mahmood saeedy rezvani

This research has been done with the aim of analyzing the lived experiences of chastity trainers, so that it is possible to analyze the opportunities and challenges of this important profession. The community of the present research is considered to include chastity educators related to elementary and secondary schools in Mashhad, and 17 of them were selected purposefully from the "maximum diversity" type and according to the data saturation criterion and repetition of information, semi-structured interviews were conducted with them. After conducting the interviews, exploring the experiences of chastity trainers and analyzing the information, the findings of the research were placed in the form of 103 concepts and 21 categories, and finally, the compiled categories are under the six themes of individual promotion, interactive promotion, knowledge and skill promoter, knowledge and skill hindrance, interactive hindrance, and structural and cultural hindrance were placed. The analysis of the findings indicates that what drives coaching is the interaction and interaction of the sum of the promoting factors, and the sum of the inhibiting factors is also the cause of inhibition and ineffectiveness of the task of the coach.  From this point of view, the result of the group of promoting factors, together with the group of inhibiting factors, along with other factors, determines the success or failure of the society, in chastity and desirable sexual education, and as a result, the emergence of healthy or destructive sexual behaviors will be in the next generation.

Although students share many similarities, they are uniquely different in many ways. In the field of education, these differences are of crucial importance, and failing to heed them frustrates the realization of educational justice. According to international education policies, schools are expected to contribute to the promotion of justice and social equality through relevant curricula and justice-based processes. They play an essential role in providing equal opportunities by celebrating individual differences, interests, and abilities. Paying attention to the individual differences of students in schools can play an important role in upholding the purpose of education. Implementing a curriculum that recognizes individual differences through the personalization of learning can promote the goals of education. Many theories, including child-centered education (Dewey, 1902(, cognitive development theory (Piaget & Inhelder, 1972), sociocultural theory and zone of proximal development (Vygotsky, 1978), and the theory of multiple intelligences (Gardner, 1987) have all established theoretical foundations that highlight individual differences in education. Educational research, however, has not paid enough attention to these theories. The importance of individual differences and their implications for curriculum design have not been explored fully yet. Therefore, the present study aimed to investigate which theories supported the importance and inclusion of learners’ individual differences in curriculum design and what implications each of those differences could have for different elements of the curriculum. The present study used a qualitative method to design a school curriculum. For this purpose, six theories, including sociocultural theory, mastery learning model, brain-based learning theory, cognitive style theory, theory of learning styles, and theory of multiple intelligences, in the field of psychology were examined. Each of these six theories emphasizes the existence of individual differences between human beings from a different perspective. These six theories were chosen among others following educational experts’ recommendations regarding their importance to education and potential implications for the elements of the curriculum. To design the curriculum based on each of these theories, Akker’s (2003) curriculum spider web was used because of its comprehensiveness concerning different curriculum elements. This curriculum model has nine strings, including aims and objectives, content, materials and resources, learning activities, teacher role, assessment, time, location, and grouping, and a core called ‘rationale’, to which the other nine elements are ideally connected. To draw some implications for each of the above elements of the curriculum, each of the aforementioned six theories and their basic principles were examined. The initial implications drawn by the authors were evaluated and reevaluated to determine the final implications. The Delphi technique was used to validate the list of implications. That is, the implications extracted from each theory, along with the explanation of the theory and its principles, were presented to a relevant group of experts. Then, the list of implications extracted from the six theories underwent necessary changes based on the experts’ ideas and reflections. The experts were selected using purposeful criterion sampling. The criteria considered in this study for sample selection included relevant academic education, academic publishing (e.g., articles, books, etc.), and general expertise related to the six theories referred to above. After examining each theory and exploring its significance to the ten elements of the curriculum spider web, a final attempt was made to breathe diversity and plurality into the curriculum. It was explained to the curriculum planners that learners were different in basic areas, such as socio-cultural background and zone of proximal development (sociocultural theory), the time required for learning (mastery learning theory), brain structure and schema (brain-based learning theory), information processing: thinking, understanding, and remembering information (cognitive style theory), the preferred method of learning skills (theory of learning styles), and IQ profile (theory of multiple intelligences). The inferences as well as the principles, including the principle of the centrality of the learner, the principle of inclusive education, the principle of diversity and plurality, and the principle of flexibility, drawn from each of the theories were used to support the development of the curriculum and its elements so that it would be more in, rather than out of, tune with the real world of students and their interests. With the implementation of such a learner-centered and inclusive curriculum, education processes are hoped to operate more equitably and with greater accountability than traditional education systems. Ensuring that each student experiences the maximum opportunity to learn is a goal that should be promoted through individualization and personalization in policy and curriculum development.

