مجله آموزش پژوهی
پیاپی 23 (پاییز 1399)

The main objective of the present study was to investigate the extent to which equal opportunities for learning based on the elimination of class gap were realized under the Fifth Development Plan of the country. The research method was foundation data (Strauss Corbin method). The participants in this study were specialists, experts, policy makers and executives of the Ministry of Education, Tehran Education and the plan and Budget Organization. According to the main purpose of the study, was used the case by chain sampling method. Due to the data saturation in the present study, the sample size was 15 persons. The data collection tool was a semi-structured interview form with ten main questions. The validity of this interview was confirmed by face and content validity using the opinions of 5 experts in the field of education. The reliability of the instrument has also been verifiable. In this regard, an expert has reviewed and confirmed the raw data obtained along with the researcher. Findings were analyzed by using inductive method and Max Keyuda software. The findings showed that there is Efficient training of Manpower based on different areas,

Computer Assisted Language Learning (CALL) began in the 1960s with the development of mainframe computers and continued to mature with the developments in the field of information and communication technology. Now, it is focused on the use of mobile technology in language learning. Since opposing views regarding the application of this technology to language learning are expressed, the current meta-analysis tries to provide a better picture of the state of CALL. The time span covered in this meta-analysis covers the years 2008 to 2018. In addition to calculating the general effect size of this technology on language learning, other variables related to both educational and motivational aspects have been included. The effect sizes for the major variables have been calculated. At the end, it has been concluded that this technology has had a positive effect on the status of language learning. Some suggestions are also given for further research in this field.

The most important tool of education system for the formation of national and religious identity in the minds of students is textbooks. From the perspective of program planners, "history" textbooks are one of the most important tools to achieve this goal. The main issue of research is to answer this question: Which aspects of national identity are more prominent in high school history textbooks before the Islamic revolution(Pahlavi second)? This study is done with the aim of describing and comparing of attention and emphasis on the components and symbols related to national identity and religious identity in the intended textbooks. For this purpose, using content analysis method, 15 textbook has been selected and analyzed. Based on the findings of the study, in the intended textbooks the greatest emphasis is on the components and concepts related to national identity than a religious identity. Among the components of national identity the most repetition and attention to the components such as: national and mythical heroes of Iran, the personalities and sages of Iran and among the components of religious identity the most repetition and attention to the components such as Prophet (PBUH) and Imam Ali (AS) ), Found in the books in question.

the purpose of this study was to investigate the role of instructional initiative using memory measurements in self esteem and problem solving skills in 4-4 years old children in Marvdasht city. The research method was pre-test and post-test with control group. The statistical society was comprised of all 4-6 year old children attending kindergartens in the city of Marvdasht.A total of 40 individuals were randomly selected using multi-stage sampling method and were randomly assigned into two experimental and control groups. A semi-organized clinical interview was conducted on self-esteem and ability to solve children's problems. Then, an educational program using memory measurement as a pilot was performed in 9 sessions of 60 minutes in three sessions per week for the experimental group. The results of multivariate covariance analysis showed that the children in the experimental group had self-confidence and ability to solve a higher problem than the control group after the completion of the educational period; therefore, the initiative training increased self-esteem and problem-solving skills in preschool children.

Escalating pressures for change are evident across a broad spectrum of vocational education fields, as education are increasingly viewed as critical resources in competition for power in a globalizing world economy. Since education quality is widely viewed as one of the most important factors affecting educational outcomes, the effectiveness of curricula has become a focal point of concern in many national policy contexts. This study aimed to investigate the relationship between curriculum innovations and metacognitive skills were elementary teachers Isfahan in. The statistical population consisted of 1969 teachers of districts 1, 3 and 4 of Isfahan, 170 of whom were selected according to Morgan's volume formula and proportional sampling. Research data has been collected through standard questionnaire of metacognitive awareness MAI(1994) and curricula innovations which is prepared by research. In order to analyze the data, descriptive statistics including frequency, percentage, mean, standard deviation and of inferential statistics, Pearson correlation coefficient, ANOVA, t-test was used and not a single groupp. Results showed that significant relationship between Application of Art Curriculum Innovations and Metacognitive Skills in teachers. Teachers' metacognitive skills were above average.

The purpose of this study was to investigate the impact of the study on the academic performance of fifth grade students in Sari. The research method was quasi-experimental. The statistical population consisted of fifth grade students. The sample consisted of 52 students who were in two classes of 26 students in which the instrument was administered (experimental group) and the other group was not used (control group). After training in both traditional and traditional teaching methods, academic performance in both groups was measured by a written test with similar content and cognitive levels one week after training and the results were compared between the two groups. The questions were designed at six levels of learning to remember, understand, apply, analyze, critique and evaluate and create and create and the test scores ranged from zero to 20. The results showed that the study approach has a significant effect on the academic performance of social studies in elementary fifth grade students. This effect was significant at six levels of learning, remembering, understanding, applying, analyzing, critiquing and evaluating and creating and creating. Overall, the results showed that using a research approach would improve students' academic performance in social studies.