away from the cycle of education, progress, coordination and synchronization with scientific and industrial development, and they find the ability to step by step with the global development of science and information industry. to develop and update and finally be citizens who are compatible with the changing society (Shafii Sarostani, & Daraei emarati , 2021). The changes in today's world have made the learning of learners face with transformation (Andini, Hedayat, Fazleh and Permana, 2018). Experimental science as an applied science is known as the basis of inventions and discoveries and has affected various aspects of life, especially in industrialized countries, and has become one of the competitive issues among countries. International associations and centers have also conducted comparative studies in order to improve the curriculum of experimental sciences in different countries. The Thames studies, as the largest and most important international comparative study, is one of the most important fields of competition between countries. The main goal of the Timms study is to gain a deeper understanding of how students master the content, concepts, and methods of mathematics and science that countries expect to learn in elementary and secondary schools. With repetitive questions, TEAMS provides the possibility to check the process and compare the performance of students (Jaafari, Kiamenesh and Karimi, 2017). The evaluation results of these studies in 2015 have shown that Iran ranked 27 out of 39 in eighth grade science and 43 out of 47 in fourth grade science among countries (Martin, Mollis, Foy and Stenko, 2016), which confirms the poor performance and It is very low among Iranian students compared to other countries (Kiamenesh, 2006). Traditional teaching approaches are still used in science classes in primary schools. In a teacher-centered class, students listen to the teacher's explanations of concepts without participating in learning. This issue is a common procedure for students who passively receive the information provided by the teacher in a classroom and consider what the teacher says as the final truth (Karpodovan, Zain, and Chandrasagaran, 2017). Today, instead of relying on passive methods, teachers in their classrooms should try to create a constructive and purposeful interaction between them and students. A good teaching method guarantees learning, and choosing a suitable teaching method with the content is one of the main pillars of good learning. Nowadays, the most important goals of education and meaningful learning cannot be achieved by using traditional teaching methods that only emphasize on the reservations of the learner and the passive student and the teacher is the only active element of the class. One of the goals of current education is to help learners so that they can use their knowledge effectively, and since the life of every field of human knowledge is constantly shortened and new rules are constantly replacing them, Therefore, learners should be equipped with learning knowledge and skills so that they never get stuck. Achieving these goals requires the use of active and new methods in teaching. Among these methods is the learning cycle model (9E), which is based on the constructivist approach, and its purpose is to help students give meaning and understand scientific ideas, improve their scientific reasoning, and increase participation. They are in class. This model helps students to understand the content and apply scientific concepts and processes in real situations and creates suitable conditions to display their thoughts and ideas, which is an important factor in the success of science. Students are in science class. In this model, with the support of the teacher, instead of emphasizing the correct answers, the students focus on the thinking process, and this improves their academic motivation, increases their activity and learning. Most of the researches conducted with cyclical teaching model (9E) have been done to determine its effectiveness on improving self-efficacy, mathematical reasoning ability and problem solving skills; Therefore, it is necessary to study the effect of this method on other variables, such as conceptual understanding and academic motivation, which was the aim of this research. Also, the researches conducted in the field of teaching and teaching the content of the fifth grade textbooks, especially the science course, have been studied mostly by cyclic models (5E) and (7E), which lacks internal research done with the teaching model. Cyclical (9E) and the need to pay attention to students' understanding of concepts as much as possible and deeper, creating academic motivation in them doubled the necessity of conducting this research. Therefore, The aim of the current research was to determine the effectiveness of the 9-stage cyclical teaching model (9E) in science teaching on conceptual understanding and academic motivation. The research method was a semi-experimental type, in which a pre-test-post-test design with a control group was used. The statistical population includes all fifth grade male students of West Azarbaijan province; Khoy city was in the academic year of 2021-2022, from which 60 students were selected by cluster sampling method and assigned to two experimental and control groups. The research tools included a teacher-made conceptual understanding test and Harter's academic motivation questionnaire. All subjects of the experimental and control groups were evaluated before and after the training using a teacher-made conceptual understanding test and an academic motivation questionnaire. The subjects of the experimental group received 9-step cycle teaching model (9E) in science lesson for twelve 45-minute teaching sessions. The control group also received the traditional (usual) teaching method at the same time. Data analysis was done with various descriptive and inferential statistical methods and techniques, including mean, standard deviation, covariance analysis and using spss26 software. The findings showed the positive effect of the 9-step cyclical teaching model (9E) on the conceptual understanding and academic motivation of the students, which has led to a significant improvement in the conceptual understanding and academic motivation of the experimental group compared to the control group.

