جستجوی مقالات مرتبط با کلیدواژه "first high school" در نشریات گروه "علوم تربیتی"

The present study was conducted with the aim of identifying stressful factors perceived by teachers in first secondary schools. This research was a qualitative and descriptive phenomenological method. The studied society was formed by all the first secondary teachers of Kermanshah city in 1402-1403. The sampling of this research was non-random and purposeful. In order to achieve the goal of the research, a semi-structured interview was conducted with the teachers and the data continued until saturation, that is, 12 teachers. Data analysis was done by Claysey method. Reviewing and analyzing the data from the conversation with 12 teachers in the field of their stress and concerns in the school, led to the identification of 6 general themes of student misbehavior, the problems of the principal and assistants, the problems of the teacher, the number of students, teaching in the outskirts of the city. And the educational base. The obtained themes of the misbehavior theme include 5 sub-themes of fear of the consequences of punishment, strict classroom management, rumination, teaching disorder, confusion; The problems of the manager and deputies include 5 sub-themes of the coalition, weakness in authority-seeking, insufficient support and support, excessive skepticism and lack of coordination and agreement; For the problems of the teacher's lesson, three sub-themes are not paying attention to the desire of the learners, stricter control and the content of the book; The themes obtained for the number of students are two themes: not respecting the distance with the teacher and making more noise; Teaching in the outskirts of the city includes two themes: few facilities and many negative emotions; In the main theme of the academic foundation, 4 sub-themes of communication with virtual networks, anti-social values, larger body and moral problems were identified. The results of the data showed that students' misbehavior, then teaching in the outskirts of the city, and then the principal and assistants are the most stressful factors for teachers.

Given the multicultural nature of Iranian society, and the multiplicity of lived ethnic experiences, the effective role of education in creating national harmony and solidarity among students of different cultures is undeniable. The purpose of this study was to investigate the place of lived ethnic experiences in the hidden curriculum of the first high school in Iran. The sampling method was purposeful and the qualitative method was phenomenological and the participants in the study included 20 teachers and 30 students from Fars, Azeri, Kurdish, Lor and Gilak in a high school in Tehran. In data analysis based on Smith method, the main themes appeared (cultural homogenization and attention to dominant culture, superficial thoughts about ethnic culture, educational inequality, alienation from cultural diversity, neglect of peaceful coexistence). Three confirmations and data referrals to participants were used to ensure the accuracy of the findings. Based on the findings of this study, it can be acknowledged that the place of lived ethnic experiences in the hidden curriculum of the first high school was unfavorable.

As its first goal, multicultural education aims to train individuals who not only appreciate their own culture but also respect other cultures and consider them as a factor contributing to the development of their culture. The present study aimed to investigate the female teachers’ lived experience of multicultural education. The method used in this study was the qualitative approach and phenomenological method. The population consisted of all female teachers working in the city of Isfahan in the academic years 2020-2021. Using the purposeful sampling method, the population reached saturation with a sample size of 12. The data were collected using semi-structured in-depth interviews and were analyzed by MAXQDA 18. The results indicated six main themes: educational content, teaching method, strengthening relationships, environmental compatibility, diverse evaluation, and accepting multicultural education, which was obtained from 110 initial themes and categorization of the themes. The themes obtained from female teachers' experiences of multicultural education can be used as a model in the multicultural curriculum.

The purpose of the present study was to, Validating upside down Curriculum Patterns Based on Selective Attention and Self-directed Learning in work and technology lesson in the first high school. This is a descriptive-survey research. The statistical population of this study consisted of all teachers of first high school work and technology lesson in Fars province with approximately 800 people (315 men and 485 women). The sample consisted of 340 secretaries of labor and work and technology teachers who were selected by multi-stage relative cluster sampling with Cochran formula. Data were collected using two self-directed learning learning questionnaires with 24 items and a researcher-made selective attention questionnaire with 24 items on a five-point Likert scale. Content validity was used to determine the validity of the questionnaires and compound reliability was used to determine the reliability of the questionnaires, which had a suitable and acceptable status. Exploratory and confirmatory factor analysis was used to analyze the data using SPSS and AMOS software. The results showed that the components of Working memory, competitive selection, Top-down Control and Bottom-up Control are effective in explaining Upside down curriculum pattern based on selective attention. Also, self-management components of spontaneity and self-supervision are effective in explaining the pattern of reversed curriculum based on self-directed learning. The model had a good fit. The Upside down curriculum model based on cognitive attention and self-directed learning is effective in fostering creative, self-directed, responsible students.

The purpose of the present study is to explain the experience of English language education and training specialists in teaching English in the first secondary school. The present qualitative study was carried out with a phenomenological approach in the fall of 2018 on 21 English language teaching and training specialists through purposeful sampling and data saturation. This study continued with the confidentiality of the information and the possibility to leave the study at any time. Data were collected through semi-structured interviews. The method of analyzing the findings of this study was based on three codings: "open", "axial" and "selective". Interview data was read several times in an active and interactive way and then coded openly. After the open coding, the data came together based on the common axes that emerged between them and their abundance. Axial codes were then incorporated into themes based on similarities and inconsistencies. Frequency and percentage of each axial code were calculated. By analyzing and integrating the principal components, two principal components were identified and 28 sub-components were extracted by principal component analysis. The results show that among the sub-components derived from the analysis of the responses of English language education and training specialists, the most important method for teaching English is to enhance the motivation of learners to learn English through different ways by teacher in the first grade of high school.

The aim of study was to explore teachers’ lived experiences about implementing work and technology curriculum. Phenomenology research was used. Fifteen participants were selected through purposeful sampling. They were teachers of the seventh and eighth grades of lower secondary schools in Karaj. Data colledted through semi structured interviews and tape recordings. The results show Officials’ ignorance of the teacher’s practical knowledge, lack of the appropriate strategy for evaluation, a limited time frame and inadequate equipment that make teachers less motivated and for some of them a withdrawal from training programs. Improving teacher's attitudes towards new curriculum will be possible, considering professional and continual training service, providing an appropriate teaching context, exchange of experiences among teachers and ongoing teachers relationship with officials. Research findings indicate that administrators and parent’s knowledge in the new curriculum need for revision and culture promotion through increased knowledge and using the curriculum in student’s life activities.