جستجوی مقالات مرتبط با کلیدواژه "synthesis research" در نشریات گروه "علوم تربیتی"

The current research has a basic-applicative goal, a qualitative approach, and a research synthesis and meta-composite strategy, which was done by conducting an inductive content analysis. The field of research for this study includes articles published in the last 20 years, i.e. 2001 to 2021. The purposeful sampling method was continued until the theoretical saturation of the criterion-oriented data (34 articles). The data collection tool in this research was the tables made by the researcher and the results and findings of the published articles related to the topic. Two expert professors were used to validate the data extracted from the articles. Also, the reliability determination formula (Galvin, 2015) was used to confirm the reliability. Data analysis was done by categorizing categories based on open categories, core categories and core categories. In general, the results of the research showed that the dimensions and components of the teacher's art in seven dimensions include 1. Teacher's initiative, 2. Involvement in learning (cognitive involvement, motivational involvement, and behavioral involvement, 3. Simplifying the understanding of concepts, 4. Revision of the teaching model- Learning, 5. Implementing the content with storytelling, 6. Explaining the implications of the content and 7. Professional leadership was learning.

During the past few decades, various instructional theories and models based on the theories of behaviorism, cognitivism, and constructivism have been developed to facilitate learning. Nevertheless, conducting studies to review, summarize, and synthesis the strategic components of these theories and models is an inevitable necessity. The purpose of this research was to systematically study the instructional theories and models, in order to present a meta- synthesis of strategic components of learning facilitation. The research method is a qualitative approach, and a research synthesis technique has been used. The study population was all the instructional theories and models that have been developed during the last 7 decades. These theories and models were categorized and analyzing through content analysis, and a sample of about 21 theories and models were purposefully selected, coded, and classified, and then their strategic components were deduced. Based on the findings, the strategic components of learning facilitation were synthesized into six strategic components. These strategic components include a. Contextual components with 7 sub-components, b. Basic components with 13 sub-components, c. Cognitive productive components with 15 sub-components, e. Cognitive - constructivism productive component with 3 sub-components, d. Constructivism productive components with 5 sub-components, z. Media-message components with 10 sub-components. The strategic components of facilitating learning, can be used as a guide for teachers and designer to facilitate students' learning.

This study examines and designs a theoretical model for sexual education within the educational system of the Islamic Republic of Iran. The primary goal is to create a coherent framework for sexual education that, while maintaining Islamic principles, responds to the social and cultural needs of the society. The research methodology is based on the prevailing paradigms in the field of educational studies. In the first phase, a content analysis of key policy documents, including the "Fundamental Transformation Document of Education," the "National Document," and the "20-Year Vision Document," was conducted. To assess the current status of the sexual education curriculum, synthesis research and content analysis of documents were utilized. Data were collected from national databases, and the reliability of coding was examined using Cohen’s Kappa coefficient formula. The document analysis results indicate the necessity for designing a comprehensive model for sexual education, which includes components such as familiarity with puberty, reinforcement of sexual identity, and life skills education. Additionally, the findings revealed that many of the current educational programs do not adequately meet students' real needs. The proposed model can serve as an effective framework for improving sexual education in Iran's educational system. The implementation of this model requires collaboration between educational institutions, families, and the community to achieve educational objectives.

The present research aimed to achieve the appropriate age range for starting language learning by synthesizing the research conducted between 1961 and 2023, considering the factor of cognitive development. The present study followed a synthetic research approach. After two rounds of screening, 39 studies between 1961 and 2023 entered the analysis step and the data were analyzed. The data were combined according to the purpose of the coding. The Guba and Lincoln’s indexes which include credibility, transferability, and dependabilty were used to validate the data. 51 open codes, 9 axial codes, and 3 selective codes were obtained. The selection codes were "the optimal age to start foreign language learning", "relationship between age and accent ", and "necessary conditions for children's education”.  The majority of researchers agreed on the age range of 6-10 years. The beginning of language learners in the mentioned age range requires requirements to significantly change the success rate of language learning in formal education. The results help the policymakers to achieve the goals of the National Curriculum.