Teachers'professional identity is the core of their teaching activity and professional commitment, and its discovery is very important for improving curricula and students learning. The present study was conducted to design and evaluate the validity and reliability of the teachers'professional identity questionnaire.

This is a sequential combined exploratory study. The statistical population included teachers of East Azerbaijan province. The sample size of the quantitative section was estimated to be 300 people by simple random method. The participants of the qualitative section were purposefully selected and after interviewing 16 people, data saturation was obtained. The categories were identified and coded through interviews with teachers and literature study, and based on that, a questionnaire with 86 items was designed. The questionnaire was used by six experts to determine the content validity. Structural validity and data analysis were obtained by exploratory and confirmatory factor analysis with maximum likelihood. The reliability of the questionnaire was calculated through Cronbachchr('39')s alpha test.

The results showed that all questions have a suitable factor load with their component. The general structure of the teacherchr('39')s professional identity has the highest impact factor (0.79) with the learning component for teaching and the lowest impact factor (0.61) with the stress coping strategies component. The results of the analysis showed a good fit of the designed model with the experimental data and the validity of the teacherschr('39') professional identity structure was confirmed both at the level of questions and at the level of components.

The results showed that the model fit indices are in the acceptable range. Also, the results of confirmatory factor analysis indicate that the research data fit the factor structure. The Teacher Professional Identity Questionnaire with high validity is a tool that is valid for use in educational and psychological research.

This study aimed to explore the expriences of ninth grade students of middle school from major selection process using the grounded theory. A qualitative research method along with a grounded theory approach was used. The statistical population was all the ninth grade students of Zanjan province in the 2017-2018 school year (N=12898). A total of 20 ninth-grade students were selected by purposeful sampling method of the available type. An in-depth interview method was the main data collecting tool. Analyzing data was performed following the Corbin and Strauss (1990) model. A total of 29 sub-concepts, and six main concepts were identified. The main concepts included «Identification», «Fitness of Major», «Growth Path», «Perceived Dignity of Major», «Individual Factors» and «Environmental or Intermediate Factors»; Moreover, by integrating and comparing the main concepts, a central phenomenon -«Recommended or Compulsory Major Selection»- extracted from the concepts. Using a grounded theory approach, the results of the current study specified the components related to students’ major selection. According to this model, students believe that major selection is mostly based on recommendations from family, peers, school counselors, and educational guidance groups, or is affected by environmental determinism, the atmosphere of the society. But student's interest has relatively little role in their major selection. It can be concluded that training of appropriate planning methods and paying attention to the students personal interests and abilities by school counselors and psychologists can play role of facilitator in the process of major selection.

The purpose of the present study was to determine the lived experiences of educational leaders from curriculum leadership. This research is based on a qualitative approach of the phenomenology type, the participants include experts and in other words, key experts in the field of curriculum leadership, who were purposefully interviewed by experts related to the subject, and the data reached theoretical saturation with 15 people. Interview texts were analyzed using Maxqda software and all data were coded. Validity of data was done by re-reviewing the coding process as well as several experts familiar with coding. Also, for reliability, the agreement coefficient between the coders was used, and the result of 3 interviews was 0.82. Coding method and MAXQDA software were used for data analysis. The results indicate that based on the findings and coding related to 15 interviews, 286 subcategories were counted, and finally, the mentioned subcategories were divided into 7 main categories: communication between parents and colleagues with the administration, use of information and communication technology, reflection of educational problems. existing and trying to solve them, paying attention to the theory of constructivism in curriculum leadership, modeling the successful teaching of teachers, gaining experience and growth, and changing and implementing curricula were classified as the lived experiences of educational leaders from curriculum leadership.

