sirus mansoori

The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.The present research was conducted with the aim of studying the teachers' lived experiences of the use of technology in the middle school curriculum. Qualitative research approach and study method was phenomenology. The statistical population of the research was made up of secondary school teachers who had the experience of using technology in the implementation of the curriculum. The sample size was based on the rule of theoretical data saturation, so based on the rule of theoretical saturation, 19 participants were selected using targeted sampling of the desired type. The criteria for selecting the participants of the research was teachers who used educational technologies in the implementation of education. The research tool was semi-structured interviews. Thematic analysis method was used to analyze the data. From the analysis of the interviews, 8 organizing themes and 104 basic themes were extracted. The findings showed that facilitating learning, positive changes in pedagogy, new technological innovations, facilitating administrative processes, lack of appropriate technical platforms and infrastructures, challenges related to easy labor, managerial challenges, consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies. consequential challenges of The main experiences of the teachers in the process of implementing the curriculum were based on technology in education. According to the results of the research, it can be said that in order to increase the use of educational technologies in the implementation of the curriculum, the trustees of the educational system should facilitate the technical, legal and managerial bases of using these technologies.

The purpose of this research was to investigate the political education in the social studies curriculum of secondary schools of Iran. The research approach was mixed and the strategy used was quantitative and qualitative content analysis. The statistical population consisted of the social studies books of secondary schools. The sample was selected using purposeful method. A researcher-made checklist was used to collect the data, and in order to evaluate the validity of the indicators, content validity ration (CVR) was used. Content validity was 0.98. Moreover, data reliability was calculated using the agreement coefficient of 94%. Descriptive statistics was used for analyzing the data in the quantitative part and to test the appropriateness of attention, the Chi-square test was used. Thematic analysis was also used in the qualitative section. The results showed that totally 31 times the attention were paid to the component of political education. The highest frequent issues were related to the index “understanding regional and international political issues” (with a frequency of 13, that is, 41.1%) and “the right of people to decide on their political destiny” (with a frequency of 10, that is, 32.2%) respectively. On the contrary, the indicators “the right to criticize the officials”, “the right to criticize social institutions”, “the accountability of social institutions”, and “the criteria for recognizing and choosing the right in elections” each recording 1 case (3.3%) had the lowest frequency. No attention has been paid to the indicators “reforming social institutions” and “attention to political pluralism”. The results of the Chi-square test also showed that there is not a proper balance in dealing with political education components in social studies books of secondary schools of Iran.

The current research was conducted with the aim of providing a model of factors affecting the development of scientific tourism in Iran's higher education system. The research method was a modeling case study. The statistical population of the research was the experts familiar with the field of scientific tourism, including the faculty members of Iranian universities, who were selected by purposive sampling of 37 people. The data collection tools included documents, interviews, and researcher-made questionnaires, and the interpretive structural modeling technique was used to analyze the data. In the first step, the factors affecting scientific tourism in higher education were extracted by reviewing the research literature using a systematic review method and also through interviews with experts and using the elicitation approach; and in the second step, using the 6-step Structural-interpretive modeling, the intended model was extracted. The obtained results showed that the 9 main factors affecting the formation of higher education tourism in Iran in influence order are: dynamic political exchanges with the world at the national level, the existence of macro-national policies in the field of academic interaction, facilitating the admission process in the political and administrative dimensions, the existence of economic and technical infrastructures for foreign students, the international language level of faculty and staff members and the structure of dynamic and accepting higher education, the existence of a sense of security in the social, security and political dimensions for foreign students and brand-making factors of universities, and presenting historical, cultural and religious attractions to the world.

