فهرست مطالب mohamad javadipour

foundation data method. The data were collected through 15 semi-structured interviews with professors who had valuable experiences and researches related to the research topic, using purposeful sampling based on collection criteria, and based on the instructions of Strauss and Corbin, which include three main stages of coding. It is open, central and selective. Lincoln and Guba (1985) criteria were used for validation.

The results of the research indicated a pattern consisting of 10 main categories and 29 sub-categories in the form of causal conditions, contextual conditions, intervention factors, strategies and consequences. The results of the current research indicated that components such as distance Adoption of traditional curriculum, survival in the modern world of education, management based on absorbing and accepting new ideas, traditional and rejecting management, political work, use of modern programs and new educational related information to cover current knowledge in the field of social security in the university was found as a central category.

According to the findings of the current research, social security education plays a key role in various cultural, economic and political dimensions of the society, so the need to address it in higher education is more ob

Digital competence includes safe use of information technology, exchange of information and communication and participation through internet networks. Therefore, teachers' familiarity with competences leads to the use and exploitation of these skills as well as their acquisition and strengthening.

Considering that the purpose of the current research is to review the digital competence of teachers in the post-corona era, the research approach is applied qualitative, phenomenological and descriptive method. For this purpose, by using semi-structured in-depth interview technique of perception and lived experience, 27 primary school teachers of Sari city, who were selected by purposeful sampling with maximum changes and criterion-oriented methods, were examined and analyzed. It should be noted that in order to validate the findings, the method of review by members and examination of two external experts was used to control the data. The data was analyzed based on the seven-step strategy of Collaizi.

The research findings in the interview section with primary school teachers showed that teachers' perceptions of digital competencies in the post-corona era include 20 themes (information and digital literacy, creating digital content, digital resources, technology and information skills, digital communication and collaboration, digital interaction, activity Digital team, digital collaboration, digital creativity and innovation, individual empowerment, power of inference, digital behavioral action, teaching and learning, classroom management, teaching methods based on digital conditions, digital evaluation, digital problem solving, data safety and protection, and digital environment. search, digital research and development, increasing knowledge) and 60 sub-themes.

Although Corona caused a big shock to the education system of the country, this shock caused significant growth in different dimensions and in many cases turned into an opportunity. School teachers who add the experience of Corona to their field of possibility, bring a new type of education, teaching, learning, assignment, evaluation, companionship and cooperation to the field in addition to the previous possibilities. Thus, in the post-corona era, new tasks have been assigned to teachers due to digital competences and technological skills, as a result, teachers must have the necessary digital competence and increase their professional credibility.

Overloaded curriculum is an emerging and complex phenomenon in the field of curriculum, which is considered a necessity for every educational system. Prevention of this issue requires a comprehensive investigation in terms of dimensions and characteristics; Therefore, the current research was conducted with the aim of identifying the dimensions and features of the Overloaded curriculum in the primary school.

The approach of qualitative research and its method was a systematic review based on the seven-step strategy of Wright et al (2007). The research community consisted of 71 studies that were collected from valid internal and external databases in the period of (2000-2023) and after quality assessment, 38 articles were selected and analyzed through coding.

The findings of the research showed that the overloaded curriculum has three dimensions: individual, organizational and educational. The individual dimension, including hoarding of content by subject experts, threatening the physical and mental health of students, job burnout of teachers, creating a dual status for principals and changing the role of teachers and parents; The educational dimension includes the excessive amount of goals, adding new content without reducing the previous content, multiple assignments and activities, time limit and multiple and time-consuming evaluations, and the organizational dimension including hasty decisions without research support, a tool look at the curriculum to achieve political goals and Social was the volume of curriculum documents and numerous plans and programs.

The results showed that the overloaded curriculum is a multidimensional phenomenon, the prevention of which requires attention to curriculum elements, stakeholders, and organizational decisions.

The purpose of this study is to Designing an Intercultural Curriculum Framework for Teacher- Students at Farhangian University. The present study was based on a qualitative approach and phenomenological method with the presence of 18 participants among curriculum and sociology specialists using purposive sampling method and semi-structured interviews. The analyzes were based on open, axial and selective coding. In-depth analysis of the interviews resulted in identifying and categorizing the features of intercultural education curriculum. It can be argued that Intercultural training curriculum framework consists of 4 elements of purpose, content, teaching-learning methods and methods of evaluation. Themes oversee the objectives of the Intercultural education curriculum in three basic dimensions (cognitive, emotional / attitudinal, and skill). Promoting respect for values and differences in the educational content section; Emphasis on the preservation and transmission of cultural heritage; Emphasis on social interaction; The disadvantage of emphasizing the avoidance of racism; Adaptation to the local historical identity of different ethnic groups; Paying attention to the role of Iranian ethnic groups in maintaining national independence; Attention to national and ethnic cohesion; Attention to cultural diversity; Attention to teaching indigenous and local languages; Attention to cultivating cultural self-awareness; Promoting justice and equality; Attention to different heavenly religions; Accept differences. In the section of teaching-learning methods, role-playing; Demonstration method; Project method; Collaborative teaching method; Scientific teaching method; Reliance method; Brain Enhancement Method; Problem solving method; The method of the courts; Group discussion method. The element of evaluation, as the last element in the intercultural curriculum from the perspective of the study groups in the form of: functional test; Observational evaluation; Oral evaluation; Paper pencil test; Skill-based tasks; Self-assessment; Peer assessment were identified.