The purpose of this study was to examine the effectiveness of a forgiveness training program on the academic hope of students who have been victims of bullying. This study was an applied and semi-experimental study with pretest/posttest and a control group with one-month follow-up. A sample of 32 male students who were victims of bullying was selected from the high school students of Tabriz in the academic year 2019-2020 using the one-stage cluster sampling method and randomly divided into two groups of 16. The experimental group received ten sessions of the forgiveness training. After the training, the posttest results were obtained and analyzed using multivariate covariance. Research instruments included the Bullying Victims Scale (BVS), Academic Hope Scale (AHS), and the Forgiveness Training Package. Data were analyzed using multivariate analysis of covariance in SPSS20 software. The results showed that forgiveness training has a positive and significant effect on the components of academic hope in students who are victims of bullying, P <0.01. Based on the results, it can be said that forgiveness training can be a useful coping strategy for bullying victims so that they can use forgiveness to overcome the trauma of past experiences or traumatic events and improve their hope by creating positive emotions. In practice, forgiveness training can be used by educators as a potentially effective approach to improve school hope and prevent victimization.

School-based positive education is a new structure that its Prophetic mission is to modify and institute the positive concepts as hope, happiness, forgiveness, empathy and self-regulation via training the students in school as an appropriate setting for learning values and norms. The aim of this study was to design a school-based positive education package and its effectiveness on the social well-being levels of sixth grade elementary school boys in District One of Tehran.

Sixth grade male students in District 1 of Tehran in the academic year 2019-2020 were selected by multi-stage cluster sampling and randomly assigned to the experimental and control groups. The research method was quasi-experimental with unequal control group design. The experimental group received 12 sessions of 40 minutes of school-based positive education training. Subjects answered the Keys Social Well-being Questionnaire (1998) before and after training.

The results of analysis of covariance showed that social well-being scores in the experimental group were significantly higher than the control group. Therefore, positive school-based education has a positive effect on students' social well-being (P <0.001). Also, positive school-based education increased %93 of students' social well-being changes.

Therefore, due to the effectiveness of teaching the concepts of positive school-based education on the social well-being of elementary students, adolescents are advised to use these concepts to improve well-being and interpersonal relationships.

The purpose of this study is determine the current status of pre-school curriculum, with emphasis on the content of work guide books for educators in terms of addressing the dimensions and principles of the curriculum based on the brain. Content analysis method was used to determine the different dimensions of development and learning activities as well as the principles of the brain-based curriculum. Then, The amount of attention was extracted to each of the dimensions and principles in the content of these books through categorical content analysis. The statistical sample of this study are 12 volumes of the work book of the preschool educators. To analyze the results, descriptive and inferential statistics were used. The findings show that the textbooks focus on physical and verbal aspects more than other dimensions and goals, and the principles of the brain-based curriculum are not uniformly distributed. The current state of addressing the brain curriculum is not appropriate in these books, and it is suggested that the content of the tutorial guidebooks be reviewed in this period, and we need to pay more attention to the principles of physiological involvement, interpersonal experiences and the unique nature of the brain, or individual differences in learning.

The present study was conducted to determine the effectiveness of teaching Self-regulated metacognitive learning strategies on Negative Academic Emotions and Positive Academic Emotions of secondary school students in Tabriz.

The research method was a semi-experimental design with pretest-posttest design with control group. The statistical population of this study was all male primary school pupils in Tabriz in the academic year of 2017-2018-randomly selected cluster random sampling and assigned to two groups (40 people) and control (40 people), Participants in the experimental group received Self-regulated education metacognitive strategies training in twelve sessions of 90minutes. The data were collected using the Pekrun, Goetz & Perry Academic Emotions Questionnaire and analyzed by multivariate covariance analysis.

the results of the covariance that 75% of the variance in the post-test scores of the experimental group was due to the effect of Self-regulated education metacognitive strategies and relation- ships with peers. Therefore, it can be concluded that Self-regulated education metacognitive strategies affects the improvement of positive emotions (frill, expectance, pride) and the quality of relationships with peers (p<0/001).

Self- regulated education metacognitive strategies education is effective in reducing the dimensions of academic 'negative emotions (bagginess, ager, boredom, dis- appointed, shame) of students.

