The main purpose of this article is comparative content analysis of Persian textbooks in the elementary school of Iran and Dari textbooks in the elementary school of Afghanistan to determine the position of national identity components in the content of these textbooks. Research method of this article is the combined (quantitative and qualitative) content analysis method with a comparative approach. The statistical samples of the research are six Persian books of the first to sixth grades of elementary school in Iran and six Dari books of the first to sixth grades of elementary school in Afghanistan. SPSS software was used for quantitative content analysis and textbook themes were examined and national identity indicators were determined in statistical sample books for qualitative content analysis. Findings of research show that first of all, attention to the components of national identity in Iranian elementary school Persian textbooks and Afghan elementary school Dari textbooks is less than 50% and second, the frequency of identity components in elementary school Persian books in Iran is higher than in Dari elementary school books in Afghanistan.

The aim of this research was to investigate the degree of attention given to skill development in the elementary school curriculum. This study was a descriptive survey conducted to explore and assess the current status of skill development in the elementary school curriculum. The statistical population consisted of elementary school teachers in government schools in Tehran, who were selected using a random sampling method, and the sample size was determined to be 196 individuals based on Cochran's formula. A researcher-made questionnaire consisting of 104 questions was used to collect data. The hypotheses were tested using a one-sample t-test. The results showed that the level of attention given to skill development in the elementary school curriculum was inadequate for the following skill components: self-awareness, courage, emotional and behavioral control, empathy, peer relationships, cooperation, speaking skills, effective listening, honesty, trustworthiness, non-jealousy, creative thinking, critical thinking, problem-solving, time management, hardware and software, global internet network, environmental awareness, optimal energy consumption, waste management, entrepreneurship, financial management, healthy eating, appropriate clothing, and disease awareness. Based on these findings, practical suggestions were provided to enhance the development of these skills in the elementary school curriculum.

This study aimed to analyze the content of elementary school textbooks "Gifts of Heaven" based on the multiple intelligence components. The present study was a content analysis research that applied the Shannon's entropy model. The sample included all elementary school textbooks "Gifts of Heaven"; thus, a checklist of multiple intelligence components (Gardner and Fleetham) which its content validity had been verified by 5 experts was applied. The significance coefficient of each component is, respectively, as follows: the existential intelligence (0.121); bodily-kinesthetic, linguistic, and naturalistic intelligences (0.119); spatial intelligence (0.118); interpersonal intelligence (0.116); intrapersonal intelligence (0.115); logical-mathematical intelligence (0.108); and musical intelligence (0.064). The highest significance coefficient is related to the fourth and sixth grades of the elementary school with a significance coefficient of 0.206 and the lowest is related to the fifth grade of the elementary school with a significance coefficient of 0.191. Therefore, the balance of the content of elementary school textbooks "Gifts of Heaven" has not been respected

The present study investigated of relationship between the components of metacognitive knowledge and reading comprehension of students with a developmental approach. Statistics population was fifth grade girl students in elementary school and third grade girl students in secondary school of seventh district of ministry of education in Tehran. 80 students (38 third grade girl students in secondary school and 42 fifth grade girl students in elementary school) were selected with multi stage cluster sampling. Instruments of the study were metacognitive knowledge questionnaire and reading comprehension questionnaire. The result of the study indicated that: there is a positive correlation between metacognitive knowledge and reading comprehension in both grades. Among the elementary school’s fifth grade students, the person subscale was good predictors of reading comprehension. Among the secondary school’s third grade students, the task subscale was good predictors of reading comprehension. The person and task subscales predict 47% of variance of reading comprehension. The third grade girl students in secondary school have higher scores in metacognitive knowledge and reading comprehension than fifth grade girl students in elementary school.

The purpose of this research was to compare the academic achievement and achievement motivation of students in regular and smart elementary schools. The design of the study was causal-comparative and the statistical population included all the students in the elementary schools of Tabriz, among whom 366 students from regular elementary schools and 208 case from smart elementary schools were selected using cluster sampling ones. The data were collected using Ali and Inery McI achievement motivation questionnaire and the student's academic achievement scores. ANOVA was conducted to analyze the data. The results showed that there are significant differences between the students of regular and smart schools in academic achievement and achievement motivation and its components. In other words, smart school students have higher academic achievement and motivation.

