فهرست مطالب tayebeh tavassoli

The purpose of this study is to investigate the extent to which educational goals of teaching Math are achieved from the perspective of elementary school teachers in the city of Qom. This research is qualitative in approach, practical in purpose and descriptive in nature. 30 participants were selected using the purposive sampling method considering the theoretical saturation rule. The data collection tools were a researcher-made questionnaire and a semi-structured interview. The data were analyzed and coded using MAXQDA10 software. The results obtained from the participants' opinions and data analysis show that some educational and training objectives, such as understanding the concept of numbers and mathematical calculations, curiosity, problem-solving, and differences in students' interests and talents, have been addressed in the content of Math education as well as teachers' teaching methods. However, less attention has been paid to such educational goals as the effectiveness of Math education with the needs of society, fostering imagination, critical examination, discovering order and accuracy in the world, moral and spiritual growth, and utilizing the ideas of mathematicians. Participants also addressed the existing problems in Math education, the competence and professional development of teachers, and the use of digital facilities as mentioned in the text.

Currently, in the global arena and in our country, virtual education and, consequently, virtual academic evaluation is the most important issue in the field of education; Therefore, the purpose of this study is the pathology of moral principles in virtual academic evaluation from the perspective of primary school teachers in Lorestan Province.

This research is qualitative in terms of approach, practical in terms of purpose and descriptive in terms of nature. The sampling method is purposeful, which has been done with maximum diversity. The sample size reached 25 people up to the theoretical saturation rule. The data collection tool was a researcher-made questionnaire and a semi-structured interview. After coding by Maxqda10 software, the data were analyzed in the form of main and sub-categories, the output of which can be seen in the form of tabels and graphs.

The research findings shows three main categories include 1) components of non-observance of moral principles, 2) their origin and 3) aggravating factors, also 23 sub-categories in pathology of moral principels. The most frequent sub-categories in non-observance of ethical principles by students include: entering the scientific bases of the network, consulting with others, using textbooks, Lack of learning lessons, not supervising school parents, forcing parents to get high grades, Improper family upbringing, scoring of the educational system, the influence of peers in non observance and others exam cheating, and the inability of the teacher to hold the exam.This study also presents the effect of non-compliance with moral principles in virtual evaluation on the content of education in 12 sub-categories and solutions to overcome them in 10 sub-categories

In this research, problems and strategies for promoting ethics in learners have been pointed out, the use of which guides the educational strategies of parents and educators and can be helpful in teaching and learning.

The purpose of the present study was to conduct a content analysis of the seventh grade Payamhay-e-Asemani textbook based on the extent of focus on the methods of Islamic education. The research method was descriptive and of content analysis type. The population of the study included the seventh grade Payamhay-e-Asemani textbook in 2014-2015 academic year. Due to the nature of the research as well as the limited scope of the population of the study, no sampling was undertaken and the whole population was probed. Data collection tools were comprised of index cards and a researcher-made content analysis list. The obtained data were analyzed through descriptive indices of Shannon entropy. Results indicated that the methods of Islamic education had the frequency of 408 in Payamhay-e-Asemani textbook. More specifically, behavior modification methods with information load of 0.975 and significance coefficient of 0.340 had the highest frequency, contingency methods with information load of 0.951 and significance coefficient of 0.331 came second, and the lowest frequency was related to behavior formation methods with information load of 0.945 and significance coefficient of 0.329.