فهرست مطالب mohammad javadipour

Curriculum design is one of the important challenges of university professors, because arranging curriculum elements in a way that leads to learning is a difficult task. For this reason, the existence of curriculum templates can help university professors and curriculum planners in designing and compiling curricula in a way and in making decisions. The model in the development of university curricula is interpreted as a detailed plan to achieve the goal. For this purpose, the present research has been conducted with the aim of examining the curriculum patterns of higher education in Iran. The above research has been done with a systematic literature review and qualitative content analysis technique (theme analysis) among sources and documents collected from scientific databases. The results of the research show that the focus of the researchers in providing models was mostly on Tyler's four elements and less on the nine and ten elements of the curriculum, and the macro dimensions of the curriculum in higher education have been neglected. Designing the proposed models (providing the framework) is one of the important activities of curriculum planners and decision makers, and university educations are also forced to design and implement the proposed models (determined frameworks) of the curriculum. But the focus of attention that researchers should pay more attention to is the extent of attention to the larger dimensions of the curriculum and not the elements and content of the curriculum.

Although some studies have been done on major issues of foreign language teaching in Iran, a large-scale qualitative study is still required to be done particularly with regard to the newly introduced English as a Foreign Language (EFL) curriculum. Therefore, the present study aimed to discover what challenging problems, in-service English teachers encounter in EFL classes and what solutions to these challenges can be suggested based on 169 Iranian EFL teachers' opinions. Data were collected through a written, open-ended questionnaire and semi-structured interviews, and they were thematically analyzed using MAXQDA (Version 2022). Findings revealed that (1) policy makers' ambivalence towards English Language Teaching (ELT), teacher burnout, lack of facilities in schools, lack of teaching aids, and unmotivated students were the main reasons behind the gap between planning and practice of EFL curriculum in Iran; and (2) lowering the starting age of ELT, solving teachers' financial issues, and CLT-based examinations were the most frequently brought up solutions to this gap. Findings were discussed in the area of EFL teaching and some pedagogical implications were also proposed.

The present study was conducted with the aim of analyzing the work adjustment process of elementary teachers during the Coronavirus pandemic period. To conduct this research, a qualitative approach and the method of grounded theory based on the systematic design of Strauss and Corbin (2015) were used. The field of research included all elementary teachers in Qeshm who were selected 18 of participants by theoretical and convenience sampling in the findings. Research tool was a semi-structured interview and for the data analysis the three stages, open coding, axial coding and selective coding were used. In order to get assured of the validity of the data, the four criteria of Lincoln and Guba including: credibility, dependability, confirmability and transferability were used. The theory derived from the findings was created around the category of "incompatible orientations of beneficiaries". According to the findings, the incompatible orientations of beneficiaries towards virtual education are not mainly related to its nature and functions, but are more influenced by the conditions and context of providing virtual education. In such a way that most of the teachers have taken contradictory measures to adapt themselves to virtual education.

The aim of the this study is to identify the meaningful experiences of Ph. D college students in city of Tehran based on their academic identity based on the concept of academic aspiration. The meaning of academic identity is a collection of views, thoughts, decisions, behaviors and motivations through academic content and in connection with the elements of higher education such as professors, students, issues related to activity is teaching-learning. The meaning of the concept of academic aspiration is a characteristic or ability through which students and graduates have stepped beyond what is designed for them in the curriculum of higher education, whether hidden or overt. And they discover and cultivate new dimensions of themselves.Method This research was conducted with a qualitative approach and using interpretive phenomenology method. A semi-structured interview was conducted with sixteen PhD students and graduates who were selected by the criterion sampling method. In line with data analysis, interpretive phenomenological method adapted from Ricoeur and MAXQDA2020 software was used.ResultsIn the results section, two types of academic identity were obtained: The academic identity that is forming and the academic identity has been formed.Discussion and Conclusions The findings show that the most influential experiences on the formation and emergence of the academic identity of the participants were the result of their placement in extracurricular situations and in a place other than the university. Especially when there was an opportunity to do things related to the responsibility assigned to them or accepted by them. The reason for this is explained in the way that they felt powerless and confused in converting the learned knowledge into action. But the existence of academic aspiration features that gives the ability to cross the set limits has started to create and additional learning along with responsibility.