The present study was conducted with the help of story books in order to investigate how to transfer the educational and moral doctrine of not showing off and explain the consequences of showy behaviors to elementary school girls. The research method was descriptive phenomenological and "maximum diversity" sampling type, and guided semi-structured interview was conducted with 130 students aged 9 to 12 years, in seven provinces of the country, after giving and reading the book. The analysis of the data obtained from the interviews was done using the topic analysis method of the topic network type. Finally, after examining and analyzing the data, basic themes (N=260) were extracted in the first stage, organizing themes (N=41) in the second stage, and overarching themes (N=7) in the final stage. These themes are in the form of "five levels" of pseudo- rising with the titles: "failure to connect with the message of the book", "failure to transfer learning to the real world", "cognitive and emotional evaluation of than not showing off to Non-mahram", "transfer of learning to the real environment of life", "inclination and action in the path of social activism, chastity and hijab" and a side level titled "indirect learning other moral values" were categorized.In general, the obtained findings indicate the high capacity of story books in the indirect transfer and teaching of moral and value teachings such as not showing off to children and teenagers, which is worthy of the officials and the program. Cultural heritage should be given more attention.

Due to the need to identify the factors affecting the observance or non-observance of the hijab and efforts to strengthen the drivers and solve the challenges of this issue, the present study analyzed the views of elementary school girls regarding the reasons for choosing or not choosing the hijab. Participants, 150 students aged 8 to 12 from six provinces of the country, were interviewed with Semi-organized guided interviews using descriptive phenomenological method and purposive sampling of "maximum diversity". The phrases expressed by them were divided into 1025 concepts, 54 categories and 10 themes. Examining the views of the participants, the findings were placed in the two main axes of "Incentives of hijab observance" and "barriers of hijab observance". The five themes inferred in the first axis were "belief strength", "moral role model strength", "emotional psychological strength", "social awareness" and "Stability and growth", and the five themes were "individual motivational weakness", "desire to show off", "belief weakness", "Insightful knowledge deficit" and "social family threats" There were barriers that were classified in the second axis.

The widespread outbreak of coronavirus caused several behavioral reactions regarding the observance of health instructions and safety behaviors. Doing a survey, this study tried to discover the causes of these reactions. The statistical population included all people over 15. Using convenience sampling 939 people were selected. Data analysis was performed using SPSS and Emus software at levels of descriptive and inferential statistics. Exploratory and confirmatory factor analysis were run to obtain and specify components. In order to validate the pattern of causal relationships between variables, the structural equation model and path analysis were used. The results showed that gender in favor of women, education in lower levels, psychological adjustment in favor of people with less psychological adjustment, and social positivity in favor of positive thinkers, affect directly on the level of adherence to safe behaviors. Moreover, increasing age was effective on adherence to safety behaviors through influencing psychological adjustment, positive attitude towards government performance, and social positivity. Marital status, positive attitude towards the performance of the government and one’s birth state have also an indirect effect on the observance of safety behaviors through the influence on spiritual positivity (due to the influence of the aforementioned variable on social positivity).