The purpose of this research was to explain the eassence and reason for curriculum mapping in elementary schools. This research was done by a synthesis method. The statistical community included all valid scientific articles between the years 2000 and 2021 From the initial search, 200 articles and documents were extracted in the field of curriculum mapping. After examining the abstract of the documents according to the two criteria of "quality" and "reliability", 90 documents were finally left for analysis as the final corpus. The purposeful sampling method continued until the saturation stage. According to the findings of curriculum mapping, 2 dimensions and 12 themes wee identified. The dimension of "elements and components of mapping" with 5 themes (objectives/basic questions, organized and meaningful content, basic skills/processes, assessment/learning tasks, timing) among the mentioned elements, curriculum mapping paid special attention to the skill-oriented element, and the two elements "design" and "sustainable perception" were removed due to the lack of necessary infrastructure in Iran's educational system. The dimension of "benefits and applications of mapping" was identified with 7 topics (development of participation culture, promotion of knowledge management, professionalization field, transparency of curriculum courses, intelligent visualization, flexibility, strengthening and development of teaching and learning process). The most emphasized benefit for the curriculum mapping is developing a culture of participation.

This study aimed to explore the types of competencies necessary for the realization of democratic social education in Iran's educational system. For this purpose, the method of synthesis was used. In this qualitative research, the method of research synthesis and data analysis of theme analysis, Atride-Sterling (2001) style, were employed to analyze themes emerging from articles and theses in English and Persian related to competencies in the realization of democratic social education. First, a systematic review of English texts, articles, and dissertations from 2010 to 2021 were conducted based on six databases and Persian articles and theses from four databases were selected. The corpus was analyzed and refined using MAXQDA software and the results were organized in the form of 7 inclusive themes. And 28 organizing themes and 124 basic themes were analyzed. The results showed that competencies for the realization of democratic social education include 7 components of practical competence and practical action, spiritual competence, justice competence (with the most themes), political competence, technological competence (with the most themes), cultural competence, and global thinking competence that complement each other

The present research aimed at the research synthesis of multicultural education studies in Iran. The research had a qualitative research synthesis method, and its statistical population consisted of domestic multicultural articles from 2002-2022. A total of 35 articles were selected as research samples using purposive sampling until theoretical data saturation. The scientific sources were analyzed through six steps adapted from Gough, Oliver, and Thomas (2012). Further, the results were coded and categorized based on Klein's nine curriculum levels, and then the model was designed. Based on the results, the objective element comprised justice orientation, revival and development of culture, and unity and solidarity. The content element comprised content flexibility and multicultural content. The learning activity element included multicultural activities and tasks. The teaching-learning strategy element comprised diverse teaching, recognition of ethnic groups, and teaching multicultural teachers. The grouping element included group strengthening and multicultural grouping. The educational content element included the diversity of sources and multicultural knowledge. The time element comprised time diversity, and scheduling. The place element included spatial diversity and multicultural diversity. Finally, the evaluation element comprised diversity in evaluation, and multicultural evaluation. Based on the results, the model had the necessary validity.

Entrepreneurial skill and training of entrepreneurs is an important factor in socio-economic growth and development. Accordingly, this study seeks to analyze the challenges of entrepreneurship education in higher education.

This research is applied in terms of purpose and qualitative in terms of method. First, among 320 research articles and using the prism method, 22 articles, between 1390 and 1400, from the international scientific sources "Tyler and Francis", "Eric", "Web of Science", "Science Direct", "Google Scholar scientific search engine and Persian information sources, "Kashish Publications Information Bank", "University Jihad Scientific Information Database", "Iran Institute of Information Science and Technology" and "Noor Specialized Journals Database", after meeting the entry and exit criteria, selected and studied and collecting information based on available sources were reviewed.

The findings show that entrepreneurship education in higher education has four main challenges such as "organizational challenges", "professors' challenges", "students' challenges" and "educational challenges".

The findings of the research show that entrepreneurship education has many challenges due to the establishment of the traditional system in Iranian universities. Therefore, in order to provide efficient entrepreneurship education at the level of higher education, action should be taken to solve these challenges.

  The purpose of the current research is to investigate the indicators and components of the STEAM-based curriculum for students with special needs. The approach of the current research is qualitative and its method is research synthesis. The research population included all articles (211 articles) that were published from 2009 to 2023 about STEAM in the curricula of students with special needs. The sample of the research included 31 articles, which were selected based on thematic monitoring, theoretical saturation of data in a purposive manner. By analyzing the data, the dimensions of STEAM were identified in the curriculum of students with special needs in five dimensions, 14 factors and 58 categories including the dimension of individual factors (including components such as teacher, student); The dimension of process requirements; The dimension of education strategy, environmental requirements (structured environment, supportive environment and technological environment) and evaluation (including indicators such as personalization of evaluation, comprehensiveness in assessment and skill-oriented assessment). The results showed that the integration of STEAM in the curricula of students with special needs requires attention to all dimensions and elements of the curriculum.