With the rise of digital tools, education has moved away from its traditional form and is advancing towards non-physical learning modalities. Distance learning leads to flexibility and easy access through digital media. Thus, the purpose of this study was to understand the lived experiences of students, teachers, and professors regarding the effectiveness of assessment in distance education.

This qualitative research was conducted using a phenomenological approach. The method of data collection involved semi-structured interviews. For this purpose, data were collected through interviews with 30 students, teachers, and professors and analyzed using the method of Streubert and Carpenter (2003).

The analysis of the interviews revealed four main themes including support and backing components, content, infrastructure and ethical, and 22 subthemes such as technical support, enhancing the motivation of teachers and students, continuous training of teachers and students, improving computer literacy of students and teachers, overcoming teachers' resistance to virtual assessment methods, using interactive methods, focusing on learners' depth of thinking, timely and rapid feedback, attention to individual differences, familiarity with virtual assessment methods in teachers, adapting to virtual assessment methods in teachers, availability of electronic infrastructure, ensuring security of assessment in the virtual space, providing high-speed internet, quick and easy access to mobile or computer for students, digitalization of the entire assessment process, promoting the culture of virtual assessment among teachers and students, avoiding cheating due to anonymity, providing agreed-upon criteria and standards in assessment, considering students' backgrounds in virtual assessment, perceiving the student as the core of assessment, and connecting assessment to the student's environment.

Given the above results, it is clear that performance assessment in non-physical education requires adherence to specific principles and components. Neglecting them can lead to the sterilization of this type of assessment.

In according to designing and implementing performance evaluation system in a dynamic, fair and integrated manner is the most effective strategy and the most useful activity for correct guidance of individual, group and organizational activities it is necessary to create the context for transformation to move towards to strengthen the discourse of proportionality of welfare benefits and received salaries based on the quality of performance and added value at the micro and macro level. In designing a system of performance measurement indicator is one of the basic requirements for the optimal performance of human capital. The purpose of the current research is to develop a system of performance indicators for teachers in e-learning environments. According to this study, it is tried to identify and categorize appropriate factors, criteria and indicators for evaluating the performance of teachers in e-learning environments.

Qualitative approach and the theory method derived from grounded theory at the level of conceptual ordering and were used to formulate a suitable framework for evaluating the performance of teachers. For this purpose, a semi-structured interview was conducted with the founders of educational managers and experienced teachers using the purposeful sampling method. After interviewing 11 participants, data saturation was obtained as an indicator of data adequacy. After conducting the interviews, their text was typed and entered into the MAXQDA2020 software, and coding was done at the open coding level.

findings, to develop a system of performance evaluation indicators for educators in the form of 116 indicators, 19 criteria and 5 communication factors including criteria (friendly relationship with learner, discourse skills and interaction with learner, family and organization), educational includes criteria (committed view to education, leadership model, discovery and promotion of inclusive capabilities), individual include of criteria (order, good mood, creative and innovative, lively and full of energy), training include of criteria (teaching method, programming knowledge, enthusiasm for teaching-learning, class management), and organization including The criteria (doing of duties, responsibility, organization, similarity with the values of the collection, use of the communication platforms of the collection) resulted. In order to reliability of the findings, the methods of reviewing the results by the informants of the collection and long-term engagement and the external audit method were used.

Considering the comprehensiveness of the developed indicator system, they can be used to evaluate the performance of teachers and trainers in the e-learning environment. In line with the design of the system of performance measurement indicators, it is suggested to design and implement the system of organizational incentives based on the quality of performance and value creation of trainers and the results of performance evaluation. The use of this strategy can directly and indirectly affect the creation and strengthening of intra-organizational vitality and dynamism and the promotion of individual, group, organizational and national productivity, and the culture and discourse of proportionality welfare benefits and salaries based on the quality of performance and added value at the micro level and Create and institutionalize macro.