The main purpose of the present study is to evaluate the ongoing phenomenon of the Arbaeen procession in order to help the planners of this research in order to improve the level of results. In this evaluative study, semi-structured interviews were conducted with 50 pilgrims of the holy city of Karbala, who were present at least once on the Arbaeen pilgrimage, using the "ordinary case" sampling method, based on the Kirk Patrick model. Data analysis was performed by Strauss and Corbin coding method in three stages of open coding, axial coding and selective coding. During this study, which was carried out by phenomenological method, 831 concepts were discovered, that were placed in 47 categories based on meaning, nature, relationship and conceptual appropriateness. The final results are also under the seven themes of "the reality of lack of welfare facilities", "mental suffering", "acceptance of adversity"; "Astonishing the Pilgrims", "Cultivating Attitude Insight", "Spiritual Moral Growth" and "Socially Desirable Effects" were included in the two Metathemes of "Sweet Suffering" and "Rising of the Soul", and the eighth theme was entitled "tourism to the Arbaeen journey" was also considered a sub-issue. The Sweet Suffering Meta theme included the first level of the Kirk Patrick evaluation model (reaction) and the Spirit Moral Growth Meta theme included the second to fourth levels (learning, behavior, and social outcomes) of the Patrick model evaluation. Based on the model used, the reaction to the trip is very good and the travel results are estimated to be good in terms of learning and relatively good in terms of behavior. There are also signs of positive social consequences for the Islamic world that need further investigation.

This study aimed at evaluating the effectiveness of reading stories in teaching hijab to elementary school girls.

This evaluative study was conducted with a qualitative approach and a phenomenological method, and the data obtained from semi-structured interviews conducted with 67 female students aged 8 to 11 years in 6 provinces of Iran were analyzed by using the Strauss and Corbin coding method.

The findings during three stages of coding, in terms of 851 concepts, 54 categories, 11 themes, were categorized in four levels, derived from Kirkpatrick’s model of evaluation and the criteria of content desirability, under the titles of reaction (study of attractiveness), learning (usefulness of knowledge), and understanding and readiness for action (practical usefulness). The themes of the first level included ‘expressing interest in the characters of the story̕, ‘expressing satisfaction with the performance of the characters in the story̕ and ‘expressing interest in the story book̕. In the second level, the two themes of ‘learning hijab and the consequences of observing and not observing hijab’ and ‘learning other good behaviors’ brought about the occurrence of learning. The third level showed the audiences̕ understanding of the content of the story, and the themes of ‘understanding the reasons for Laleh’s anger and her reluctance to wear the hijab̕, ‘understanding the wrongness of Laleh’s behavior and making a better decision instead of her̕ , and ‘understanding the reasons for the final acceptance of the hijab by Laleh̕ were categorized at this level. Finally, the three themes of ‘tendency to persuade Laleh to observe hijab’, ‘participation in changing and going on the story to expand hijab̕, and ‘tendency to introduce the story book to others’ formed the fourth level.

According to the findings, the use of artistic tools such as books will bring effective and valuable results in transferring religious and moral .

This study aimed to curriculum evaluation of Iran's Islamic Revolution lesson. Methods was descriptive-survey and population consisted of all undergraduate students of Payam Noor University, Islamic Azad and Applied Science of Bafgh Unit that have been selected lessons of the Islamic Revolution and attendance in class (total 151). All students participated in the study and completed questionnaire before census the session final exam. In order to assess the students of the Islamic Revolution curriculum, questionnaire makes by researcher with 5 components. Validity was calculated using the opinion of experts and reliability was calculated with Cronbach's alpha coefficient for the components and the whole questionnaire between 0.73 and 0.88. findings shown that the curriculum of Islamic Revolution are not as expected from the term of students in any of the components of the aim, textbook content, teaching and learning activities, resources and evaluation methods. In addition, There was no significant difference in the curriculum of Islamic Revolution by university (p=0.231) and gender (p=0.247). Given the undeniable role of the curriculum of Islamic Revolution as transmitters of values and ideals of the revolution and the underlying provider to alert students to the problems facing the Islamic Republic of Iran, recommended resorting to discourse construction approach to the transition from the existing passive approach failed.

Considering the importance of observing the divine limits in individual and social dimensions, the present study examines the degree of students' adherence to religious orders and invites each other to protect values and interdiction anti-values. This futuristic study was conducted with a normative approach and content analysis method of the theme network type, with the study of a virtual student group. The content provided by the participating users was recorded and analyzed in response to the prohibition of the denial of bad hijabi, including text, image, emoji, sticker and gif. As a result, 15 basic themes were obtained, which were combined and summarized into four organizing themes: "melee", "excuse making", "unlit candle" and "silence poison" and finally the comprehensive single theme "abnormal sovereignty" was formed. the behavior of a minority group and the silence of the majority of students in this virtual group was such that not only was the phenomenon of bad hijabi not condemned, but also the critic was forced to delete his messages. Therefore, the probable future will be the news of the prohibition of denial, increasing silence and inattention to anti-values, changing the position of critic and erring and behavioral tyranny of erring people. The findings of the present study can be considered as a flip for cultural managers to pay attention to the coefficient of some decisions, in cyberspace or at the community level.

