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The intertwining of structural and agency factors provides a platform for violent actions of students in school. This research was carried out with the aim of identifying the causes of violence and the strategies to deal with it in school using qualitative and ground theory methods in the academic year of 2022-2023. The sample of this research was 36 male students with violent behaviors and aware of these behaviors in the second secondary level of Karaj city. Sampling was purposeful and with maximum variety, and interviews were conducted individually and based on semi-structured interview format, and data analysis was done through MAXQDA 20 software. Based on the findings of the research, the categories of "living in traumatic neighborhoods" and "cultural heterogeneity" were determined as Contextual conditions, "relationship with violent friends" and "individual conditions" as intervening conditions. The strategy of teenagers with violent behavior includes violence against violence, refraining from violent action and purposeful creation, which have been faced with consequences such as "financial loss", "regret" and "bad background". The central category of the research is named as "violence as a person's reaction to disturbing environmental conditions". Based on the results of this research, in addition to individual characteristics, adolescent violence is rooted in family, economic, social, cultural and environmental factors, and when students are placed in different, due to the low level of social resilience, violent acts of They show themselves.

The purpose of the present study is to identify the extent and qualifications of co- culture (social values and norms and behavioral patterns) of graduates of Islamic schools and other schools (public and non -governmental) in Tehran and the impact of family and media factors. The method of this study is the "online researcher -made questionnaire" to collect data.The statistical population of the study includes all students of Islamic schools and other schools in Tehran who have been graduated from high school and school in the last three years, with a random method and 385 graduates of Islamic schools as well as 384 graduates, this is the total of 769 graduates of other schools in Tehran.The validity of the research was calculated and approved by the formal methods of expert opinion and structural validity with the AMOS Software and Software Method; Cronbach's alpha variables were higher than 0.9, indicating high reliability of the research. The results of the research using t-test with SPSS software show that the graduates of Islamic schools, than the graduates of other schools in Tehran, are more cultural and share in cultural elements (including values and norms, social and behavioral patterns). Explanatory findings of the research in the form of structural equation model with the help of AMOS software showed that the factors of "family" and "mass media" affect the co-culture of Islamic school graduates

Climate classification is an essential method for understanding regional climates. Various approaches to climate classification exist, including the Köppen and Köppen-Trewartha systems. The primary distinctions between these classification schemes lie in their objectives, the nature and number of parameters studied, and the establishment of thresholds. The Köppen-Trewartha classification, the subject of this research, is a refinement of the Köppen system. This study compares the Köppen and Köppen-Trewartha classifications, highlighting the latter's suitability for Iran due to its increased emphasis on precipitation. The primary goal of this paper is to introduce the concepts and calculations involved in the Köppen-Trewartha climate classification method. To achieve this objective, two synoptic stations in Fars Province, Lamard (representing climate type B) and Eqlid (representing a non-B climate type), were selected and analyzed. It is anticipated that teachers will not only become familiar with the Köppen classification but also with the Köppen-Trewartha method, enabling them to calculate and compare both systems.

The purpose of the present research is to reflect on ineffective policies in the educational functions of mosques and schools in Iran after the Islamic Revolution. To achieve this goal, the research data were collected using a documentary method and subjected to qualitative content analysis. The statistical population of the research includes all of the economic, social, and cultural development programs which wrote after the revolution and the cultural engineering map of the country as public documents, and the laws and upstream documents of each of the mosque and school institutions as specific documents. These data have been analyzed using thematic analysis. The findings indicate that the development plans, laws, and specific upstream documents of these two institutions after the Islamic Revolution of Iran, lack a comprehensive education plan that considers the educational functions of all formal and informal actors and avoids the holism and partialism of each institution. As a result, some policies lead to the unilateral strengthening of one of the two institutions, the mosque and the school, and consequently the weakening of the other. Also, due to the lack of attention to the functions of both institutions together in playing their roles, the efforts made to unite these two institutions have failed and the gap between them has been widening each day.

The aim of the current study was to assess the feasibility of implementing a growth-oriented prevention model to address the tendency to use narcotic drugs and psychotropic drugs among children of England in Iran.