The purpose of this study was to analyze the content of social studies textbooks in high school based on components of social reconstruction. The research design was quantitative and qualitative content analysis. The statistical population of the research is the social studies textbooks of secondary school and the whole statistical population is considered as a sample. A researcher-made checklist was used to collect data. In order to evaluate the validity of the indicators, the CVR index was used, which was equal to /90. Data reliability was obtained using 95% agreement coefficient. To analyze the data in the quantitative part of frequency and percentage as well as chi-square test and in the qualitative part text analysis was used. The results showed that a total of 238 cases of social reconstruction components were mentioned, of which the social component with a frequency of 90 (37.9%) is the highest and the cultural component with a frequency of 86 (36.13%) is after each. Also economic and political components with a frequency of 31 (13%) had the lowest frequency. Also, the results of the chi-square test showed that there is a significant difference between the level of attention of the social studies textbooks in relation to the components of social reconstruction.

The present study was conducted with the aim of "Perception of Arak University faculty members from virtual education in the period of Covid-19 19". In terms of purpose, it is applied and with a qualitative approach of phenomenological type. Potential participants in the present study were all faculty members of Arak University who participated in the present study using the saturation method of 21 people and the questions were asked through semi-structured interviews in approximately 32 to 70 minutes. Data were analyzed using content analysis technique. The content analysis of the interview data resulted in 164 basic themes, 14 second stage organizing themes, 5 first stage organizing themes and 1 comprehensive theme, based on which was the life experience of Arak University professors from virtual education during the prevalence period. Virtual education as an opportunity, lack of technical-social context required for virtual education, insufficient preparation of teachers, reduced quality of education and negative psychological consequences. According to the obtained results, it can be stated that Corona pandemic on the one hand has increased the skills and educational experience of all stakeholders and on the other hand has caused physical and psychological injuries; Therefore, according to the themes discovered from the lived experience of the faculty members of Arak University, it is possible to provide virtual education in a qualitative manner.

The present research was conducted with the aim of studying the lived experience of teachers from in-service courses. The research method was qualitative and the strategy used was phenomenology. The potential participants of the research were all the participants of the in-service courses, 21 of them were selected by the purposeful sampling method based on the rule of theoretical saturation. This means that the data reached theoretical saturation with 21 people. The data was obtained through semi-structured interviews and analyzed with thematic analysis technique. The results of the research showed that teachers experience from in-service courses are defined in 66 basic themes and 10 organizing themes. The main themes of the organizer of the research include neglecting educational needs assessment in the design of courses, the lack of technical and legal contexts suitable for in-service training, the lack of required managerial and structural contexts, and the impossibility of real evaluations. certification and marketization of in-service training, lack of specialized and quality content, weak interaction in the training process, facilitating attendance in courses, paying attention to individual learning, reducing individual and organizational costs. Therefore, based on the results of the research, the quality of in-service training can be increased by accurately assessing the needs of in-service training, improving the interaction between lecturers and teachers, and creating the necessary technical and management platforms.

One of the most important recent concerns in the world is the environment and its protection. Environmental education by storytelling, which is based on children's thinking mechanisms, can be considered a method for child education. This study was conducted with the aim of investigating the effectiveness of teaching environmental concepts through animism-based storytelling on children's environmental knowledge and attitude. The research is quasi-experimental, including two groups (experimental and control), a pre-test and a post-test. The statistical population includes all the first-grade elementary school students of Shazand, Markazi Province, Iran, in the academic year 2021-2022, with 17 people in each group selected by convenience sampling. The instrument was Leeming's (1995) questionnaire, which includes two subscales of environmental knowledge and environmental attitude. Data analysis was carried out using multivariate covariance analysis. The findings indicated that there is a significant difference between the environmental knowledge and attitude of the experimental group and the control group. The results indicated that presenting environmental concepts using animism-based storytelling had a significant effect on children's environmental knowledge and attitude. In conclusion, although storytelling can generally affect knowledge and attitude, animism-based storytelling has a more significant effect on children's environmental knowledge and attitude