The present study, based on the discovery of students' lived experiences, seeks to discover the capacity to model the character and martyrdom of Martyr Haj Qasem Soleimani for the younger generation. The research method was descriptive phenomenological and interviews were with 15 male students of Ferdowsi University of Mashhad, who were selected by "Typical Case" sampling method. The data obtained from the interviews were analyzed by Strauss and Corbin coding method in three stages of open, axial and selective coding. Finally, 572 concepts were discovered, which were classified into 38 categories appropriateness. The final results were also covered by eight themes. The themes discovered, in a model based on four models of Bloom's emotional domain, Observational learning Bandura, Aronson's social influence and Mesbahyazdi's types of patternability, in five levels "Sardar charm", "stabilization of charm", "will to change behavior", "emergence of action" and "transcendent action", Was placed. Thus, the three themes of "Sardar's personal morality", "Sardar's interpersonal morality" and "Sardar management style prominence" were in the first level. The second level included the two themes "audience emotional affect" and "audience cognitive affect". The two themes of "trying to change attitudes and behavior" and "demanding modeling from the commander" were also included in the third level, and the theme of "social effects modeling of the commander" also included the fourth and fifth levels. Overall, the findings show the high capacity of life and martyrdom of Sardar in modeling education for adolescents and young people.

Due to the special importance of the future of sexual education of children and adolescents, as well as the significant influence of the audience on story books, the pathology of sexual education in humorous translation story books was considered. The present study was conducted with a normative futures research approach and a qualitative content analysis method. The statistical population also identified the translated storybooks by Hopa Publications, and seven volumes of the collection of short stories "Stories with Parents and Tom Gates", which were published in 1398, were purposefully selected. The criterion of description in the analysis of selected books, based on the components of sexual education extracted in the report of Saeedi Rezvani (2017) was considered as "Development of a guide to the curriculum of primary education". The context unit, paragraph and registration unit were also included in the content of each paragraph (texts or images showing harm in one of the sub-components of sex education). A total of 1997 pages were examined and from the analysis of the data, 25 subcategories were discovered, which were classified into four categories with the titles of "worthless parents", "descent of adults", "sexual norm-breaking" and "the spirit of immorality". The findings indicate that the audience of children and adolescents, by reading these storybooks, learn teachings contrary to the direction of Islamic sex education and these teachings will bring many challenges in the future. In the absence of foresight and the continuation of the current trend, the future of the sexual behavior of the future generation is expected to be even more endangered.

The aim of the present study was to explore the mental layers of the readers of the biographies of the martyrs, and this the case is obvious necessary, considering the importance of patternability from the martyrs, keeping alive their names and memories and the special role of those great men in advancing educational goals. In this applied research, by distributing the biographies of the three martyrs of the Islamic Revolution, the imposed war and the defender of the shrine, were distributed among undergraduate students of Ferdowsi University of Mashhad by qualitative sampling method "with maximum diversity" and after conducting semi-structured interviews, about was read the book, data analysis was performed by Strauss and Corbin coding method in three stages of open coding, axial coding and selective coding. During this research , which was carried out by phenomenological method , 486 concepts were discovered, which were placed in 32 categories based on meaning, nature, communication and conceptual appropriateness. The final results were classified under the eight themes Themes of insight-attitudes, ethics-Religious, Socio-cultural and structural-technical, insight into two axes of attractional and repulsional. These attractional, repulsional factors have been mainly related to the content of biographies and the quality of performance and processing of writers, narrators and other stakeholders. An analysis of the growth of these biographies was also presented in three dimensions: cognitive, emotional and practical. The results of the research indicate that the study of the mentioned biographies, in general, in most readers, has created a kind of attraction towards these biographies and also the aspirations of the martyrs, and in some of them, it has led to decisive Intentions and actions in accordance with the mentioned educational ideals. But fewer people, in the minds of the readers, there is a kind of repulsion towards the study of biographies. But in the mental layers, a smaller percentage of the audience is a kind of drift than reading biographies. And this is especially true of biographies that were not strong in terms of the structural and writing techniques of storytelling and memoir writing; It is obvious that they did not have the necessary sensitivity in the quality and quantity of the content or they made an irrational attempt to make a hero.