The research methodology involved a combination of review and Delphi analysis. The study's statistical population comprised 16 criminology experts. Qualitative analysis was conducted using thematic analysis, while quantitative analysis utilized statistical measures of central tendency.

Data analysis through item analysis revealed four key areas of growth-oriented prevention at the individual, family, social, and school levels, defined by 42 sub-criteria. The results of the analysis of experts' opinions showed that growth-oriented prevention at the family level in Iran is more important than at other levels. Additionally, growth-oriented prevention at the school level ranked second, at the social level ranked third, and at the individual level ranked fourth.

Lessons from developed countries in crime prevention can be adapted with minor adjustments as effective strategies in countries like Iran.

Social trust is one of the most fundamental elements of the strength and solidarity of societies. This issue is more important among students who are the future generations of any society. One of the factors that, according to the cultural-value system ruling Iranian society, has a strong role in the social confidence of students, is religiosity. Based on this, the present research examined the effect of religiosity on students' social trust. The research method was survey type. The statistical population was the secondary school students of Mehriz city, 250 of whom were selected and studied using stratified sampling method. The tool for collecting research data was a questionnaire. The findings of the research showed that the level of social trust of students is higher than average. Social trust among male students is significantly higher than female students. The linear regression estimate shows that the effect of religiosity variable on students' social trust is equal to (Beta = 0.40) and statistically significant. However, there is no significant difference between male and female students in terms of the effect of the religiosity variable on social trust. In other words, gender variable does not moderate the effect of religiosity variable on social trust.

The present article aims to trace the understanding of Iran's collective identity in historical reference to the rationality of schools. The theoretical guide of the research is derived from the conceptual apparatus of Michel Foucault, and the methodological logic of the research is through the genealogical approach and Foucauldian discourse analysis. The findings of the study indicate that "historical events" and "multiple developments" during the "confrontation" at the beginning of the confrontation with the civilization of the West made Iran susceptible to multiple situations. Modern education, on the one hand, arose such a desire from within the society that here education is mainly focused on progress in the socio-economic fields and does not have a relation with the collective identity. On the other hand, the structural encounter with the Western world, the mainly military necessity of the government, and the health crisis led to the understanding and "technical rationality" of knowledge. The rationality that later at the end of the century, with the rebellion of the "progressive discourse" from its initial principles and the problematization of collective identity, put modern education at the service of "the impossibility of open collective identity."

The emergence of new schools is one of the unique events in contemporary Iranian history. Various analyzes have focused on explaining the formation of a school in Iran. But these analyzes have some kind of reducibility and simplification in explaining this historical event. This paper attempts to present a more general narrative of the emergence of a school in Iran through discourse analysis and the examination of historical evidence and documents. An examination of historical evidence suggests that diverse forces have contributed to the formation of new schools in Iran and that it is impossible to reduce the establishment of a school to a political-social force. The claim of this article is that three discourses of civil education, peasant education and Muslim education were formed around the first new schools in Iran. Each of these discourses attempted to monitor and control the management and activities of schools, and there was a kind of discursive battle around the new schools. Understanding the discourses shaped for the first time around school education can provide an in-depth insight into how the school is formed for those interested in educational studies.

the main objective of this research is to identify the challenges of teaching geography from the perspective of humanities geography teachers. For this purpose, a qualitative research method (interpretive analysis) was utilized, in conjunction with semi-structured interviews with 20 humanities geography teachers from the second level of high schools in North Khorasan province. The findings showed at least five main issues, titled: 1- Technological challenges with five sub-issues Inclusive of; lack of schools' equipment with geographical tools, interactive maps, GIS, satellite images, and online education; 2- The gap between theory and practice with two sub-issues; lack of connection between conceptual examples and the real world, and the gap between theory and practice; 3- Teaching method challenges with four sub-issues; teachers' lack of awareness of effective teaching methods in geography, time constraints, lack of school support in organizing field trips, and unawareness of the geography curriculum; 4- Resource limitations and shortages with three sub-issues; educational, financial, and experienced human resources; and finally, 5- Content challenges with two sub-issues; complexity of concepts and unawareness of content changes are among the fundamental challenges in geography education as perceived by the participants. The conclusions also include explanations of the issues along with possible solutions.