The purpose of this study was to investigate the effectiveness of cognitive empowerment training on working memory and visual -spatial processing of students with dyslexia in the elementary second grade. The research method was semi-experimental from the type of pretest-posttest design with control group and purposive sampling method. The study's statistical population consisted all students with dyslexia who were studying at normal schools of Ardakan city, during 2021-2022. The statistical sample of this study was 24 students that, by using purposive sampling, were placed randomly in the experimental group (12 people) and the control group (12 people). The experimental group received cognitive empowerment training for 9 (60-minute) sessions and the control group remained in the waiting list. Data collection was performed based on Daneman and Carpenter working memory tests and Corsi-Block tasks. Data analysis with multivariate analysis of covariance suggested that cognitive empowerment training had a significant effect on increasing the capacity of working memory (P<0.000, F=29.98, η2= 0/612) and visual- spatial attention (P<0.000, F=22.65, η2= 0.544). According to the study's results, it can be concluded that cognitive empowerment training is effective in increasing the capacity of working memory and visual-spatial attention of students with dyslexia. Therefore, cognitive empowerment training can be used along with other interventions to reduce the problems of students with dyslexia.

The aim of this study was to identify and rank the factors affecting the brand promotion of higher education institutions in Yazd province using fuzzy cognitive mapping technique. The research method was a case study for fuzzy modeling. The statistical population of the study consisted of two groups of key experts (faculty members and experts on higher education) and graduate students of universities in Yazd province. From the second group, 89 graduate students were selected using stratified random sampling. The research tool was a matrix questionnaire of factors affecting the promotion of the researcher higher education brand. The validity of the instrument was obtained using peer feedback and member control methods. By studying the literature and reviewing the background, 14 factors were extracted as effective factors in promoting the brand of higher education institutions. The findings also showed that the factors of reputation, physical facilities, library services and career development are more central and important than other factors in promoting the brand of higher education institutions. Also, using tools and techniques related to the fuzzy cognitive mapping approach and Ucinet software, the brand promotion model of higher education institutions and alternative scenarios for the promotion of higher education brand education institutions were presented.

Positive and negative academic emotions serve a significant mediating role in motivating learners throughout the teaching process. Understanding what teaching methods can influence academic emotion can help teachers improve students’ learning quality. Therefore, the present study was carried out to investigate the effectiveness of flipped learning on students’ academic emotion in the university course ‘History of Islam’. This quasi-experimental study entailed a pre-test and a post-test with a control group. The population of the study included all undergraduate students of Arak University in the course ‘History of Islam’ in 2022, who were randomly divided into control and experimental groups. The sample size was estimated to be 33 for each group. There were 33 participants in the control group and the experimental groups, respectively. The control group was trained conventionally by lectures and the experimental group was trained through flipped learning. The data collection instrument was Academic Emotions Questionnaire presented by Pekrun et al. (2006). The content validity of Pekrun’s (2006) Academic Emotions Questionnaire was confirmed by five members of the faculty of Psychology. In addition, the questionnaire’s internal consistency which was estimated through Cronbach’s alpha turned out to be 0.72. Analysis of covariance was used to analyze the data The participants in the two groups were girls, and their field of study was Psychology. The average age of the experimental group was 23.22 (SD=1.54), and that of the control group was 23.43 (SD=1.58). They also indicated that flipped learning had a significant effect on boredom (P=0.007), and anger (P=0.036), and had no significant effect on enjoyment (P=0.054), hope (P=0.655), pride (P=0.878), shame (P=0.147), and anxiety (P=0.423). According to the findings, given that flipped learning have a significant effect on students ‘academic emotion, and given that academic emotion—as a mediating variable—can affect students’ learning, it is recommended that university faculty members apply this approach in their classes

The aim of this study was to investigate the effect of multimedia education on interest to the science course and academic performance in the fifth grade elementary school students in Ardakan. The research method was quasi- experimental comparing static groups. In order to investigate the effect of multimedia education on interest in the course and academic performance in the science course, a total of two classes were traditionally provided and two classes were provided with multimedia education. Finally, 66 students in the experimental group and 41 in the control group were examined. The instruments used in the present study included a questionnaire of interest in the course and a researcher- made test of sciences course. The results showed that the multimedia group had significantly better performance than the traditional group. The results also showed that in a class that was trained in multimedia, the interest in the lesson is significantly higher than the traditional class. Therefore, it can be concluded that in order to improve academic performance and increase interest in experimental sciences among students, it is necessary to use multimedia education.