The present study aims to analyze the male-students’ premarital sex and to identify the drivers and challenges of observing chastity.

This applied research was conducted through a qualitative approach and with a phenomenological method. The statistical population was the male-students of Ferdowsi University in Mashhad, and 48 undergraduates of them were interviewed in a semi-structured way with a purposeful sampling method "with maximum diversity" and analyzed using the three-step coding method of Strauss and Corbin.

The expressions expressed by the participants were classified into 858 concepts, 62 categories, and 14 themes. Examining the lived experiences of the students, the findings of study, with some negligence, were divided into three parts: the reasons why they enter into an illegitimate relationship, the reasons why they leave an illegitimate relationship, and the reasons why they avoid an illegitimate relationship. The themes inferred in the first part include the religion of permissiveness, the decline of indigenous identity, the domination of sexual desires, psychological issues, the stimulating social media context, self-deception, and the unattainable dream of marriage, and the themes of the second part include orienting to spirituality, being zealous, and thinking about the consequences. The harmfulness of an illegitimate relationship, satisfaction of sexual desires through other ways, the lack of conditions for an illegitimate relationship, and the choice of chastity include the four themes of the third part. .

The most important challenges of observing chastity, and the factors of entering into an illegitimate relationship (i.e. the barriers of chastity) are: ‘the sexual desire’, ‘the impossibility of its legitimate satisfaction, ‘the permissible and highbrow spirit’ and ‘the social and media stimulating atmosphere’; the main drivers of chastity in the this statistical population were faith, ‘still awake’ moral conscience, religious-moral family atmosphere, and social control.

Individual differences are very important in education.The present study aimed to identify the challenges and barriers to the implementation of the curriculum based on individual differences in the area of Religion and Life in the education system .Using the phenomenological method and purposeful criterion-based sampling,the views of twenty-three experts in the field of religious education have been examined using semi-structured interview tools. The results indicate that the implementation of this approach faces challenges before and during the implementation of the religion and life curriculum.Challenges before implementation are weaknesses in the educational system and curricula of Farhangian University, weakness of the teacher training system in hiring and training professionally qualified teachers,entrance exam for university a factor for standardization, inflexibility of goals and lack of teacher independence adaptation of goals to individual differences of learners,The dominance of a disciplinary approach in curriculum design,central focus and uniformity in content preparation and lack of attention to ecological components,incompatibility of content with different needs of students, and challenges during implementation are also limitations in the use of resources and various educational learning materials, poor knowledge and practice of teachers in teaching methods of religion and life curriculum,Lack of attractiveness and motivation of the environment for learning,Lack of sufficient time for teachers,large number of students in a classroom,Lack of adequate use of learning opportunities outside the school, poor communication between families and school,limited technological and up-to-date educational facilities,Dominance of cognitive-centered evaluation method and lack of teachers' freedom in evaluation.Appropriate solutions are provided to solve the challenges

Adolescence is a period of rapid physical, social, emotional, cognitive, and sexual  development. The widening gap between biological maturity and social transition to adulthood  highlights the importance of adolescents’ need for education, especially in sexual health. The main  objective of this study was to explore the facilitators of Sexual Health Education (SHE) for male  adolescents in Iran.

In this qualitative content analysis, a total number of  45 participants were investigated from June 2018 to July 2019 through individual, semi‑structured,  in‑depth interviews in the city of Mashhad, Iran, until data saturated. The participants were selected  using a purposive sampling method. The data were analyzed using a conventional content analysis  method based on the approach developed by Graneheim and Lundman (2004) using MAXQDA  software.

In data analysis, 2 main categories and 9 subcategories emerged. The main  categories included extrapersonal facilitators and intrapersonal facilitators. The category of  extrapersonal facilitators included the 7 subcategories of appropriate policy‑making, use of religious  capacities, consideration of native culture, supportive family environment, school empowerment,  inter‑sectoral integration and collaboration, and reinforcement of parent‑teacher interaction. The  category of intrapersonal facilitators comprised of the 2 subcategories of supporting adolescent  socialization and using distraction techniques in adolescents.