Educational supervision and guidance include various patterns and dimensions and are viewed as efficient and effective tools which can help teachers play an effective role in achieve their desired educational results. Following the discourse of the necessity of educational supervision and guidance, Iranian education system has paid attention to the policies made by Iranian educational leaders during the recent years, for instance, through focusing on educational, administrative and financial resources of rural, nomadic and border schools with multi-grade classes and through training educational leaders who can guide and supervise the process of teaching and learning in deprived schools. The similarities between educational leaders' plans and general education policies increase the possibility for the implementation and evaluation of the plans. However, a review of the relevant studies can indicate that little feedback has been received from teachers, who are deeply involved in the implementation of educational leaders' policies. Indeed, a review of the previous literature can reveal that no research has been conducted to investigate teachers' viewpoints about the educational leaders' policies. Some previous studies have only sought educational leader' opinions about their impacts on educational processes and teacher performance. Most of these studies, however, neglect teachers and their roles in the teaching process. The present study, therefore, is an attempt to cover this issue through examining the strengths and weaknesses of educational leaders' policies from the perspective of teachers, who can help educational leaders improve their policies. A qualitative approach to research and a phenomenological method were used in order to cconduct this study. The study participants were selected from among rural, nomadic and multi-grade primary school teachers in the East Azerbaijan Province, Iran, and by using purposive sampling. Accordingly, 13 teachers, eight males and five females, with at least two years of working experience in rural areas and multi-grade classes, who were interested in taking part in the present study, were included in the study. The participanmts were then semistructurally interviewed and the data was recorded. The present researchers continued interviewing the participants until data saturation was achieved. Based on the analysis results, 4 main themes and 19 sub-themes were identified in this study. The main themes were concerned with psychological issues related to educational leaders, educational leaders' weaknesses, educational leaders' strengths, and educational leaders' professional and moral requirements. The first main theme, i.e. psychological issues related to educational leaders' policies, included the following subthemes: fear of encountering the leader and lack of sufficient motivation to face the leader. The second main theme, i.e. educational leaders' weaknesses, included the sub-themes of lack of knowledge and educational skills and leaders' unfamiliarity with rural and nomadic areas. The third main theme, i.e. educational leaders' strengths, consisted of the sub-themes of helping inexperienced teachers improve their professional competencies and increase their self-confidence. Finally, the fourth main theme, i.e. educational leaders' professional and moral requirements included lack of alignment between leaders' functional roles and other school authorities' roles. In general, it can be stated that the educational policy and the Educational Guidance Program were in line with the Article 9 of the general educational policies on transforming the country's education system for extending education and empowering teachers and students in border areas. Considering this, it can be observed that education authorities have taken some measures for implementation of this article. Of course, there is a need to follow and pay attention to educational leadership and policy through empowering and students who are living in deprived areas, villages, suburbs, and nomadic tribes and creating diverse educational opportunities. Despite these, there are still weaknesses in educational leaders' policies. This can signify poor implementation of educational policies. Therefore, strong educational leaders need to be elected for the effective implementation of the desired educational policies. Furthermore, data concerning the efficacy of the implemented educational policicies must be continuously collected from teachers and used to solve the probable problems arising from poor implementation of them. This issue is addressed by the Document of Fundamental Transformation of Education with an emphasis on the development of the field of research and increasing teahers' professional competencies through providing them with opportunities for sharing their experiences with their coleagues and allocating special funds for stimulating teachers' research activities.

Cognitive science is an interdisciplinary field whose methodology is less developed in the form of books or independent articles and there are many problems in its methodological field.

The aim of this research was to study the methodological content and statistical analysis of articles related to cognitive sciences.

The articles were examined by content analysis method. The study population is all the articles related to the field of cognitive sciences that have been indexed in the ranking website of scientific journals in 2016 and the sampling method is purposeful. In order to classify the techniques and methods adopted from content analysis, a square matrix related to these techniques was provided to 7 experts in the field of cognitive science methodology and they were asked to rate their views on the similarity of each of these techniques and methods on a scale of 100 points. The mean score obtained from these matrices was entered into R software as similarity matrix with the aim of discovering clusters, The Fruchterman-Ringold algorithm was used to visualize the relationship between the different techniques.