AbstractCommunication between family and school is one of the most basic issues to improve the quality of education. The purpose of this research is to know the dimensions and elements of family and school communication and to examine the related models and theories in order to design a superior model of family and school communication with a new combination. This research was done with a documentary method and a sociological approach. The theoretical basis of this research is Jonathan Turner's integrated theory of social communication. Also, the theories and models of family and school communication and the results of related experimental researches were examined and finally, by identifying the social factors affecting family and school communication and the causal relationships between them, a new integrated model was designed. The research findings showed; Family and school communication is a social process including motivational, communicative and structural processes. A process that exchanges valuable material and symbolic information and resources to meet the needs of the parties and student success. The type of communication in primary school is more than individual type and in high school it is more than institutional type. In order for communication to be formed, it is powered by motivational processes and by marking and interpreting behavior and signs between the parties, communication processes take place and through structural processes, these communications are repeated over time and organized in physical space. . On the other hand, the background characteristics of the family, school, and student affect the communication processes of the family and school, and all of them are influenced by the background characteristics of the local community, national and global society.

Positive leadership among school principals can create a competitive advantage for the education system. As a result, the current research was conducted with the aim of presenting a model for promoting positive leadership among school principals.

This study in terms of purpose was applied and in terms of implementation method was descriptive from survey type. The statistical population of this study was all 950 school principals in Fars province, which based on Cochran's formula 365 principals by stratified random sampling method were selected as a sample. The data were collected with a demographic information form and a researcher-made questionnaire for promoting positive leadership among school principals (30 items), which its validity and reliability of were assessed as suitable, and for their analysis were used from exploratory factor analysis and structural equation modeling methods in SPSS and AMOS software.

The findings showed that promoting positive leadership among school principals had 30 items in 3 dimensions of individual (11 items), organizational (13 items) and environmental (6 items); So that the factor loading of all 30 items and all dimensions was higher than 0.40, their average extracted variance was higher than 0.50, and their Cronbach's alpha and combination were higher than 0.70. Also, the fit indices of the promoting positive leadership model among school principals indicated the acceptable fit of the mentioned model and this model had a direct significant effect on all three dimensions of individual, organizational and environmental (P<0.001).

According to the results of this study, educational systems and schools in order to achieve goals and achieve competitive advantage can provide the basis for improving individual, organizational and environmental of positive leadership among school principals through the items of each of them.

Achieving the lofty goals of the Iranian Islamic model of progress requires a planning for the strategies to achieve the measures in the country's organizations and institutions.The current research was done with the aim of finding the appropriate requirements and solutions of the school institution to comply with the measures from the perspective of sociology.Using the qualitative method, 45 teachers with experience in public schools were interviewed in depth. First, the school-related strategies have been designated and then the basic requirements and the solutions to achieve them have been extracted based on the existing needs.the results show that the most important basic requirements include Hiring and constant training of motivated teachers who believe in the ideals of the Islamic Republic of Iran, paying attention to the content presented at schools (both formal and informal) and revising cultural and religious activities. Also, the most important solutions include adding Constitution book to schools' curriculum, rewriting secondary school's religious books based on common questions, redesigning competitions based on each grade needs, strengthening the spirit of political participation through competitions and the appropriate addition of Nahj al-Balagha and Sahifa Sajjadiyeh in the books of all grades in secondary schools.

The purpose of study is to identify the extent and manner of co-culture (social values and norms and behavioral patterns) of graduates of Islamic schools and other schools (governmental and non-governmental) in Tehran and the impact of media and school factors on it. The method of this research is survey; A researcher-made online questionnaire was used to collect data. The statistical population of the study included all students of Islamic schools and other schools in Tehran who have graduated from high school and vocational school in the last three years (80,000 people) with 385 graduates of Islamic schools and 384 of total 769 graduates from other schools in Tehran were tested. The validity of the research was calculated and confirmed by formal methods of experts and the validity of the structure was confirmed by the factor analysis method and by AMOS software; Cronbach's alpha of the variables was estimated to be more than 0.9, which indicates the high reliability of the research. The results of the research using t-test with SPSS software show that the graduates of Islamic schools are more cultural than the graduates of other schools in Tehran (similarity in values and social norms and behavioral patterns). Explanatory findings of the research in the form of structural equation model with the help of AMOS software indicated that the factors of "school" and "mass media" have an effect on the co-culture of Islamic school graduates. The results of the regression analysis showed that the mentioned independent variables explain 47% of the variance of the dependent variable (co-cultural).