The study revealed that  having an action plan with a scientific, ethical, legal, religious, and cultural background, establishing  a suitable home, school, and community environment, strengthening inter‑sectoral integration,  collaboration, and interpersonal coordination, and utilizing the capabilities and potentials of  adolescents can provide an appropriate SHE for adolescent boys.

Sexual health education, especially in adolescents, faces excess challenges in many cultures. Iranian adolescents, especially boys, have many educational needs in the field of sexual health that have not been met due to various obstacles. The main purpose of this qualitative study was to explore the challenges of sexual health education for Iranian adolescent boys.

This qualitative content analysis study was conducted through individual semi‑structured in‑depth interviews from 45 participants (20 adolescents and 25 key adults). Data were analyzed using inductive conventional content analysis based on the Graneheim and Lundman’s approach via MAXQDA software (version 2010) by VERBI GmbH Company, Berlin, Germany.

In total, 2 categories and 11 subcategories emerged; including, “extrapersonal barriers to sexual health education for adolescent boys” containing seven subcategories of lack of clear policies, family inadequacy, social barriers, cultural heterogeneity, school inadequacy, cyber threats, and educational process inadequacy concerning adolescent sexual health education as well as “intrapersonal barriers to sexual health education for adolescent boys” comprised four subcategories of uncontrolled emotions of adolescence, adolescent rebellion, information and communication weaknesses, and adolescents’ concerns about being judged by others.

The findings clarify some barriers to sexual health education for adolescent boys. Therefore, it was recommended to develop community‑based educational programs to change attitudes of families and society toward addressing the challenges of providing sexual health education to adolescent boys. Moreover, it was suggested to utilize an educational program specific to adolescent boys, tailored to the Iranian culture, using the potential of religion.

The present paper was designed to identify the key competencies of sexual education coaches. To determine the key competencies, the five-step Byham & Moyer method was used. The present study population included all education specialists, sex education specialists, and Continence and sex education specialists’ educators in Mashhad. They were selected by targeted sampling method. A Semi-structured interview and questionnaire were used to collect data. By studying the literature and opinions of scholars and various scientific sources about the competencies of the coaches, and the findings of the interviews and questionnaires, a list of 785 concepts was extracted and collected, and then the concepts were classified into 109 categories. After analyzing the data, the competencies of sexual education coaches were divided into 16 themes and 5 axes.  The themes of “the coach's relationship with God”, “the coach's relationship with himself” and “the coach's relationship with others”, were placed in the core of the basic characteristics of the coach. “The Foundations of sexual education”, “the West and sexual education”, “the sexual-conceptualization”, were included in the center of the theoretical issues needed by the coach. Also themes related to the axis of explanation and description of sexual harm “the underlying instruments of sexual corruption”, “sexual pathology” and “the negative consequences of sexual injuries” were introduced. The Themes “of basic beliefs” in the axis of the beliefs needed in sexual education and the Themes “of media literacy”, “how to answer the questions and doubts of adolescents”, “the prevention and exposure skills of sexual abuse”, “exposure to masturbation phenomena”, “sexual psychology” and “The ability to apply adolescent continence strategies and solutions” was also at the axes of the skills needed for the Coach of sexual education.

This study aimed to investigate the position of environmental education in elementary school science curriculum. To implement this research and with regard to the nature of topic and its objectives was used content analysis method. In this regard was coded the content of elementary school science textbooks with inductive method and based components of environmental education on the based Wisconsin model. The units record, were sentence, and image. In the coding process components of environmental education standards were based including: 1)questioning and analysis, 2)knowledge of environmental processes and systems, 3)environmental issue investigation skills, 4)decision and action skills and 5) personal and civic responsibility. Territory this study was all content elementary school science textbooks that was approved ministry of education and by office of planning and writing textbooks published and in the academic year 1389-1390 has been validated. To ensure of coding validity was used of the second assessor that was observed credit amount equal to 0/95. Findings showed that attention to environmental education, most has been focused on questioning and analysis and then respectively relevant to knowledge of environmental processes and systems, environmental issue investigation skills and personal and civic responsibility. This while that in studied textbooks has not been attention to education of decision and action skills. Also attention amount of textbooks to standards education respectively has been in science textbooks of fifth, fourth, third, first and second grade. Failure to use appropriate of sentences and images in proportion whit children grade that through comparing available situation of record units with professional priorities obtained is other findings this study.