It is obvious that new multi-level teachers should look for solutions to deal with the challenges they face. narratives of more experienced elementary school teachers lead to knowledge management and rebuilding the professional identity of their colleagues. The purpose of the article is also to narriate the challenges and solutions of education in elementary multigrade teachers. research was conducted with a qualitative approach and narrative research method. Sampling was done in a targeted way and with a criterion strategy, accessible. Data were collected through observation, interview and field notes. The data was analyzed with Lichman's model and the findings were expressed in 12 interwoven narratives, whose conceptual map was mentioned for greater clarity. Validation was achieved from triangulation, negative or contrasting case analysis, membercheck and the supervision of two faculty members of Tehran University. The findings showed that: lack of time, task interference, job motivation and attitude, teacher training and professional development, textbooks, useless guidelines, heterogeneous and different students, parents of students, working children and selling girls, lack of budget and the possibilities and simultaneity of several challenges with the spread of Corona was one of the challenges of teaching in a multi-grade class. Management of a multi-grade class (time management, mastering the content and lesson plan, integrating content, using project-oriented and caliphate methods, carpeting the classroom, grouping etc.), not responding to the circular and not participating in unnecessary meetings with previous coordination, focusing on students' learning, seeking cooperation from local institutions, paying attention to the teacher recruitment process and his qualifications, paying attention to curriculum literacy, mutual adaptation, Using the help of a consultant, cultural awareness of the context of the village, paying attention to sexual education, patience and divine beliefs of the teacher, using global experiences, taking advantage of the local capacity of the village were among the solutions to deal with these challenges.

The purpose of this study was to develop a strategic plan of the Basketball Federation of the Islamic Republic of Iran.

The present study was applied in terms of purpose and in terms of nature, analytical and exploratory, which has been done by using a combination of qualitative and quantitative methods. In the qualitative part the statistical community included Basketball Federation board members, including the chairman, vice chairman and secretary of the Federation, the number of heads of committees of the Federation, a number of heads of provincial boards, representatives of coaches, referees, athletes and pioneers of basketball. The sampling method was purposive and the sample size was 35 people. Statistical community in the quantitative part included experts, specialists, and professors of sports management (N = 64). Total population sampling was used.

After holding meetings with members of the Strategic Council of the Federation in order to identify the current position of the Basketball Federation and identify internal strengths and weaknesses and opportunities and threats surrounding, a questionnaire of internal and external factors was prepared and provided to the statistical community. The federation vision statement and the mission statement were determined in the strategic council under the guidance of the research team. The results showed that this federation has 21 strengths and 23 weaknesses and faces 12 opportunities and 8 threats. Based on SWOT analysis, a total of 20 strategies including 4 SO strategies, 5 ST strategies, 6 WO strategies and 5 WT strategies were developed for the Basketball Federation of the Islamic Republic of Iran. According to SWOT analysis, the results obtained from the algebraic sum of internal and external factor evaluation matrices showed that the Iranian Basketball Federation is strategically in the ST position.

Therefore, it is suggested that the basketball federation, while providing conditions for analyzing and re-reading the findings and results of this research, provide the bases for implementing its strategic actions as soon as possible by creating a research and strategic leadership unit in the federation structure.

Academic failure is one of the most important issues in the educational system, which constitutes a major part of the concerns of parents, educators, educators and custodians of the educational institutions of society. Its occurrence and exacerbation have numerous individual, familial and social consequences. The present study has aimed to determine the factors related to students' academic failure in Tehran University.

In this study, the statistical population includes all undergraduate students studying at Tehran University. A sample of 800 people was selected by stratified random sampling. Questionnaire items were obtained from the qualitative research results of the first part of the study. After performing and eliminating confused questionnaires, 746 questionnaires were analyzed using classical test approach. The questionnaire items are results of a qualitative research conducted by researchers using the phenomenological method identifying the indicators associated with students' academic failure. After the initial formulation, Lawshe content validity ratio method was used to determine the quantitative content validity. The questions were provided to 12 experts and after making changes using their comments and final approval, their validity was determined. Exploratory factor analysis was performed by SPSS software and confirmatory factor analysis was performed using PLS software.

Data analysis led to the identification of 16 factors. The reliability of the questionnaire was computed calculated by calculating Cronbach's alpha coefficient for each factor and all of them were acceptable amount. Z score was calculated for normalization.

The results showed that various factors play role in shaping students' academic failure. Also, the questionnaire developed to measure the factors related to the formation of students' academic failure, has appropriate psychometric properties and could be used to identify factors associated with students' academic failure.