Extensive evidence demonstrates that dominating Positivism Approach in educational environments prepares the background of passivity for learners and fall of vitality and dynamism. The present research, comprehending the necessity of benchmarking the new educational approaches, aims to study the effect of participatory teaching on elementary school students. Therefore, the Quasi-Experimental Research Method with pre-test and post-test on intact groups. The statistical population includes the 24 girl students of fourth grade of elementary school of Tehran School Dist.1 during school year 2016 – 2017, separated in two experimental and control groups and two-stage cluster sampling was used. Applied devices to gather data is Group Environment Questionnaire (Carron et al, 1985). Covariance Analysis shows that participatory teaching has a significant effect on group cohesion of elementary school student. Generally using the participatory teaching capacity may provide an appropriate field for formation and dynamics strengthening and promoting the culture of team working among students of the elementary school.

The present study investigated the way elementary school teachers perceive the importance of phonological awareness in their classroom experiences. To achieve the aim, 75 elementary school teachers of both genders with diverse years of experience and qualifications from 25 elementary schools in Khorram Abad, Iran were selected. In order to obtain the data, the modified version of the Likert-type questionnaire designed and developed by Dahmer (2010) was used. The findings indicated that the teachers not only do recognize the importance of phonological awareness as a reading skill but they also consider it as a prevention strategy for reading acquisition which can play a vital role in elementary school students’ reading ability. The data was useful in bringing about an awareness of how theoretical understandings linked to phonological awareness relevance and usage are actually occurring in the context of elementary classroom.

The root of many of the behaviors and activities of principals and teachers should be probed in ethical and moral values. Meanwhile, attention to professional ethics and its implications are the basic researching issues in the organizational areas. The basic objective of this study was to Design Patterns the professional Ethics of Elementary school teachers (Case Study: Government boy's primary school teachers in Tehran). For the purpose of qualitative and quantitative research methods were used. The qualitative part to study the factors shaping the professional Ethics of Elementary school teachers discussed the model of professional qualifications and in the quantitative part of the survey was designed to assess the situation and take the test pattern. In the qualitative interviews and quantitative tools used in the questionnaire. Envisaged in the conceptual model of quality, by questionnaires by the city's 366 elementary school teacher were tested using structural equation analysis. The results showed that the seven basic components of the professional Ethics of Elementary School Teachers. These components include: Honesty, Justice, Responsibility, Human dignity, Respect, Circuit laws, Loyalty.

The aim of this study was designing, developing and validating a cooperative learning model for elementary school Farsi Curriculum of "let’s read and write (bekhanim & benevisim)". Data was gathered using research synthesis (integrative inquiry) and field validation methods and also through information sheets and questionnaire. The sample included Farsi Curriculum from third to fifth grade, 6 language learning and curriculum development specialists and 24 elementary school teachers from 6th district of Tehran who were selected using purposeful sampling method. The data were analyzed using descriptive and inferential statistics (Kolmogorov-Smirnov). Based on the results, first the cooperative learning model for third to fifth grade elementary school Farsi curriculum of ‘let’s read and write’ (Bekhanim & Benevisim) was designed and developed. Then, this model was sent to language learning and curriculum development specialists and also elementary school teachers. Finally, the initial model based on expert's opinion was modified and the final model was developed.

Teacher training in the Islamic Republic of Iran lacks a model matching its status. In order to shed light on all four aspects of training teachers for elementary school, i.e. recruitment, preparation, promotion, and evaluation, relevant educational documents have been reviewed. Further data have been collected through interviews with 24 elementary school teachers and teacher trainers. Data analysis revealed nine basic categories and one major phenomenon, namely the professional identity of an elementary school teacher. The nine categories are related to the four aspects of any training program. The formation of a professional identity for an elementary school teacher matching the status of the Islamic government, must consider the definition of training and the need for policy in all four aspects of the program, especially the recruitment and preparation. The establishment of such identity is conditioned upon the professional support of student teachers following graduation, and promotion of self-empowerment through self-evaluation. Realization of the students’ potentials would be the most significant indication of teachers’ professional identity which would lead to an improvement in their social status.