The purpose of this study was to identify and leveling factors affecting on the quality of training courses in the industry based on interpretative structural modeling .The research method is case study and the statistical population of the present study consists of human resources managers of industry and education specialists working in the industrial sector, among which 21 were selected as research sample based on purposeful sampling. To assess the validity of the questionnaire, a content validity criterion was used .In this way, the questionnaire was first reviewed by experts in the field of industry and human resources and after the reforms, final factors were formulated .The results of this study showed that 11 factors are considered as the final factors affecting the quality of in-service training courses in industries. The data analysis also led to the leveling of the model to eight levels. The eighth level of the model, including the needs of the learners; Level seventh, the specialty of instructors and course editors, and management and executive support; Sixth level, Continuity of in-service courses; Level five; the suitability of the provided educational content; and the participation of instructors and learners in the design process; fourth level, the relationship of the training with the actual working environment and the quality of the educational equipment The third level is the application of appropriate teaching methods, the second level, the continuous and appropriate assessment of learners, and ultimately the first level, is to stimulate learners in learning.

The aim of this study was to study the lived experience of female students at Shiraz about leisure time. The research approach used in the study was qualitative and also strategy was phenomenology. Potential participants in the study were female students at Shiraz University who were studied through purposive sampling based on the theoretical saturation rule. Data collection tool was semi-structured interviews and also thematic analysis technique was used to analyze the data. Findings indicate that individual-oriented leisure orientation, limitation of community structures on leisure time, discriminatory leisure contexts, insecurity in leisure and economy-oriented leisure orientation are the main themes in the leisure patterns of Shiraz University students. Based on the research findings, the tendency to choose passive leisure and freely and selectively leisure orientations are the factors that explain the individual-oriented leisure orientation. Religious limitations, customary-cultural limitations, and political structure limitations have been identified as limitations on community structures over leisure time. Allocation of unequal facilities, limitations on leisure diversity and cultural perspectives are discriminatory leisure time. Mental-structural insecurity and nonsecurity in space and time explain the limitations of female students from insecurity in leisure time. Class distinction and leisure orientation also introduce students' economy-oriented leisure time. According to the research results it is expected that policy makers in the field of culture in general and policy makers in higher education based on research results to provide spaces to improve students' leisure time.

The purpose of this study is to evaluate the effect of role playing on willingness to communicate and the academic performance of senior high school students. To this end, a quasi-experimental method with a pretest-posttest control group design was used. The research population consisted of high school students of the city of Yazd, among which 49 students attending the same school were selected as the sample. Finally, 17 and 19 participants formed the control and the experimental groups, respectively.The control group was taught using the traditional lecture-based teaching method, but the method employed for teaching the experimental group was role playing. To compare the academic performance, both groups of the students were given tests comprising pre-tests (at the beginning of the course) and post-tests. Additionally, to evaluate the students' willingness to communicate, McCroskey's Willingness-to-Communicate scale and a researcher-made test, measuring academic performance, were used as research instruments. In order to compare the academic performance and the willingness to communicate between the two groups, an independent t-test was used.The results show that role playing compared to traditional teaching is significantly more effective in the academic performance of the students. However, willingness to communicate in the role playing group, as compared to the lecture-based group, was not observed to be remarkably higher. Therefore, it can be concluded that in order to improve the learning quality, instead of using traditional teaching methods, sociology teachers can benefit from the implementation of role playing in their classes.