The present study was conducted to investigate the typology of orientations of primary school teachers towards virtual education during the Coronavirus pandemic. To this end, the qualitative approach of descriptive phenomenology was used. The research population included all primary school teachers in Qeshm, of whom 31 teachers were selected as the sample by purposive and theoretical sampling. The research tool consisted of semi-structured interviews. The criterion for selecting the participants was having at least three years of teaching experience in the face-to-face education before the pandemic. Data was analyzed using Colaizzi’s seven-step coding. To validate the findings, two strategies of member check and peer debriefing were used. According to the findings, the types of orientations of primary school teachers towards virtual education were as follows: Avoidant-harmful, deficit-insufficient, contingency-realistic, and supportive-experimental. Findings showed that the factors of role image, educational context, and structural, and infrastructural barriers have played a significant role in the formation of this orientation.

The aim of the present study was to identify the self-developed maps and approaches of faculty members' competencies to guide student theses and dissertations. This research has been applied in terms of purpose, which has been done by the method of review-type study using Sandolowski and Barros (2006) steps. Sample selection was done using the criteria for acceptance and non-acceptance of the Critical Assessment Skills Program (CASP). To achieve the purpose of the study, an extensive review of the research background was conducted. For this purpose, the databases of Google Scholar, Eric, Science Direct, Megairan, Civilica, Jihad Daneshgahi, Irandak, Alamnet and Noor databases were searched. In this regard, by examining the scientific studies that were conducted in this field between 1390 and 1400, 325 documents were identified, of which 37 documents were selected and analyzed in a targeted manner as research samples. For the selection of studies and articles, criteria were considered, including that only studies published in Iran's prestigious journals and having a scientific-research grade were reviewed. Atlas TI software version 9 under Windows was used for data analysis. Documents related to scientific studies were described in the research context by studying the scope of research in the form of concepts and themes deductively. Findings showed that desirable or universal approach, configured or structured approach, managerial approach, welfare approach, political approach, organizational improvement approach, need-based or systematic approach, reactive approach, preventive approach and active learning approach are important approaches. Which can contribute to the self-development of faculty members' competencies to guide student theses and dissertations.

Identifying and measuring learning outcomes is a developing approach to higher education that is applied to evaluate and improve its quality. The aim of this study was to identify and categorize the Expected Learning Outcomes of undergraduates in the field of educational sciences. For this purpose, a qualitative approach and a systematic plan of grounded theory at the level of conceptual ordering have been used. In this study, several data collection sources including the curriculum of the undergraduate course of educational sciences approved in 2016 and the views of key experts including faculty members of the University of Tehran, employers of related jobs, and undergraduates of the University of Tehran were used. The qualitative data collection was performed through semi-structured in-depth interviews and with a snowball sampling strategy The data saturation was obtained with 37 interviews. Analysis of qualitative data was performed using software MAXQDA2018 and Strauss open coding and led to the identification of learning outcomes in 4 categories including: cognitive, skill, mental-emotional and social. The findings of this study could form a basis for multiple applications such as curriculum development and revision, tool designing, and quality assessment of Expected Learning Outcomes to improve and ensure the quality of teaching-learning activities in higher education.

This study intended to determine the level of Recognition elementary school teachers in District 18 of Tehran County had about the symptoms of specific learning disorders (SLDs) and the relationship between their work experience and the level of their Recognition regarding a specific learning disorder. This study used the descriptive approach and the survey research method and Causal-comparative. The sample size (n=270 elementary school teachers in District 18) was determined by using Morgan Table. The participants were selected using convenient sampling methods. The three forms of the valid including checklist the Strengths and Difficulties Questionnaire (SDQ, Goodman, 1997) (for the teacher) and the two Learning Disorder Checklist based on DSM-5 were combined to develop the researcher-made questionnaire. The views expressed by the Supervisor and the Advisor were applied in determining content validity of the questionnaire, and Cronbach's alpha was used to assess its reliability. The calculated overall reliability was 0.8, which indicated the acceptable reliability of the questionnaire. were calculated in SPSS for data analysis.  The Results showed that the teachers had higher than the average level of Recognition about SLDs. However, there were no significant relationship between the teachers' level of Recognition about the SLD and their work experience at the significance level > 0.05. The studied teachers had one of the qualities of a professional teacher (Recognition about the symptoms of SLDs), but this is not all the Recognition that professional teachers have. Consequently, further studies must be conducted to assess elementary teachers' practical Recognition. In the end it was suggested teachers should take actions for solving these students' problems and increase their own information regarding the suggestions and the solutions they offer to students with SLD.

