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.

Formation of social skills in elementary students is usually dependent on several factors, which need to be identified for the improvement of school outputs. The purpose of this study was to predict social skills of students based on attitude towards school and school environment. A descriptive-correlational method was used. The statistical population consisted of all high school female students in Qazvin in the academic year 2018-2019. Using cluster sampling, 240 students were selected as the sample. The tools included Delaware School Climate, Gresham and Elliot’s Social Skills, and McCook and Siegel’s Attitude to School questionnaires. To analyze the data, some descriptive and inferential statistics were used for multivariate analysis of variance and structural equation modeling. The findings showed that “responsibility” (22.03), “attitude toward teacher and class” (35.42), and “student-teacher relations” (21.35) had the highest mean in public schools. Furthermore, in non-public schools, “responsibility” (22.24), “motivation/self-regulation” (51.90) and “student-teacher relations” (25.15) had the highest mean. In addition, there was a positive correlation between some “school climate” dimensions and “attitude to school” and “social skills”, by P=0.001 (cooperation=0.023, assertiveness=0.012, accountability=0.0001, participation=0.020, self-control=0.024). The highest effect belonged to “cooperation” and “responsibility”, and the lowest effect pertained to “sympathy”. There was no significant difference between public and non-public schools regarding “communication” (P=0.021) and “cooperation” (P=0.0154). Moreover, “school environment” was different in school type (P=0.001), but “attitude to school” did not differ significantly (P>0.05). Based on the results, it could be said that the association between school environment and attitude to school can be an important factor in dealing with social skills; therefore, to improve students’ social skills, it is recommended that the educational planners pay more attention to the quality of schools’ environment and attitude to school.

The current study aimed to investigate the effect of Jigsaw-based cooperative learning method on sense of connectedness with school and the social skills of Sixth grade elementary students in Abhar City, Iran. The research method was quasi-experimental (pre-test, post-test with control group). The statistical population included all sixth grade elementary school female students in Abhar city in the academic year of 2019-2020. The experimental group benefited from Jigsaw-based cooperative learning training for 12 sessions (2 hours per week including 40 minutes). Data were collected using Brew, Betty and Watt students’ sense of connectedness with school scale (2004) and Matson’s Evaluation of Social Skills with Youngsters (MESSY) questionnaire and analyzed using SPSS software and analysis of covariance as well. The results indicated there was a significant difference between the pre-test and post-test of the experimental group, the control group in the sense of connectedness with school (p = 0.0001) and the improvement of social skills (p = 0.001). Accordingly, the Jigsaw-based cooperative learning in experimental group was more effective on the sense of connectedness with school and the social skills compared to the control group.

This research is based on comparative study of teaching information literacy skills effectiveness by a teacher and a librarian in two smart high schools. A sample course was devised and used to gauge the effectiveness of these skills on pupils and determine the basis of eligibility for teaching “information literacy skills “at schools. Quasi-experimental and documentary method was deployed. 12 smart high schools in Tehran were surveyed. Absal and Nedai Azadi schools were selected because of their similarity in IT infrastructure and reputation. A librarian in Absal School and A teacher in Nedai Azadi School taught information literacy skills during four sessions (about 4 hours) in a 3 week. Information literacy skills of pupils were observed before the course was offered. There was no meaningful difference between students in these two schools based on result of independent t test. The average of difference between post test and pre test scores demonstrated that the Liberian (1.33) and teacher (0.07) improved pupils’ information literacy skills. Based on paired t test, the difference rate was meaningful just in the group trained by the librarian. In general comparison between results of literacy skills, s scores pre and post test in two groups with teacher or librarian, there is meaningful difference.

Designing a Prevocational S kills Curriculum Guide forStudents with Intellectual Disabilities in Elementary SchoolsDr. Gh. Hemati Alamdarloo1 Dr. A. Beh-Pajooh2Dr.Gh.A.Afrooz3 Dr. B. Ghobari4 Dr. N. Moosapour5AbstractThe aim of this study was to design a curriculum guide of prevocational skills for students with intellectual disabilities in elementary schools. The study was of exploratory type accomplished in two stages of documentary and field studies. In the field study, the perspectives of 315 parents, 140 teachers and 52 professionals were examined using “the Prevocational Skills Questionnaire” which was developed by the researchers. The results revealed that six components of prevocational skills; that is, social skills, physical skills, functional academic skills, work skills and habits, daily living skills, and skills of understanding the concepts of time and place are necessary for students with intellectual disabilities and could be categorized into three groups of compulsory skills, elective skills and optional skills based on their importance. Also, in the second step the library study indicated that the aims of the curriculum for prevocational skills should be the development of the social skills, physical skills, functional academic skills, work skills and habits, daily living skills and skills of understanding the concepts of time and place. Moreover, we identified the content of the prevocational curriculum and found that the vertical organization of the content of such curriculum should be based on the cyclic gradual development of the social environment and the horizontal organization of the content should be based on a multidisciplinary method. Practical activities in actual environments are the best learning activities, and the actual materials in natural environments are the best materials. Also, demonstration, fieldtrip and project methods are the best teaching strategies. The best grouping is a small group of students with four members and homogeneous development. The starting time of training has to be from the beginning of the first grade in elementary schools. The best space for prevocational skills training is community-based school and the best assessment method for assessing the achievement is performance-based assessment.