The purpose of the current research was to design a model for revising the experimental science curriculum of elementary school based on the deep learning of Fulen's perspective. The qualitative research method was based on Klein's model. The research community included reference texts in the field of identifying educational reforms needed to revise the curriculum of experimental sciences from 2010 to 2021. Based on this, 51 sources were studied and investigated with a purposeful selection method, and the sampling process was stopped based on theoretical saturation. In the next step, in order to verify the validity of the extracted components, the research community included specialists in the field of educational sciences with doctorate degrees in the fields of curriculum planning and elementary education. The study sample was 10 experts in the field of curriculum planning and elementary education in Isfahan city in 2020, who were selected purposefully. With Lavache's method, content validity ratio (CVR) was evaluated for each extracted component as well as each component of the model. The results showed that the model of revising the primary science curriculum based on Fulen's perspective with the aim of achieving deep learning and the partial goals of strengthening students' competencies, paying attention to the elements of educational design, modifying the conditions of education and facilitating the joint research process, has usefulness and implementation capability. Therefore, it is suggested to the officials of the Ministry of Education and Research to use the designed model in order to implement educational reforms

The purpose of the current research is to investigate the indicators and components of political education in books and curricula of higher education. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (201 articles) that have been presented from 1389 to 1401 and 2015 to 2023 about political education indicators in books and curricula of higher education. The sample of the research is 32 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of political education in academic books in 3 dimensions, 19 factors and 69 categories including the dimension of political knowledge (attention to the basics of political education, awareness of current issues, awareness of one's rights and others, awareness of political concepts - social, cultural knowledge and media literacy), the dimension of political vision (including the components of attention to identity and individual characteristics, having the spirit of cooperation and cooperation, work conscience, willingness to constructive competition, legalism and attention to national identity ) and the dimension of political action (including demanding and asserting rights, reasonable and logical decision-making, ability to reason, ability to participate and cooperate, safeguard national independence and freedom, ); were classified. The results showed that the political education of students has different dimensions that only paying attention to one dimension in academic books and curricula is not effective.

The purpose of the current research is to explain the requirements and effective implementation factors in curriculum mapping for teachers, which has been done using the qualitative research approach and the synthesis method. The words curriculum mapping; curriculum maps has been 150 documents were extracted from the initial search of sources and after screening 65 cases were selected according to the two criteria of "quality" and "authenticity". The most important databases in domestic articles are Iran Publications Information Bank (magiran) and Comprehensive Database of Human Sciences and Research Institute of Information Science and Technology of Iran (Irandoc) and in foreign sites are Springer, ProQuest, Scopus and Google Scholar search engine. The data was collected using Marsh's seven-step synthesis research model. Collecting and recording information was done by a form designed by researchers and open and axial coding was done using ATLAS.ti software. Finally, it was evaluated by two independent evaluators. From the formula of Cohen's kappa coefficient, the agreement between raters is 0/78 Obtained. Six dimensions were identified: 1- Effective leadership, 2- User training, 3- Mapping cycle, 4- Mapping process, 5- Mapping tools, 6- Monitoring. Three dimensions of effective leadership, user training and supervision have been researched more than other components

The purpose of this study is to systematically study the curriculum based on social emotional intelligence of students with autism spectrum disorder. In this research, a curriculum based on social emotional intelligence has been examined from all aspects.

The research approach is qualitative using a hybrid strategy. Recent research has been systematically selected to find the features and components of a curriculum based on social emotional intelligence. The study population is one of the researches of the last 15 years, which has been done through content analysis, classification and screening, and about 31 researches with qualified criteria and criteria have been purposefully selected, coded and classified, and the patterns, Theoretical foundations and main themes were extracted.

Then, using content analysis, four dimensions were identified, including twelve sub-categories in the form of curriculum approaches in four sub-categories, then curriculum objectives in three sub-categories, curriculum content dimension in three sub-categories, teaching-learning process dimension in three The subclass is the evaluation dimension in the curriculum in three subcategories.

Based on the findings of the present study, it can be concluded that the curriculum based on students' social emotional intelligence is effective in students with autism spectrum disorder.