The current research was conducted with the aim of comparative study of decision making theories and educational career choice and in order to provide a strategy for evaluating and improving the educational career guidance program of Iran's education system.  This research was done with a comparative approach and with an analytical documentary method. Therefore, the theoretical documents were collected using related keywords and digital libraries and online databases and were analyzed through the researcher's flash capture and data summarization and classification techniques. In order to check the validity of the findings, the researcher's self review criteria were used during the process of data collection and analysis, as well as the development and rich description of the data to ensure transferability. The effective factors in educational career guidance based on the presented theories can be categorized into three parts, including individual factors, social factors and environmental social factors. The results of the evaluation of Iran's educational career guidance program with the statistical classification also showed that, despite paying attention to some of these factors, the educational career guidance program has not been very successful in implementation. The effectiveness of educational career guidance programs requires identifying and considering all the influencing factors in this field. In this context, by designing and implementing the educational career guidance curriculum, all the factors and criteria that have been proposed in the theoretical base as important factors in choosing an educational career can be taken into account during the process and systematic steps in the entire educational levels of the students.

The aim of the current research was to identify the elements of the STEM curriculum at the primary school level. Data were collected based on a qualitative research of the synthesis type, using the seven steps of Newman and Gough (2020). The research population included all the valid scientific articles related to the topic in the period between 2001-2023, which have been registered in the specialized and scientific databases inside and outside the country. After several stages of screening and using the Critical Appraisal Skills Program (CASP) criteria, 40 sources were purposefully selected, coded and analyzed, and the elements of the STEM curriculum were analyzed based on Aker's spider web model. The results showed that the logic of the STEM approach is learner-oriented and in line with the theory of constructivism, which seeks to create a holistic view in the student in order to understand the relationship between the four fields of Science, Technology, Engineering and Mathematics. The aim of this approach is to acquire the skills of the 21st century, to train students who can overcome the real problems of the current world with thinking and problem solving skills and also to provide effective solutions. The implementation of this method requires a change in the teachers' attitudes from traditional to modern approaches and training and preparation of teachers, which makes possible the step-by-step and gradual implementation of this approach, even in the current structure. Finally, after introducing the elements of such a curriculum, suggestions were made for its implementation at the primary education level.

Digital competence is defined as a set of knowledge, skills, strategies, and awareness required when using information and communication technologies. Digitally competent teachers can effectively model and use instructional experiences designed, implemented, and evaluated to engage students and enhance their learning. The aim of the current research was to investigate and identify the lived experiences and perceptions of primary school teachers about the digital skills they needed in the post-Covid-19 era.

This applied qualitative research adopted a descriptive phenomenological approach. For this purpose, 27 primary school teachers in Sari, Mazandaran Province, Iran, were selected through criteria-based purposive sampling with maximum variation, and semistructured in-depth interviews were used to investigate their perception and lived experience of digital competencies. To validate the findings, peer review and two external experts’ opinions were used to examine the data. Data were analyzed based on Colaizzi’s (1969) seven-step analysis method.

The findings in the interview section with primary school teachers showed that teachers’ perceptions of digital competencies in the post-Covid-19 era included 12 themes as follows: digital education strategies, teaching and learning goals in the digital space, digital education infrastructure, cooperation with stakeholders, expansion of technological communication, spiritual influence of teachers in the digital environment, digitization of behavior, orientation towards digitization, digital management system, information skills, content creation skills, skills related to the use of digital tools. The aforementioned 12 themes encompassed 36 sub-themes.

Based on the findings, it can be stated that to advance and improve primary school teachers’ digital competencies, policy-makers and educational planners need to modify the upstream documents in line with the identified components of teachers’ digital competencies. Furthermore, digitally competent teachers and educational technology experts should be invited to equip teachers with digital skills and competencies

The purpose of this study was to develop a strategic map for the Fencing Federation of the Islamic Republic of Iran using a balanced scorecard.

This research is applied in terms of purpose and takes a descriptive approach. In addition, it falls into the category of organizational studies. The statistical population consisted of 20 members of the general assembly of the federation and specialists in this field, and the statistical sample was selected as total. To design a strategy map the method of Balance Score Card (BSC) was used.