TThe aim of this study was to identify and leveling the factors affecting on entrepreneurial activities of rural women in Yazd province based on interpretive structural modeling. The research method was a case study for presenting an interpretive structural model. The statistical population included key experts including faculty members and rural entrepreneurs and 25 of them were selected by purposful sampling method. In order to determine the factors, first, by examining the research literature, the factors affecting on entrepreneurial activities of rural women were extracted. And then, based on the expert’s perspectives and by putting together and combining and eliminating some similar cases, the final factors were determined. Then, in order to determine the effect of cause and effect of the extracted factors, the self-interaction questionnaire was used. The results showed that among the final ten factors, entrepreneurship education is the most effective factor in the entrepreneurial activities of rural women in the fourth level. Rural socio-cultural space is on the second level of leveling. Gender differences, institutional-organizational factors and economic factors are also at the third level. Personality traits and work experience, psychological capital, creative thinking and empowerment are also at the first and most superficial level of the model. Based on the research findings, it is suggested that according to the leveling model presented in this research, the process and order of measures taken to expand the entrepreneurial activities of rural women should be based on this model. Also, since most of the fundamental factors affecting womenchr('39')s, entrepreneurial activity is related to training, empowerment and rural social climate, t is necessary to pay attention to education and culture.

The purpose of this study was to analyze the content of social studies textbooks of elementary school based on multicultural education. The research method was quantitative content analysis. The statistical population of the study was social studies textbooks of the second elementary school. The statistical sample was also social studies textbooks of the second elementary school. The data collection tool was a multicultural training component checklist that extracted based on literature. The results show that the most attention and frequency related to the component of the reflection of ethnic, religious, and linguistic diversity (53 cases) and the least frequency  was in components of approximation to other religions (0 case), Anti-discrimination and racial prejudice training (0 case) and equal distribution of resources and educational opportunities (0 case). Since elementary school textbooks have received little attention to multicultural education and components such as non-racial bias, and equitable distribution of educational resources, it is expected that curriculum developers at the national level pay more attention to these components in the new curricula.

Textbooks content along with istruction prepare students to accept roles tailored to their gender characteristics. The purpose of this studu is Content analisis of Iranian primary school textbooks based on gender roles with an emphasis on occupations. The method used for the content analisis in present study is Shannon's entropy and the unit of analysis is text, questions, exercises and images that investigated in all of 3725 pages were reviewed. Statistical population was 9 textbooks subject matter  including Persian texts (reading), Persian texts (writing), Sciences, Heavenly gift, Quran texts, Mathematics, Social studies, Thinking and research, Occupations and technology. Also sample was eight textbooks subject matter  including Persian (read), Persian (writing), Science, Heavenly gift, Quran, Social Studies, Thinking and research and  Occupations and technology. The results showed that in elementary school textbooks reproduced out-of-home and income-based jobs for men and home-based job reproduced for women.

The purpose of this study was to identify and leveling the factors affecting the effective teaching in Shahid Sadoghi University of Medical Mciences based on interpretive structural modeling. In the present study, research method for categorizing factors was structural interpretation modeling. The statistical population of the study consisted of faculty members at Shahid Sadoughi University of Medical Sciences, and then among them, 9 faculty members were selected as research sample. The data collection tool was a self-interactive questionnaire (ISM); then, content validity was confirmed by medical education specialists. After data analysis, the results showed that 10 factors; teacher’s mastery over the subject, articulation of clear educational expectations, leadership and classroom management, and student active participation in the teaching process are among the factors influencing effective teachingwere considered as factors affecting the effective teaching at Shahid Sadoughi University of Medical Sciences. Also, factor analysis exhibited that this model had 7 levels that determined from the deepest and the most influential level to the most surface level and effective superfacial of effective implementation of electronic learning in the model. Regarding the identification of 10 factors and determining the level of importance and their impact on the effective learning in the medical sciences university, faculty members of medical universities should consider and apply them.