Aim of this research is to compare teacher's communicative skills and sense of efficacy Among Mentally Retarded And Regular Schools . Statistical population of the research includes all teachers working in primary, first and second grades of high schools for mental retardation in Shiraz City in education year 2013- 14. Two-stage cluster sampling was used to choose population. Then numbers of teachers in usual schools were matched with main sample. This research was casual- comparative type and Queendom communicative skills questionnaires (2004), Schanen- Mooran and Volfook Hoy's (2001) teacher's sense of efficacy (TSES)questionnaires were used respectively for measuring research variables. Independent t-test and factorial ANOVAwere used for analyzing data. The results shows there is meaningful difference between teachers in regular and mentally retarded schools in teachers sense of efficacy and its subscales (except class management) and general communicative skills, that teachers in regular schools there is more than teachers mental retardation. Also there is no meaningful relation between communicative skills and teachers sense of efficacy in mentally retarded and regular schools based on sex , education, education experience and grade .

The purpose of this article is a systematic study based on the synthesis research method of theoretical models and research conducted in the field of skills curriculum in junior high school. Which has been done by deductive content analysis method and three-step coding method. The statistical population of this research includes all articles, dissertations and research projects in the field of skill curriculum planning. 32 researches have been purposefully selected and Were analyzed. The results show sixteen key categories including: enriching education and learning environment to meet employment needs, social functioning, production literacy, information literacy, financial literacy, continuous learning, opportunity creationOrganization and safety, management, perceptual skills, communication skills, moral skills, academic guidance, job recognition, entrepreneurship in the form of four goals: 1- economic and social development 2- technological skills development 3- technical skills development 4- personality and communication skills 5- and Creating a professional identity can be the goals of a skills curriculum for junior high school students. It can be said that the goals of the curriculum based on skills and entrepreneurship are based on the key competencies of students in the direction of professional identity and economic and social development. Which are taught through active, participatory, individual, online and integrated methods.

The current research is qualitative research that was conducted using the synthesis research method based on the deductive model. The research environment in the synthesis phase included all citations in the range of 2008 to 2020 for the studies conducted in the field of experimental science education of the second grade in elementary school. Based on this, 40 sources were selected by purposive selection method. Stopping the sampling process was based on information saturation. Data collection was done using a survey in the research environment and based on the synthesis of experimental science education in the second grade of primary school. According to the findings of the research synthesis based on the deductive model, the environmental factors affecting experimental science education in the second grade of primary school include: support factors (family-oriented, school-oriented), extracurricular environment, socio-cultural environment, science curriculum design including goals (instructional, educational, motivational), content (knowledge, practical skills, challenging thinking), teaching strategies (group discussion, advance organizer, exploration, problem solving, learning assistants, laboratory, cognitive development, game-oriented, aesthetic), intra-school environment (independent, individual, deep, collaborative, exploratory), evaluation (evaluation tools, evaluation methods), learned skills (life skills, mental skills, social skills, thinking skills), science education approaches (teacher-centered, student-centered) and learning experiences (meaningful experiences and valuable experiences). The findings provide useful implications for science education in elementary school and can be used by elementary school teachers and parents for science education as well.

The present study aims at comparing the social-emotional learning and social skills of the students of the public and bag at school private school’s using a descriptive casual-comparative method. The participants of the presents study consist of the five and fourth grade students of public and bag at school private elementary school’s of Isfahan in the years 1388-1389. For the purpose of this study 157 students were chosen in a multistage random cluster sampling way. To collect data, Coryn et als (2009) Questionnaire of social-emotional learning as well as Gresham & Elliott (1990) social skill models. The results of the study showed that there is a meaningful difference In the social-emotional learning of the bag at school and public school’s students. Regarding social - emotional components (self-regulation, peer relationship, Task articulation), there is a meaningful difference in the self-expression aspect. Regarding the task articulation and peer relationships, no meaning difference was observed. Furthemore the result showed the there is a meaningful difference between social skill of students of bag at school and public school’s. Regarding the social skill components (cooperation, expression, empathy, self- control), there is a meaningful difference in self-expression and self-control aspect. no meaningful difference was observed regarding the cooperation and empathy components. The result of the study also demonstrate that there is a significance difference in the social– emotional learning of the bag at school and public school’s student based on their gender in the aspect of their peer relationship, It means that girl students in comparison with boy students got higher scores with respect to peer relationship component. No significance difference was observed in the social skills of the bag at school and public school’s students based on their gender.

Purpuse: the aim of this article is to examine the critical thinking skills in teachers’ teaching methods in primary schools’ Heaven Gifts.
The research method was qualitative one and the statistical population of this research is all Heaven gifts classes of primary schools in Qom province in The School year of 2016. Samples are 50 classes (10 classes from each level) which were chosen randomly. The research instrument is a 20 factors researcher- made checklist of teachers’ teaching observation based on critical thinking skills (analysis, synthesize, evaluation, explaination) whose validity is justified by scholars and its reliability is %86 which was done by Chronbakh Alfa. The data analysis is done by descriptive & Infrential statistics by T one groop test methods.
Findings: The level of paying attention to analysis skill in teachers’ teaching methods of all primary levels for Heaven Gifts is lower than mean.The average of synthesize skill in teachers’ teaching methods in primary schools for Heaven Gifts is lower than mean.The average of evaluation skill in teachers’ teaching methods in primary schools for Heaven Gifts is lower than mean. The average of explanation skill in teachers’ teaching methods of all primary schools for Heaven Gifts is lower than mean. Totally critical thinking skills in Heaven Gifts studies in primary schools are not considered well. Critical thinking formation is based on changing in teachers’ attitude towards teaching methods.