The results showed that there were three strategies in the financial perspective, two strategies in the customer perspective, one strategy in the internal process perspective, and four strategies in the growth and learning perspective. In addition, 25 in the financial perspective, 30 measures in the customer perspective, 3 measures in the internal process perspective, and 30 measures, were identified.

The results showed that what was obtained as a result of verifying the measurements was a measure for evaluating the performance of the Fencing Federation, through which they could achieve the strategic goals of the organization.

The purpose of this study was to develop the fields and principles of the Iranian National Sports Charter. This study was qualitative research and in-depth and analysis study and data were collected using a national and top-level macro study, a comparative study of selected countries' sport charters, and in-depth interviews with sports experts and experts using Delphi technique and coding results. The research information was collected based on a detailed review of national macro documents such as constitution of the Islamic Republic of Iran,, the Vision Document 1404, the scientific map of the country, the country's comprehensive sports system The law of the Ministry of Sports and Youth, the cultural regulations of the country's sports approved by the Supreme Council of the Cultural Revolution, etc. In-depth and unstructured interviews with 15 experts in sports and physical education including academics and physical education faculty, sports executives including (Ministry of Sport, Federations, Physical Education Departments, Clubs Athletes, National Olympic Committee and Department of Physical Education of other organs), national elite athletes and coaches were selected by purposeful sampling with snowball technique and continued until theoretical saturation. Several focus group sessions with a certain number of experts (seven) was performed. Qualitative interviews continued until theoretical saturation. In-depth interviews were then conducted using the Delphi technique with the acquisition of special fields of the Sports Charter. These principles were described based on in-depth studies and a research approach that outlines the field in a specific direction.

In todaychr('39')s world, the field of teaching-learning is one of the cognitive, emotional activities. Also, considering the category of self-efficacy under cognitive-social theory, it is necessary to identify the factors affecting the academic self-efficacy of students. Therefore, the aim of this study was to investigate the relationship between learning styles and creativity with studentschr('39') academic self-efficacy.

The research method is descriptive-correlational and the research population includes all eighth grade students (second grade of first secondary school) in Neka city. The research instrument consisted of questionnaires of learning style, creativity and academic self-efficacy, whose reliability was confirmed by Cronbachchr('39')s alpha coefficient and validity was confirmed by experts.

Findings show that the mean of academic self-efficacy, creativity and learning style among students is higher than the hypothetical average of the Likert scale. Findings also indicate a significant relationship between four styles of convergent, divergent, absorbing and adaptive learning with academic self-efficacy. Other findings of the research can be a positive and significant relationship between creativity (r = 0.42) and its dimensions, ie; Fluidity (r = 0.20), expansion (r = 0.22), initiative (r = 0.23) and flexibility (r = 0.57) with academic self-efficacy.

Considering the positive and significant relationship between learning styles and creativity with studentschr('39') academic self-efficacy, as well as the importance of junior high school in adolescence and the existence of Thames International Study in eighth grade, it is suggested that educators improve and enhance self-efficacy. Students should set up a workshop and educate teachers and students about learning styles and attitudes toward creativity.

Although there has been a gap and inconsistency between the intended and attained curriculum of the “experimental sciences” course, as one of the basic components of the school curriculum for elementary school students, no research has yet been conducted on
explaining the factors causing this gap from the perspective of teachers, who are the main implementers of the intended curriculum.

The purpose of this study was to investigate the causes of the gap between the intended and attained curriculum of the “experimental sciences” course in elementary schools from the perspective of teachers.

The research approach was qualitative. The statistical population of the study consisted of teachers in Tehran province, and the participants were selected using a purposive sampling method, including criterion and snowball sampling. Data were collected using semi-structured in-depth interviews, and it was continued until theoretical saturation was reached in the eighteenth interview. To enhance the validity of the findings, items such as participants’ feedback, data triangulation, data triangulation, member checks, and peer review by external observers were used.

Data analysis using Colaizzi’s method led to the identification of four main themes and 14 sub-themes. The main themes included the causes related to curriculum specialists and executive staff (i.e., how goals are set by curriculum specialists), causes related to how the curriculum is planned (i.e., how the intended curriculum is designed and compiled), causes related to the manner of implementation, monitoring, and support of the curriculum, and causes related to the necessary facilities and equipment (i.e., physical equipment).