The purpose of this study was to investiate the dimensions of competency of managers through research synthesis with emphasis on Islamic management. The study is qualitative and of synthesis research type. Population were comprised of all studies carried out on managers competency dimensions from databases between 2010 and 2022, totaling 140 articles, that were classified and screened through content analysis, of which 47 articles (8 external sources and 39 internal sources) that met the criteria of the research were selected by purposive sampling as a statistical sample and examined. In order to collect the required information, a checklist made by the researcher was used to report and record the information of the initial researches, which was collected by searching with different keywords related to the purpose of the research. Robert’s six-stage model of synthesis research was used to analyze the findings. The validity of the proposed framework was evaluated on the basis of four criteria: credibility, transferability, trustworthiness, and confirmability. The result of the inductive and compositional content analysis of the categories is the extraction of the conceptual framework of the manager's competency dimensions factors around 4 levels: Belief-value, individual, professional (vocational) and managerial.

The aim of the current research was to identify and explain the dimensions, components and indicators of the teacher's competence as a lifelong learner in related documents. The approach of the research is of a qualitative type with a meta-composite strategy and using the method of Sandelowski and Barroso. The required data were collected by searching the documents in the databases. Keywords lifelong learning, curiosity, lifelong learner, self-efficacy, emotional intelligence, informal learning, etc. were used to search internal and external databases without applying time limits. The inclusion criteria of the articles included: 1) theses, books and scientific research articles centered on the teacher as a lifelong learner, which were published in domestic and foreign databases. 2) The topic of the research was teacher learning. The field of research is authoritative articles and books in the field of the teacher as a lifelong learner, which was identified based on the entry criteria of 210 cases and finally 53 foreign documents and 4 internal documents were analyzed using MaxQDA 2020 software. In order to validate the findings, the method of triangulation of data sources was used. By analyzing the documents, 96 concepts were extracted and grouped into 57 concepts. Finally, the concepts of the same category are the 4 final concepts of "personal mechanism ,motivational mechanism ,"information and technology literacy mechanism, and "activism mechanism

The present study aimed to identify the key factors of educational policy in education with emphasis on the family institution. The research was qualitative and conducted by center research method.research

The research population was 90 articles and documents published during the years 2000 to 2020 on educational policy Which were obtained by searching for the keywords's educational policy, family and upbringing, educational and family policy, family and school interaction in reputable domestic and foreign databases such as Noormags, SID, Noormags, Science direct, Eric; After purposely screening the resources, 35 sources were selected as a sample. The research data were collected from qualitative analysis of the studied documents and analyzed with a coding approach. Data validity was obtained by pluralism in the researcher or reliability test between coders.

The results identified 83 open source and 19 core codes, which are: causal factors (re-creation and re-engineering of the Parents and Teachers Association, redefining the role of the family in education and monitoring and commenting on the family in educational affairs), underlying factors (capacity building and support of families, decentralization Education and formal structure and codified participation rules) And Interfering factors (political and cultural factors and weaknesses of the macro management system), Strategies (considering diverse perspectives, communication mechanisms, family empowerment) and consequences (returning education to the main custodian and increasing the effectiveness of education policies).

With a clear view, it can be said that the study and consideration of all key and influential factors in educational policy with emphasis on the family, is necessary to attract maximum participation of the family in the process of education; Therefore, the officials and decision-makers of the country's education system should try to formulate a codified and enforceable plan for the identified factors and, with the help of all stakeholders in education, especially the family, take steps towards its maximum realization.

The aim of the current research was to provide a framework of the most comprehensive and important indicators, tools and methods identified in Islamic citizenship education based on a synthesis research approach. The method of this research was using the synthesis research strategy.Research field: works and articles related to the subject and sampling method purposeful and the tool of research data collection was note-taking and the findings showed that the most important identified indicators.Having a knowledge-oriented spirit, social solidarity, justice-oriented and respect for citizen rights, responsibility, legalism, having critical thinking, awareness of political and social issues and processes, effective social communication skills, pluralism, patience and tolerance, benevolence and altruism, preservation Dignity, Islamic orientation, self-knowledge, self-restraint, behavioral moderation, trustworthiness, commitment to national values, environmental protection, freedom-seeking, health and cleanliness and halal eating, self-confidence and intellectual and economic independence, sacrifice and forgiveness, purposefulness, honesty, forgiveness, punctuality; He pointed out the use of qualitative research method as the dominant method in Islamic citizenship education researches, and out of the 61 reviewed works, 22 works were published individually and 39 works were published as a group, and men participated the most in these researches.The result that the experts in the field of citizenship education have a consensus both on the aspect of comprehensiveness and on the aspect of prioritizing basic Islamic indicators in citizenship education.