The main purpose of this study is to evaluate the quality of services of the training unit of Iran Oil Pipelines and Telecommunications Company based on the SERVQUAL model.

The present study is applied in terms of purpose and nature, and according to the method of data collection, using a quantitative approach and based on a descriptive-survey method. The statistical population of this research is all the employees of Iran Oil Pipelines and Telecommunications Company in 1397, numbering 810 people. The sampling method is simple random sampling and The sample size is estimated to be 260 people using Cochran's formula. The data collection tool is the standard questionnaire of service quality of SERVQUAL. To obtain the validity of the questionnaire, face validity has been used and the reliability of the questionnaire has been evaluated using Cronbach's alpha method. The value of Cronbach's alpha coefficient (0.94) has been calculated, which indicates the high reliability of the questionnaire. In order to analyze the data in the descriptive statistics section of the indicators (frequency, mean, standard deviation, skewness and elongation); In the inferential statistics section, one-sample t-test and dependent t-test were used.

Findings from the research showed that the current situation of the quality of services of the training unit of Iran Oil Pipelines and Telecommunications Company is higher than the average. Also, there is a significant difference between the perceptions and expectations of the employees of Iran Oil Pipelines and Telecommunications Company about the quality of services of the training unit and the perceptions of the employees of the current situation are at a lower level than the desired situation.  

Based on the findings of the research, it can be concluded that the components that are far from the desired situation in terms of employees (physical, confidence, responsiveness and empathy) should be given more attention and then the guarantee that the employees are at a desirable level, be strengthened as much as possible.

The purpose of this research was to apply a phenomenological approach to teachers’ perceptions of the performance of Tehran's children. This interpretive and phenomenological method was employed in the field of public-school study for females at the 17 Shahrivar school, located in the District 13 of Tehran in 2020, for the purpose of this study. The teachers’ field of study in Tehran’s District 13, from which 20 persons were randomly selected. Using the Colleizi method, a review of notes is set up to analyze review interviews. In this study, there are nine themes and forty-four subthemes titled emotion regulation, learning skills, family, child’s nature, environmental factor, intellectual maturity disorder, communication skill training, and playing, and 44 sub-themes. The research findings addressed the perceptions and perceptions of teachers regarding the concept of resilience in children, the main factors and components of creating resilience in children, the reasons for the lack of resilience in children, the effects and consequences of the lack of resilience in children, and finally the most effective methods for enhancing resilience in children. In light of the present research, it is suggested that parent training programs should also aim to modify educational strategies and behavior patterns and enhance relationships in the structure of equations and connections. Given that environmental and interpersonal conditions play a significant role in children’s lack of resilience and that this study was conducted on a specific statistical population, it is recommended that future research include children of divorce or children with addicted parents.

The purpose of this study was to investigate the importance of considering the components of critical thinking in the national curriculum document. The statistical population of the study was the National Curriculum Document, which was considered as a sample in terms of the nature of the research of 5 parts of the document. Shannon entropy content analysis was used in this study. The results of the data analysis indicate the relative importance of the document to the components of critical thinking. In the philosophical and scientific bases, the highest coefficient of importance is related to the self-sustaining component, in the section governing the curriculum and training, the highest coefficient of importance to the analysis component in the approach section and the general integration of the highest importance factor to the evaluation component, in the most targeted target segment The importance coefficient is assigned to the evaluation component and in the domains of component identification, the most important factor is analyzed. In general, the most important factor is the analysis component, and other components have a lower coefficient, which means that in the national curriculum document no attention is paid to the components of critical thinking. Regarding the findings of this study, reviewing the curriculum in order to pay more attention to critical thinking components is considered as less important.