 Iran is an earthquake-prone country that has faced numerous crises in recent decades. The main purpose of this study is to consider the performance of educational managers to confront with the 2003 Bam earthquake crisis. This paper is an applied study.

 This paper is a historical study with a qualitative approach. Various sources, including educational managers, photographs, correspondence, reports in books and scientific journals were used to collect the data. All references were first-hand and internal criticism was made to ensure the authenticity of the sources. To analyze the data, the collected information in each of the data logs was read and coded.

Managers were not prepared enough to confront with the crisis and the performance of educational managers is not desirable. The educational managers have not enough skills and knowledge to confront with crisis situations and to prepare teachers and students in such situations, as well as decisions for the post-crisis activities made individually which were opposed to international organizations’ guidelines.

 As Iran is a prone-earthquake country, so it is necessary to consider the confronting with the crisis seriously in all organizations and administrations; and it is more important in education organization which have wide range of teachers and students.

how crises are represented in elementary and high school textbooks through content analysis method. In the first step, the basic concepts related to this topic, were extracted from Iranian and international scientific and legal documents deductively. Then, 68 extracted concepts were put into 12 categories and were sent to the field experts in the form of a questionnaire.The reliability coefficient of the questionnaire was computed.88 with Cronbach's Alpha. The extracted categorieswere again offered to some field experts and validated. Based on confirmed categories, the content of textbooks (28 titles) and teacher's guidebooks (12 titles) were analyzed. The results of analyzing the textbooks show that the main focus is first on the issue of crisisology and the consequences of crises, and second, on preventive actions which encompass%80 of the content. The remainder of the related content was concerned with other topics; the contribution of the content that focused on resiliency and recovery is less than other concepts.The comparison of the weights allocated by the experts and the weights gained from the textbooks analysis was made by Mann-Whitney U and Chi square tests; in both tests, a meaningful difference was observed.

This research has been conducted with the aim of understanding the developmental-interactive implications in the education of of students with hearing damage. In this case study, the qualitative approach has been selected. To gather the data, two students with hearing damage were selected by the technique of "Most Similar/Most Different". The Data was collected through reviewing films, the documents and semi-structured interviews obtained from the people around them in their house and school. Trustworthiness is being taken in order to make the data reliable with respect to credibility, transferability, dependability, confirmability criteria. As a result, the understanding and the redrawing of participants’ experience allowed us to express that despite the same amount of hearing damage and possibility to benefit from integrative education, the cases had different academic achievement. The reason for this difference, which stemmed from parental interactive patterns and the way people achieve Functional Emotional Developmental Capacities, contrarily to common belief, is not subject to hearing reinforcement.
The implication of the study is that the difference between the hearing impaired considering the level of mastering Functional Emotional Developmental Capacities, distinguishes the nature of their needs in educational environment not only from other exceptional individuals but also from each other. In order achieve educational justice, it is suggested that during implementing interventions and determining characteristics of curriculum elements, more attention should be paid to quality improvement and understanding of their experience in mastering Functional Emotional Developmental Capacities when interacting with family and educational contexts, especially in primary school.