Findings showed that extra attention paid to knowledge goals, on the one hand, and neglect of other curriculum goals, including attitudinal and functional goals when setting goals, on the other hand, have given rise to the gap between the intended and attained curriculum of “experimental sciences” in elementary schools.

This study was conducted to determine the rate of students’ subjective well-being in elementary school in Tehran. The statistical population consisted of all primary school students in the 15th district of Tehran. From this population 410 students, 4 schools and 12 classrooms were selected by convenience sampling method. The present study followed a mixed approach including both quantitative and qualitative methods to answer a specific research question. The data for analysis were collected using the Kamali Elementary School Students’ Subjective Well-Being Scale (2019) as well as a researcher-made checklist. The results showed that among the six components of school happiness, the three components including "teacher teaching", "student friends" and "student self" are in a relatively satisfactory condition and in three components including "managerial executive", "cultural", "environmental" has been in a state of unsatisfactory happiness and dissatisfaction. A comparison of alignment results revealed that in seven classes, students' and researcher's opinions were consistent. In three classes where students' opinions did not agree with the researcher, the researcher evaluated the conditions better and the students did not consider the conditions appropriate.

The purpose of this study is to investigate and understand the viewpoints of professors and specialists in educational sciences towards massive open online courses (MOOCs). Thus, a qualitative approach and thematic analysis method was adopted. The statistical society of this research includes the professors and specialists in the field of educational sciences who participated in at least two MOOCs, out of which 9 people were selected by purposeful sampling. Then, the researcher attempted to collect data through semi-structured interviews to reach theoretical saturation. Interviews were analyzed using the method of Brown and Clark (2006). Finally, three themes, 11 main themes and 36 sub-themes were identified. According to the research findings, feelings and attitudes before and after participating in the MOOCs included the main themes such as the first doubt and the final satisfaction. MOOC capabilities were also identified in terms of objectives, content, teaching methods and evaluation. Also, the challenges of using MOOC in Iran have included technical, educational, cultural, economic and moral issues. In the end, reevaluation and provision of appropriate mechanisms to mitigate the effects of potential threats and promote positive situations is emphasized and a few applicable recommendations have been provided.

The purpose of this research was to identify the most important pedagogical challenges of primary school education in the e-learning environment. In accordance with this aim, a qualitative research design of the meta-synthesis type was selected. Data were collected using Sandelowski & Barroso (2007)'s seven-stage model. For this purpose, after searching for articles in the databases (during the period 1399-1400 for the nationwide researches and 2020-2021 for the foreign researches), finally, out of 217 articles related to the field of this research, 39 articles that directly address the challenges of primary school education in the e-learning environment, were purposefully selected using the Critical Assessment Skills Program (CASP), and they were entered into the analysis phase. To analyze the data, the content was analyzed using the categorization method. To evaluate the validity and reliability of the findings, the researcher's self-review criteria and peer review method were used. Finally, in-depth analysis of the previous studies resulted in the representation of 11 main categories, 32 concepts and 242 related codes. Findings showed that the identified pedagogical challenges have included issues on the interaction, teachers, students, parents, teaching method, classroom management, monitoring and evaluation, homework and feedback, educational content, learning outcomes and educational resources. Finally, the results of meta-synthesis emphasized the need for rethinking and preparing appropriate educational mechanisms to reduce the effects of challenges and potential problems, and promoting the positive conditions, and some practical suggestions have been point out.

Many organizations, in an effort to use their human resources entirely, ignore the way of thinking that managers should make decisions and employees should accept and implement them without asking, but imply encouraged self-management. Drucker referred to the 21st century as the challenge of self-management. Self-management means increasing confidence in the intellectual capacities and creative power of employees, but not their physical works. Therefore, the necessity of research about employees who has self-management ability resulted in a new principle as human resource empowerment. Today, empowerment is one of the tools of managers in innovation and decentralization in organizations. Empowerment is the belief that individuals' skills and knowledge improve and act upon. The present study aimed to identify the dimensions and barriers to faculty empowerment with the approach of increasing research self-development skills to improve the quality of graduate theses and dissertations.