Content analysis of articles and inclusion of related keywords in the coding sheet led to a list of statistical methods. The graph obtained from the network of conections between statistical techniques and methods with significant distances was drawn (p≤0.001).

Close-up techniques in the resulting graph were examined in detail and finally the methods used to analyze cognitive data in 17 clusters were introduced, the main purpose of the techniques used in each cluster was determined and research on how to select these techniques was suggested.

Today, the use of appropriate training strategies that are compatible with the principles of the brain are considered in science education. Because of the greater compatibility of the contextual learning strategy with the principles of the brain based learning, this study examined the impact of this strategy on natural Science education.

The research method is semi experimental. The statistical population includes all third grade elementary students in Tabriz studying in 1397-1398. Using multi-stage cluster sampling method, 112 students (57 in the experimental group and 55 in the control group) were selected as the sample. The The measuring tool includes a test of learning at two levels of knowledge and the level of understanding and higher levels, which was performed in the pre-test and post-test. The educational plan in the experimental group was implemented by trained teachers in 8 sessions. While, the control group was trained with the conventional approach. Covariance test was used to analyze the data.

The results show that the level of learning at the level of knowledge between the studied samples in the experimental group before (mean 4.45) and after the intervention (mean 5.89) was not statistically significant (p = 0.326). However, at the level of understanding and higher, the amount of learning before (5.35) and after the intervention (10.80) is a significant difference (p = 0.001).

Applying a contextual strategy that is more consistent with brain-based principles can be used as an appropriate approach to improve learning level in natural science education.

The purpose of this study is to investigate the effectiveness of teaching philosophy to children on the psychological flexibility of male elementary school students in Marivan. This paper is a quasi-experimental study with a pretest-posttest design with a control group conducted with the aim of applying the results. The statistical population included all elementary school students in the city of Marivan during the 2017-2018 academic year. Using the available sampling method, 50 male students were selected and divided into two experimental and control groups. The participants answered the Acceptance and Action Questionnaire (AAQ-II) before and after the training. 17 45-minute sessions (one session per week) Philosophy for Children (p4c) were presented using native language stories. The educational package included stories selected from the narratives of Iranian authors such as Rumi, Saadi, etc. The collected data were analyzed using SPSS 21 software and analysis of covariance. The results of covariance analysis showed that Philosophy for Children program was effective in influencing students’ psychological flexibility. Overall, according to the results, it can be said that Philosophy for Children education enhances students’ psychological flexibility by strengthening discussion and challenging students’ thinking.

The weakness in sense of attachment to school among students in deprived areas is influenced by malfunctioning social relationships and lack of hidden curriculums, a problem that not only reduces students chr('39')cognitive performance levels, but also is intensified by teacherschr('39') discouraging messages and may even lead to higher rates of dropping out of school. Researches have shown that school staff may help to increase studentschr('39') school attachment, through socio-emotional learnings. Invitational education and teaching social relationships based on a hidden curriculum is an area that has attracted the attention of researchers around the world, however, in Iran there is a research gap in the effectiveness of these two educational methods on the sense of belonging to the school.

The aim of this study was to compare the effectiveness of invitational education, social relations education and the combination of these two educational methods on school attachment of female students in deprived areas.

The research method was quasi-experimental pre-test and post-test. The statistical population in this study was female elementary school students in deprived areas of Ghale Ganj city (Kerman province) in the academic year 1397-98, from which 3 schools were randomly selected as the experimental group and one school as the control group.  Ravenchr('39')s IQ test and pretest were used to control studentschr('39') primary cognitive backgrounds. Data were collected using School Attachment Questionnaire (Brew, Beathy & Watt 2004).  The Invitational education packages and school social relations and a combined method were implemented for school executives and its effects on students were analyzed using Univariate covariance and multivariate analysis of covariance.

Findings showed that Invitational education, social relations education and combined methods have positive effects on studentschr('39') school attachment. These effects were significantly different at p <0.05 and more or less included in   Invitational education, combination education and social relations education, respectively.