The present study has pursued two objectives, including investigating the educational system's pathology of gifted schools and provide a curriculum improvement indicators model based on the qualitative method and synthesis research. The statistical population included 261 theoretical sources collection. 94 study had the most coordination. 443 phrases were extracted. Data analyzed by three-step inductive method and 101 themes were obtained. Findings showed that the educational system's damage include 39 basic concepts;7 sub-themes; 3 main themes. Curriculum development include 62 basic themes; 3 sub-themes and 1 main theme. The results showed one-dimensional training; deficit design and passive teaching-learning programs are gifted school's educational problems. Also, the  enrichmental extracurricular includes: multiple and purposeful curriculum; Optimize and increase the quality of teaching-learning; Strengthening the motivation to learn; nurture dynamic students was considered as an indicator of curriculum improvement. Therefore, it is suggested these findings be used to design and develop gifted curriculum.

The purpose of this study is to investigate and explain the skills required of general education principals in leadership of schools in the corona and post-corona period due to the changes caused by this crisis.

This research is applied in terms of purpose and qualitative in terms of synthesis. The scope of research and the main sources of data collection are numerous researches that have been done in connection with the skills required by public school principals in leading a virtual school inside and outside Iran. In accordance with the thematic relationship and after observing the entry and exit criteria, 47 samples were selected. In the next steps, information coding and classification was performed and the result of combining the categories and the results of the analysis led to the extraction of a conceptual framework related to the skills required by school principals in the general education course in school leadership.

In general, the skills required by public school principals in virtual school leadership were extracted in nine categories and 38 codes. The category of "interpersonal skills and participation" includes eight codes of communication, virtual cooperation, the importance of communicating with parents and arranging regular and regular meetings, flexibility, open-mindedness, working interactions with peers and people from other disciplines, and It was a working group. The category of "cognitive and problem solving skills" is divided into three skills: discussion, decision making and critical thinking. The category of "self-regulatory skills" included codes of organization, professional development, time management, planning, and self-discipline. The category of "creative and innovative skills" is divided into three codes of motivation (internal, external), creativity and transparency. The category of "adaptation to new technology" is divided into three skills: information and communication technology, acceptance of the use of modern tools, equipment and technologies, and new media literacy. The category of "individual traits" is divided into eight skills: building trust, supporting teachers and students, responsibility, creating psychological and social security, risk-taking, positive attitude, moral behavior, kindness and compassion. "Leadership skills include the four skills of evaluating the performance of others, monitoring, giving feedback, and managing conflict through the student, respectively." "Global Citizen Skills" is divided into two skills: understanding and having multicultural and intercultural competencies, and understanding individual needs, diversity, and differences. And "leadership styles" were categorized as transformational, interactive, and distributive. In general, paying attention to and strengthening these skills in the post-coronary period can be effective in improving the quality of learning and academic achievement of students in the general education course.

The aim of this research is to present the conceptual framework of the problem-oriented curriculum based on the aesthetic approach. In the current research, due to the inseparability of cognition from emotion, the approach of art and aesthetics was proposed as a basic approach in the problem-oriented curriculum. The data were collected based on a qualitative research design of research synthesis type. The research community was printed and electronic resources related to the topic, which were published in the form of treatises, articles and research reports between the years (2007 to 2022) and were selected as a purposeful sampling. Among them, the articles with problem-oriented curriculum and aesthetic curriculum were selected and analyzed. Out of 88 reviewed articles, 75 articles were used to extract the relevant components and themes. The findings of the research, which were compiled in the form of the four elements of the curriculum, indicate that the goal dimension includes four main categories (creating creative thinking, artistic thinking, intuitive thinking and visual thinking), the content dimension includes three main categories (problem Sazi- the role of the teacher and the role of the learners). Next, teaching methods include three main categories (combined methods, artistic methods and active methods) and finally, in the evaluation element, two main categories (qualitative evaluation and general evaluation) were obtained from multiple sources The results of the research indicate that the artistic approach can be associated with various issues and concepts in the problem-oriented curriculum, in fact, the arts can provide knowledge in the form of an interactive and integrated approach and help students understand the concepts better. Help and lead to the discovery and production of new ideas and creative answers to solve various problems around