Design thinking is a participatory problem-solving approach with a human-centered approach that enhances innovation by enhancing learners' creative thinking abilities. The purpose of this study is to analyze the concept of design thinking and review models of design thinking by collecting, evaluating and systematically reviewing articles related to this topic. In this study, the databases of Eric, Science Direct, Tyler, Francis, and Spearinger were searched, and all articles indexed in their databases from 2000 to 2020 were collected in English. After searching the databases, 1263 articles were obtained. After reading the abstracts and the initial review, the full version of 58 articles was prepared and reviewed. In the manual search that was done through the sources of articles, 5 sources were added according to the nature of design thinking, 3 reference sites for model presentation and 3 books. From 58 existing articles, related articles were selected and evaluated according to casp evaluation criteria, and finally 36 articles were analyzed and reviewed. According to the obtained studies, studies in three groups: 1- Articles that have provided a new definition of design thinking. 2- They have presented new models. 3- Models have been used in the implementation of the plan; Was divided and evaluated

Due to the usability of the work and technology curriculum in life, as well as its important role in motivating and aspiring to jobs in society and helping to choose a field, the country's educational system has paid special attention to the work and technology curriculum. The purpose of this study was to qualitatively review the challenges and strengths of the work and technology curriculum and strategies to improve the implementation of the work and technology curriculum.

For this purpose, the phenomenographic method was used. Targeted sampling method with snowball technique was available for experts and targeted teachers, number of participants according to data saturation 6 experts; 25 teachers were selected. Semi-structured interviews were used to collect data. Data analysis was performed using a 7-step clays method. To validate the data strategies such as data collection triangulation; Interviewees' reviews of the impressions and codings and the review of the collaborating researchers and the agreement between the researcher and the participants in the research were used.

Research results in three sections: challenges and obstacles to implementation; The strengths of the work and technology curriculum and the proposed solutions to improve this were obtained from the perspective of experts and teachers.

Findings were obtained from the perspective of teachers and experts that the challenges and obstacles to the implementation of work and technology course include five themes "limitation, teacher, content relevance, comprehensive evaluation system, social factors" with eleven sub-themes "facilities, financial resources, physical space , Time, specialized teacher, skill category (knowledge enhancement), disproportion to the need, imbalance in content, weakness in the implementation of evaluation, lack of cultural background, low status and value of work and technology among officials "and the strengths of the two "Technical aspect, knowledge-building" and five sub-themes "entrepreneurship, appropriate academic guidance, creativity, craftsmanship, general skills" and in the solutions two themes "improving curriculum elements, motivating" and six sub-themes "content, evaluation" "Facilities, hidden curriculum, communication channels, salaries and benefits.”

E-learning is one of the new ways of learning in the present era. Thus, for the efficiency and the optimal use of E-learning capacities, requires identifying and eliminating the disadvantages ahead the purpose of this study was the pathology of E-learning courses in the National Iranian Gas Company based on the three-branch model. Thus, a qualitative approach and phenomenological study was adopted. Participants in this research were managers and technical experts of the headquarters of the National Gas Company who were purposefully selected and theoretical saturation was achieved by semi-structured interviews with 10 people. Findings were analyzed using Strauss and Corbin coding methods at both open and axial coding levels. Finally, 15 categories, which included 50 concepts, were extracted as the main disadvantages of E-learning courses, which were obtained in three parts: process, structural and environmental.

The aim of this research was to evaluate the rate of engagement and academic achievement of high school students in English course by using flipped classroom instruction. Descriptive and experimental methods (pre-test and post-test) were used to apply the research. 56 students of second grade in a high school located in Tehran were randomly chosen and divided into control and experiment groups. One was taught by the traditional method and the other was taught using the flipped classroom model for 20 weeks (each session, 2 hours). The Reeves' questionnaire (2013) was used to measure the students' engagement rates in flipped classroom. For comparing the academic achievement between flipped and control groups the reliability of Reeves' questionnaire according to Cronbach Alpha was recognized (0.95), and a researcher-made-test with reliability of 0/90 was used to measure academic achievement of both groups. The findings show that the rate of students' engagement in flipped classroom in each four aspects behavioral, cognitive, emotional, and factor engagement is higher than average. Also, there is meaningful difference in students' academic achievement between experimental and control group. According to the results of this research, flipped classroom model promotes students' academic achievement by increasing their engagement rate.

Bilingualism is one of the most important issues in the field of education, and today there are wide-ranging discussions about it. The purpose of this study is to compare the programs and models of bilingual education in Spain, Canada, USA, Turkey and Iran. The analytical method of documentary study is a comparative approach with the help of George Brady's model. For collecting data, a library study method including official educational documents, results of research and comparative studies was carried out, reports, seminars and information banks were used in this field. The results of the study showed that in Spain, the United States and Canada, they have provided educational background and professional success for bilingual children with the importance of minority students' rights. In contrast, Iran and Turkey have provided a synergistic education approach, a drop in education and a decline in bilingual children's self-esteem. In the countries of Spain, Canada and the United States, there are two-way educational models, immersion and transitional, while in Iran and Turkey, a structured model of educational learning is used. According to the research findings, it can be argued that the educational system of Iran can best use the experience of the above countries and the educational model that is more effective in successful countries in the field of bilingual education (French immersion programs in the system Canadian Bilingual Education, D-Model in Spain and Bilingual Education), and tailor-made the model to suit the needs of society, students and teachers in their country.