Practical action to combat‎oppression requires knowledgeable and powerful leaders. Qassem‎Soleimani was one of the most successful figures in leading the resistance in the international arena, and the continuation of the path of resistance requires the existence of such people. The purpose of this study was to theorize the leadership model of Martyr Soleimani from the command of the resistance to the formation of the Soleimani school. The statistical population of the study consisted of the views of ruling experts about Martyr Soleimani. Data were analyzed by theme analysis technique. According to the order of Imam Ali (AS); "And only with the words that God speaks about the worthy in the languages of His servants can we realize their worth", and because ofthe citation of accepted theoretical and empirical foundations and adherence to the scientific method in writing, this research claims the validity of texts and methods. Has a review. In addition, following the scientific method, as well as a reasonable, logical and believable narrative of the research model, is a proof of the reliability of the research. Research has shown that Martyr Soleimani, instead of trying to make his followers loyal to him, made them loyal to a world committed to human values; Instead of making his followers dependent on himself, he encouraged them to be self-confident; Instead of attaching them to external rewards, he guided their inner motives and, as a leader, worked so sincerely to establish a school that ensured continuity at three levels: individual, structural, and cultural.

Elite, and in particular those who are raised in the role of the hero and leader in various human societies, have the prominence and compilations that distinguishes them to other people in society. In this research, he attempted to explain the characteristics of Shahid Haj Qassem Soleimani, who raised her character at the level of "a hero of the school" and measured as a model for the training of students of Amin University of Police.

In this research, we have been tried to explain the descriptive-analytical method and study of documents to analyze their character's dimensions as a hero, and explain his character characteristics for the community level.

Shahid Salemani has a marked personality prominence in three areas, insights, tendencies and actions, these bumps have been in conformity and consistent with them, and has formed a prominent personality.

The characteristics of their personality as one of the heroes of the Islamic Republic of Iran have high compatibility with the policies and values ​​of the ruling on the education system of the Islamic Student University of the Islamic Student University and the statement of the second step of the Islamic Revolution and can be as a heroic character for young people, especially students

The aim of this study was to examine qualitative family and school predisposing factors of high-risk substance use behavior in students.

The present study was conducted in terms of applied purpose and the qualitative nature of the data that the method was Strauss and Corbin (1997). In the present study, the statistical population included all boy and girl students of first and second high school in Birjand in the academic year of 98-99. A total of 18 people were selected using purposive sampling (theoretical sampling) and according to the inclusion and exclusion criteria. Also, analyze data were obtained using open, axial and selective coding methods.

In the analysis of open coding stage, 101 codes were identified, which in axial coding and based on the thematic similarity were 13 subcategories, and finally in the selective coding stage were 5 categories of low student and parent motivation, unfavorable school area, unfavorable education in school, inappropriate peers and friends and the existence of defective rules in the school.

Family and school predisposing factors have a significant contribution to the occurrence and persistence of high-risk substance use behavior in students. It seems that therapists, researchers and counsellors can use the findings of the present study to reduce and prevent high-risk substance use in students.

The main purpose of this study was to investigate the relationship between managers' communication skills and the effectiveness of classroom management.

The method of the present study was descriptive-correlation. The statistical population included 28 principals and 976 teachers of secondary schools in Amol city. Stratified random sampling method was used to select the statistical sample. Based on this, 24 managers and 278 secretaries were selected as the statistical sample of the study. Data collection tools were Barton Communication Skills Questionnaire (1990) and Imarohikman Classroom Management Effectiveness Questionnaire (1991). The communication skills questionnaire had 18 items with three components "verbal skills, listening skills and feedback skills". The Classroom Management Effectiveness Questionnaire also consisted of 35 questions that measured the three components of "establishing discipline in the classroom, the effectiveness of parental education, and the effectiveness of the teacher's personal training." The validity of the questionnaires was confirmed using face and content validity methods. The reliability of the questionnaires was also reported using the appropriate Cronbach's alpha method. In order to analyze the data, Pearson correlation coefficient test and path analysis test were used.