Blended learning has recently become a widespread practice in industrial training. Accordingly, comparing the effectiveness of e-learning and blended learning in industrial environments is of utmost necessity. The purpose of this research was to compare the effectiveness of e-learning and blended learning in industrial training based on learning outcomes and course satisfaction. This study was conducted at Hepco Company in 2018, and a quasi-experimental design with a control group was used. The sample size included 90 employees randomized in three groups by means of random sampling method. 60 participants were assigned to the experimental groups (30 learners in e-learning group and 30 in blended learning group) and 30 of them went to the control group. Satisfaction questionnaire (Kirkpatrick, 2007) with 23 questions and 3 components was used for data collection. Components of this scale included the content component (8 questions), lecture component (9 questions) and organization-possibilities (6 questions). The reliability of the questionnaire was 0.92 based on the Cronbach’s alpha. To evaluate the learning outcomes a researcher made test with 30 questions was administered, and the CVR of the test for validity was 0.96. In terms of learning outcomes, the mean results in the blended learning group (M=22.96, SD=2.66) were higher than in the e-learning (M=19.48, SD=3.25) and face-to-face (M=18.13, SD=4.62) groups. There was a significant difference between of learning scores in the experimental group and control group (P<0.001). Also the results showed that the mean course satisfaction in blended learning group (M=71.19, SD=8.6) was higher than e-learning (M=43.88, SD=7.94) and face-to-face (M=59.65, SD=11.63) groups. The course satisfaction scores showed that the blended learning group expressed greater satisfaction than the e-learning and face-to-face groups (P<0.001). The results indicate that blended learning can improve the effectiveness of training. It is therefore suggested that curriculum developers and HR managers in companies can improve industrial training by developing blended learning courses.

Social health as one of the dimensions of public health in the community along with mental, spiritual and medical aspects play a significant role in the sustainable development of society. The purpose of this study was to investigate the components of social health based on the Keiz model in elementary school textbooks.

The research method is quantitative content analysis. Statistical population was also elementary school textbooks and statistical sample of 6th grade experimental science textbooks. Content validity using CVR was 0.90. To assess the reliability, three evaluators were asked to examine the components of the present study that there was agreement and the coefficient of agreement was 0.80.

The results showed that the highest importance factor was related to the social prosperity component with 67 frequencies and the lowest importance factor was to the components of social cohesion, participation and acceptance, which was not observed.

The present study showed that the social health of the studied textbooks was not paid much attention and that textbooks should be reviewed from this perspective.

Critical theory in recent decades have been affected field of education and curriculum studies that its results are emergence of terms and theories such as the reproduction theory, resistance theory and hidden curriculum that used frequently in educational texts. The general idea of critical theorists that generally are Neo-Marxist is based on conflict between the dominant and the dominated in education. This paper has examined at analysis approach, both study of critical theory, and also theories derived from the field of curriculum studies. In addition, given the criticisms and then its application to curriculum. Theories and key concepts derived from critical theory are including the reproduction theory, resistance theory and hidden curriculum which are discussed in this article. Reproduction theory is following this idea that educational system and the curriculum by providing specific conditions to reproduce the existing culture and is in domination hands. Hidden curriculum refers to the fact that in the context of the school curriculum, but conscious, students push gives to the ruling system. Resistance theory that the human factor at this point important is believed that Students and down stairs in the school curriculum is resistant to existence curriculum. Finally, the paper looks at the application of some elements of the curriculum based on critical theory.