This research, in terms of applied purpose, has been done as a documentary study using Sandelowski & Barroso (2006) weekly steps. Sample selection was prepared using the criteria for acceptance and non-acceptance of the Critical Assessment Skills Program (CASP). To achieve the purpose of the study, a regular and extensive review of research background was conducted. For this purpose, the databases of Google Scholar, Eric, Science Direct, Megairan, Civilica, Jihad Daneshgahi, Irandak, Alamnet and Noor databases were investigated. In this regard, by reviewing scientific studies conducted in this field between 2020 and 2021, 325 documents were identified that 37 documents were purposefully selected as a research sample and analyzed. Documents related to scientific studies were described in the research context in the form of deductive concepts and themes in the form of documentary study methods.

Findings showed that the dimensions of empowerment included self-efficacy, effectiveness, meaningfulness and trust. Empowerment barriers also consisted of structural barriers, environmental barriers, behavioral barriers, and managerial barriers.

Among the dimensions of empowerment of faculty members, the dimension of meaningfulness received more attention from researchers, which indicated that faculty members pursue important and valuable goals, and on the contrary, the dimension of trust has received less attention from researchers. Also, researchers reported significant relationships between job enrichment and empowerment. Conversely, between performance-based reward and empowerment, and also between role modeling and empowerment, the researchers came to the conclusion that there was no significant relationship, and in fact, these two categories of dimensions in the studied society did not show a significant relationship with empowerment. Also, the variables of job enrichment and participatory management affect the empowerment variable. The results of researches implied that among the dimensions of empowerment of faculty members, two dimensions of meaningfulness have received more attention from researchers, and the dimensions of self-efficacy and autonomy have been placed in the next ranks. On the other hand, the trust dimension was ranked the lowest compared to other dimensions. Perhaps it can be interpreted that the members of the academic faculty of the university valued their purpose or career goals, and the university lecturers implied their mental and psychological strength in their activities; including research and teaching, and also had a sense of personal importance. The activities they perform were important in their value system and they considered a sense of purpose and mission for themselves, besides only obtaining rights and benefits seem did not create a sense of meaning in them, but there were more fundamental personal and humane ideals and standards for them, which with their activities were connected and made the faculty members more stable in the face of shortcomings. As a result, it made them examine the general situations and educational issues with new initiative and thinking, and in addition to helping the students and their academic progress. They aroused the religious spirit and national identity to preserve them in the students; and also caused fundamental research and the combination of knowledge; and provided its practice and application. Since the dimensions of self-efficacy and autonomy were also in the next ranks, it can be stated that the university faculty members were aware of their abilities and skills and believed that they can perform their duties and responsibilities successfully and had the right to choose in implementation, and systematize their related activities. On the other hand, the low level of trust was investigated from two perspectives. First, the university lecturers did not feel the necessary and sufficient trust and security towards the behavior of others (teachers or other colleagues) and they thought that they were not treated fairly and equally and that other members hindered their growth and progress. In fact, the university provided a trusting environment. Second, the faculty members did not believe in the dimension of trust, that they did not accept trust, which caused practical success, favorable atmosphere, participation in decision-making, etc. They did not believed in as Bugler (2004) Saied the empowerment to be effective, so it needs to be reliable to be effective which unfortunately according to the results of this research, this dimension was considered little importance among university faculty members. Since there was no research question like the researched question in similar studies, consequently it cannot be said which of the researches were consistent or not.

The aim of this study was to investigate the degree of observance of Dubono's lateral thinking criteria in the intended curriculum of the second elementary school.

For this purpose, a quantitative approach was used using the survey method.

The results showed that only 25% of the identified criteria were observed in the textbook of experimental sciences of the second elementary school and despite the importance and possibility of teaching the rest of the criteria, compared to criteria such as 1. concept fan 2. random motivation 3. stimulation And movement 4. Product harvest 5. Motivation 6. Delayed judgment 7. Governing ideas and determinants 8. Random objects 9. Random word 10. Dealing with ideas has been neglected in compiling this book. The results showed that despite the importance of lateral thinking, unfortunately, not only the complete and appropriate presentation of criteria and indicators of lateral thinking in the textbook of experimental sciences of the second period has been neglected, but also in providing appropriate education and these criteria have been taught to students. Has not been. This has provided the ground for secondary school students to have a moderate level of performance in lateral thinking. It seems that the lack of attention to teaching the practices that enhance lateral thinking in the textbook of experimental sciences and the incomplete and non-practical presentation of these teachings, has provided the ground for the educational system and society with risky challenges in areas such as lack of creativity, formation of critical thinking and value thinking. To be.