Based on the findings of the present study, it can be concluded that if the necessary conditions for encouraging and developing social relations of female students in deprived areas are provided by school staff, especially teachers, their sense of belonging to the school will improve

Brain-based learning refers to teaching methods, lesson planings, and school programs that are based on the latest scientific research about how the brain learns, including such factors as cognitive, socially, and emotionally development. This research aimed to study the components of the brain-based curriculum model in pre-school and its accreditation.

This study examines the core components of the brain-based curriculum with a qualitative approach and a method of subject analysis. To identify and extract curriculum items emphasizing the brain-based approach in preschool, literature of pre-school curriculum, and curriculum based on the brain and the viewpoints of neuroscience and educational experts were used. The method of information analysis was to describe the basics and theoretical inquiry and deduction.

The findings indicated that the content of the curriculum objectives in this program relies on three main cognitive, attitudinal, and skillful structures. In the educational content, fine arts, learning social-emotional skills, learning language and math, life skills, safety, and experiential sciences were identified, in teaching and learning strategies, using activity-based strategies, art, participatory learning, direct teaching, and independent learning strategies and thinking skills and technology implementation strategies were identified. Considering the diagnostic, process, and evaluation, the use of various evaluation methods was considered by this model. The validity of suggested patterns was evaluated using the content validity ratio and the Lavasheh table. Finally, the validity of the proposed model was confirmed by a CVR = 0.84.

The designed curriculum pays attention to the various dimensions including purpose, content, methodology, and evaluation, and its use in the preschool is recommended.

This study aimed to evaluate the effectiveness of forgiveness training programs on academic well-being in high school Victims of Bullying Students. This study was a semi-experimental study with pre-test / post-test and had a control group. From the high school students of Tabriz in the academic year of 2019-20, a sample consisting of 32 students who were victims of bullying was selected and randomly divided into two groups of 16 people. The experimental group received ten sessions of forgiveness training intervention. After the training, post-test scores were obtained and analyzed by multivariate covariance. Research tools include; Bullying Victim Scale (BVS), Academic well-being questionnaire (AWBQ), and Forgiveness Training Package. The results showed that forgiveness training has a positive and significant effect on school value, Academic Satisfaction, and schoolwork engagement. It has a negative effect on school burnout. Based on the findings, it is suggested that a forgiveness training program be introduced in schools so that students can increase academic well-being by repairing injuries caused by past experiences, strengthening relationships, and creating positive feelings and attitudes toward peers and the school.

School bullying is a global problem that has negative consequences for those involved. This study was conducted to evaluate the effectiveness of forgiveness training programs on self-compassion among bullying-victim students.

The quasi-experimental research was conducted based on a pretest-posttest control group design and a one-month follow-up. The samples (n=32) were selected from the high school bullying-victim students studying in Tabriz, Iran, in the academic year of 2019-20 and randomly divided into two groups (n=16 each). The experimental group received ten sessions of forgiveness training intervention. After the training course, the cases were subjected to a posttest, whose scores were analyzed using the covariance method. Research tools included the Bullying Victimization Scale, Self-Compassion Scale, and a forgiveness training package.

The results showed that forgiveness training had a positive effect on self-compassion (P<0.01) and could explain 96% of the variance of self-compassion with the power of 1.

Based on the findings, forgiveness training could be an acceptable way to reduce the consequences of bullying behaviors through increasing forgiveness and by increasing the attribute of forgiveness, acceptance and empathy, respect and kindness in school.

The aim of this study was to determine the effectiveness of the training package of cool executive functions on the classroom excitement of primary school sixth grade normal students. It was a quasi -experimental study with pretest-posttest control group design. The research sample consisted of 60 sixth grade students of 2 classrooms from 2 different primary schools in Tabriz in the academic year 1397-98. They were selected using multi-stage cluster sampling method and they were randomly divided into two experimental and control groups. The experimental group was trained cool executive functions for 15 sessions. The pretest and posttest data collected through the classroom excitement questionnaire were analyzed using statistical method of analysis of covariance. The results showed that this package has been significantly effective in improving classroom excitement. It significantly increased the positive classroom excitement and significantly reduced   negative classroom excitement in the experimental group, compared to the control group (p <0.001). Findings generally confirmed the effectiveness of the training package of cool executive functions on the positive and negative classroom excitement of primary school sixth grade students. Therefore, this training package is recommended for training students at this grade.