This survey aimed at investigating the third grade high school student's attitudes towards the course of “Religion and Life” in Neyshabour city, Iran. Among all the third grade high school students of both genders studying in the fields of Sciences and/or Humanities during the academic year of 2010-2011, about 323 students were randomly selected through stratified sampling. They completed 3 related questionnaires. The Attitude towards Religion and Life course Questionnaire had 3 components: importance, attractiveness and understanding of the subject matter. The results indicated that the participants had relatively positive attitudes towards the attractiveness, importance and understanding of the course. According to the t-test results there was a significant difference between male and female students with females having relatively negative attitudes toward the subject matter in understanding and importance components. No significant difference, however, was found between them with regards to the importance component. Considering the effect of student's socio-economical status on their attitudes, the wealthy ones had relatively negative attitudes in the component of attractiveness, and the poor ones had relatively negative attitudes in the component of understanding, respectively. There was no significant difference between these two groups in the importance component. Regarding the effect of the study field on the participants’ attitudes, there was no significant difference between the students of the two fields in the components of importance and understanding, but those studying in the science field had relatively negative attitudes in attractiveness component. According to the results of Pearson correlation, the relationship between the attitude to the teacher and religious identity and the attitude to the course was positive. There was no relationship between the participant's mean scores and their attitudes to the course. The results of regression analysis showed that:1) in the attractiveness component, the higher effects belonged to the religious identity, attitudes to the teacher and gender respectively,2) in the importance component, the higher effects belonged to the religious identity and attitudes to the teacher, and3) in the understanding component, the higher effects belonged to the attitudes to the teacher, gender, religious identity and socio-economic status.

Creative teaching is one of the most basic requirements in the modern higher education systems. The aim of this study is to investigate the status of creative teaching from the viewpoints of students studying in School of Nursing and Midwifery at Mashhad University of Medical Sciences. This descriptive survey study was performed on a stratified sample of 246 students (nursing، anesthesiology، operation room، and midwifery) of School of Nursing and Midwifery of Mashhad University of Medical Science in year 2012. Data gathering tool was a questionnaire made by researcher including 55 items (with 5 points Likert scale) in 10 domains according to Ekvall’s Organizational Climate for Creativity. Data was analyzed using one sample T-test، ANOVA and MANOVA Test. Mean and standard deviation of questionnaire’s total score (3. 11±. 52) was significantly (t=9. 21، p=0. 001) more than that of the scale’s cut point (=3)، indicating the desirability of creative teaching from students’ perspective. The total mean score for all factors of creative teaching was 3. 36±. 47 in nursing، 3. 12±. 58 in anesthesiology، 3. 67±. 52 in operation room، and 3. 31±. 52 in midwifery discipline. The difference between mean scores of different disciplines was statistically significant (F=12. 36، p= 0. 001) This study showed that teachers’ creativity in teaching is desirable from the students'' viewpoints in school of nursing and midwifery of Mashhad Medical University. Moreover، midwifery teachers acted more creatively compared to the other disciplines under investigation

This research aimed at examining the relationship among socio-economic status, having personal computer, access to internet, previous participation in computer courses and attitudes towards computer in the students of Ferdowsi university of Mashhad. This research is a descriptive one and of a correlation type. The statistical population includes all the students of Ferdowsi university of Mashhad. The sample consists of 180 (116 girls and 65 boys) which were selected though cluster random sampling method. The instrument used was computer attitude scale (CAS). The reliability of the total scale was calculated 0/92 through Alpha Chronbach. To analyze the results, we used pearson’s correlation coefficient, t test for independent groups, and regression at the same time. The results showed a positive correlation between socio-economic status and stress toward computer at the level of (P<%5), between having personal computer, previous participation in computer courses and stress in addition to general attitude toward computer, and the amount of internet at the levels of (P<%1) and (P<%5) respectively. The results also showed that there was no significant correlation between male and female student's attitudes toward computer. Finally, the results showed that, two factors, that is, having personal computer and previous participation in computer courses have noticeable influence in student's attitudes towards computer.

This article investigated the result of problematic situation that some research, including the study in faculty of Educational Sciences have portrayed it, the problematic situation is lack of full successfulness from graduators of educational management in the real environment. Followed this issue was raised that perhaps the process of training primarily non- feasibility process. Followed that finding the survey of review the topic of "Educational management feasibility" was performed. On this basis, the fundamental question is whether this educational management training can be taught? Literature review showed that a group of experts in order to reasons such as the gap between theory and practice say to impossibility of Educational management. In this article opposition opinions of education management were criticized, and the result is the defects observed in graduates, most likely is related to weakness of users not to management theory. Inadequacies of users can be sharp two factors a) the training was inadequate and b) personality traits than appropriate job management. If accepted the interaction of teachings of management and user, (Student Training Management) characteristics then should only the people were selected for management courses, which have primary features of a successful manager. Also can be other solutions in education management at the level of educational organizations ponder. Inservice training and promotion service based action research is one effective method.