In education and learning, teaching to write well is still one of the challenges of Iranian English teachers. Since the writing skill has different aspects, this study aimed at investigating the impact of metalinguistic feedback and electronic feedback on the correct use of English prepositions in Iranian learners’ writings. The study utilized a semi-experimental design. The participants of the study were 84 Iranian language learners. These learners were randomly divided into one control and two experimental groups to take a writing pretest. One of the experimental groups received electronic feedback while the other was exposed to metalinguistic feedback. After the treatment period, the participants took a writing posttest. The writing products of the learners at both pretest and posttest were evaluated and scored in terms of the correct use of prepositions. The scores were analyzed through a combination of statistical tests of Kruskal-Wallis and Mann-Whitney. The results of the Mann-Whitney test on the gained scores (posttests-pretest) of the three groups indicated that there was a significant difference between the sets of scores (H = 50.82, P = 0.00). Nevertheless, the result of Mann-Whitney U test showed that there was no significant difference between electronic and metalinguistic feedback (U = 433.500, P = 0.642), which means both types of electronic and metalinguistic feedback were equally effective on the correct use of English prepositions. In conclusion, the study led to a better understanding of the impact of electronic and metalinguistic feedback on the writing skill, which provided a basis for English as a foreign language (EFL) teachers to integrate them in the teaching and learning process.

The purpose of this study was to identify and leveling the barriers to women's promotion in managerial posts in Iranian educational system based on Interpretative Structural Modeling. The research method in present study to identify and factors categorizing was a qualitative approach and method was case study. The participants of the study consisted of faculty members of Iranian Universities and then among them, 13 faculty members were selected as research sample based on purposeful sampling. To assess the validity of the questionnaire, a content validity criterion was used. the questionnaire was originally reviewed by experts of the field of women and after the final amendments were finalized.The data collection tool was a self-interactive questionnaire (ISM) and content validity was confirmed by specialists. The results showed that 10 factors are considered as factors affecting the barriers to women's promotion in managerial posts in Iranian educational system. Also, factor analysis showed that this model has 8 levels that were determined from the deepest and most influential level to the most surface. The eighth level of model was norms based on religious traditionalism that is as deepest level of model. The seventh level of model is dominance of patriarchal culture and also stereotypical attitude toward women's management. The sixth level of model is the unwritten gender discrimination. The fifth level of model is dismissal of women's management by employees, and women's inability to deal violently and not risk-taking. The fourth level of model is the lack of self-confidence and self-esteem of women. The third level of model is Job conflict with family duties. The second level is the disapproving women's responsibility for management and finally the first level of model is lack of suitability in employment.

This study aimstoscore the factors affecting the use of e-learning in Shahid Sadoughi University of Medical Sciences according to the interpretive structural model. Interpretative structural model was used to categorize and score factors affecting e learning. The participants were faculty members of Shahid Sadoughi. University of Medical sciences. 11 faculty members were selected randomly and filled a questionnaire.The data collection tool was a self-interactive questionnaire (ISM) and content validity was confirmed by medical education specialists. overall 15 factors are considered as factors affecting the use of e-learning in Shahid Sadoughi. University of Medical Sciences. Also, factor analysis showed that this model has 9 levels that are determined from the deepest and most influential level to the most surface and effective level of effective implementation of electronic learning in the model. Regarding the identification of 15 factors and determining the level of importance and their impact on the use of e-learning in the medical sciences university, policymakers and managers of medical universities should be encouraged to facilitate these factors.
Keywords: E-learning, Medical education, Interpretive Structural Modeling

Since mobile learning is emerging as an alternative approach to teaching, educational institutions have used this approach to improve the teaching and learning process. This paper aimed at exploring learners’ experiences of mobile learning in vocational and technical education courses.
The research method in this study was phenomenology. In this method, researchers investigated learners’ lived experiences of mobile learning in vocational and technical education courses by semi-structured interviews. Participants (two classrooms: 32 people) were all learners, who attended this course.
According to theme analysis of interviews, nine basic themes were identified, two organizing themes and one global theme. Based on thematic analysis, the results showed that learners had a positive perception of mobile learning.
Using mobile learning, learners gain greater quality and in-depth learning and the opportunity to study anywhere and at any time.