The purpose of this study is to identify the appropriate levels of decision-making in the process of implementing curriculum liberalization in the elementary school. The research used is qualitative and includes the method of synthesis research (content analysis and documentary study). The research population includes teachers, experts, professors of universities in West Azerbaijan province, as well as scientific documents and texts in the field of decentralization in the 98-97 academic year. In the first population, the samples were purposefully selected and structured interviews were continued until the saturation point of the sample size was 19 people. In the second society, the volume of selected samples includes documents and scientific texts of the last 15 to 20 years. Findings show that appropriate decision levels for curriculum liberalization have four levels: social, academic, institutional and educational, in which the institutional level acts as a link between academic (theoretical) and educational (practical) level decisions. And its performance has a special place from the theoretical-practical (quasi-practical) dimension. In fact, the institutional level, by combining the two levels of decision-making, acts as the final formulator and provider of learning opportunities in the classroom.

The “hidden” curriculum, alongside official education, can transfer ethical and professional values and principles to medical students and show them the importance of medical ethics. Ethical issues are essential factors influenced by the hidden curriculum in the medical educational system; these issues are also instruments for medical students as they develop their professionalism and idealism. The current study aims to provide an empirical study model of this hidden curriculum and its role in transferring knowledge of medical ethics.

The current research is qualitative in the phenomenological type. The statistical population consisted of professors along with students in their fourth and upper years of various medical disciplines at the Tabriz University of Medical Sciences during 2019-2020. The sample group, according to the qualitative nature of the research, was compiled to a theoretical saturation to be 36 professors and students. The data were collected through semi-structured interviews. Analysis was done using thematic coding and Smith`s method. To maintain quality and accuracy, interview content was analyzed by two authors to reconstruct the reality. The data and their interpretation were then provided to the professors to confirm their accuracy. To ensure stability of the data, the interviews were conducted in a suitable atmosphere and in compliance with the interview conditions and isolated from bias and personal opinion.

A total of 67 concepts were extracted that were consequently categorized into five main themes: 1. Objectives and Curriculum; 2. Physical Space; 3. Backgrounds and Perspectives; 4. Laws and regulations; and, 5. Relationships. A model for studying students’ experiences of the hidden curriculum and medical ethics was presented.

Since medical professors and senior students are dealing with patient health, it is essential to acknowledge the concept of medical ethics as a “hidden” curriculum alongside scientific and professional issues in designing medical curriculum.

Considering components of the hidden curriculum in medicine in the higher education system is a useful adjunct to the formal curriculum since the learning and function of medical students are strongly affected by these components. The current study compares the hidden medical curriculum of Tabriz state and non-state Universities of Medical Sciences from the students’ perspectives.

In the current descriptive-comparative study, the statistical population included the total students of Tabriz state and non-state Universities of Medical Sciences. The statistical sample of the given study consisted of 400 students from senior and higher academic levels at the Tabriz state and non-state Universities of Medical Sciences based on Morgan’s table. Two hundred students from each university were selected using stratified random sampling. The data collection tool was a researcher-created valid questionnaire. The validity and reliability of the given questionnaire in respect to its components were 0.94 and 0.76, respectively. In the analysis of data, an independent inferential T_test was utilized.

The results of the analysis found that from the students’ perspectives, the mean scores of the hidden curriculum in medicine in the Tabriz state university of medical sciences ranked the following components higher than the Tabriz non-state university of Medical Sciences: (1) Education, including curriculum and goal-setting, clinical education and content, (2) Socialphysical environment, (3) Regulations and rules, including reward and punishment system, organizational structure, respect for rights and value system and (4) Relations, including moral behavior, approach, participation, and responsibility. However, in the fifth component of contexts and perspectives, including personal-environment/family context and professionalfinancial perspectives, there was no significant difference between the hidden curriculum of Tabriz state and non-state Universities of Medical Sciences

The components of the hidden curriculum in medicine affect the learning richness and function of students and should be taken into consideration by universities of medical sciences, particularly non-state universities.