The results showed that there is not a significant relationship between the communication skills of managers and their components with the component of classroom discipline, but the total score of total communication skills of managers and its components with the other overall score of the classroom management and the components of the effectiveness of parent education And there is a positive and meaningful relationship between the effectiveness of teacher training. The results of path analysis indicate that the effect of verbal skills on classroom discipline is irrelevant and has a significant effect on the effectiveness of parental education and the effectiveness of teacher education. Hearing skills can also explain the effectiveness of parental training and the effectiveness of teacher training in a meaningful way and the classroom discipline is unreasonably explained. Finally, feedback skills can effectively explain the effectiveness of parental education and the effectiveness of teacher training in a meaningful way and the classroom discipline is unreasonably explained.

Based on the research findings, it can be concluded that Strengthening the communication skills of principals can be effective in enriching verbal and non-verbal communication with students' parents and also helping teachers in the quality of classroom management.

The link of school and society can play an important role in preparing students for life in society. Therefore, the aim of this study was identifying the dimensions and components of the school and society link pattern based on the grounded theory.

This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was professors and experts, policy makers of the Ministry of Education, managers of the General Departments of Education and schools managers in the 2021-2022 academic year. The sample size based on the principle of theoretical saturation was determined 18 people, who this number were selected by purposeful and snowball sampling methods. The data were collected with a demographic information form and a semi-structured interview, which the validity of the interviews was confirmed by triangulation and peer review methods and its reliability was calculated with a Cohen's Kappa coefficient 0.79. The data were analyzed by open, axial and selective coding method based on the grounded theory in MAXQDA software version 2021.

The findings showed that for the school and society link pattern were identified 42 subcategories in 15 main categories; So that in the central phenomenon there were one main category of school and society link in Iran, in the causal conditions there were two main categories of structural factors and content factors, in contextual conditions there were four main categories of dominant structural focus, dominant organizational culture, accelerated and untimely managerial changes and intellectual and attitudinal factors, in the intervening conditions there were three main categories of role of virtual space and social networks, role of councils in the education system and role of the family, in the strategies there were three main categories of policy making in the field of attracting civil participation, appropriate governance of the educational system and re-engineering and refining the structure of the educational system and in the consequences there were two main categories of individual consequences and social consequences. According to the identified dimensions and components for the school and society link pattern, a pattern based on the grounded theory was drawn.

The identified dimensions and components in this research for the school and society link pattern have many practical implications for the officials, managers and planners of the Ministry of Education. They in order to increase and improve the link school and society can provide the basis for the emergence and realization of the identified dimensions and components in this research.

One of the most important aspects of leadership for better management of organizations is cultural leadership, which no tool has been found. As a result, the present study was conducted with the aim of providing and validating cultural leadership assessment tools in school principals in Qom province.

This study in terms of purpose was applied and in terms of implementation method was descriptive-correlational. The population of this research was the schools principals of Qom province in the 2019-20 academic years, which their number was 944 people. The sample size based on Cochran's formula was estimated to be 274 people, which due to the possible losses number of 300 people were selected by simple random sampling method as a sample, but due to 10 missing questionnaires the analyzes were performed for 290 people. For cultural leadership designed a 129-item researcher-made questionnaire with a 5-point Likert scale and were examined its psychometric indices. The content validity of the questionnaire was investigated by experts and the construct validity of the instrument was investigated by exploratory factor analysis and its reliability was investigated by Cronbach's alpha in SPSS-25 software.

The results showed that the content validity of the instrument was confirmed with the opinion of experts and reviewing the structure validity indicated that 11 items were removed from the tool due to factor loading less than 0.3 and the final tool had 118 items. The cultural leadership assessment questionnaire in school principals had 25 factors that the factor load and convergent validity of all factors were higher than 0.5 and the reliability of all of them and total of tolls by Cronbach's alpha method was higher than 0.70.

The cultural leadership assessment questionnaire in school principals with 25 factors had appropriate psychometric indices. Therefore, education officials and planners can use this tool to select principals and based on it select capable principals.