فصلنامه نوآوری های آموزشی
پیاپی 85 (بهار 1402)

The aim of this study was to identify the components of media literacy education and analyze its place in the upstream documents of education. The descriptive research method included: documentary analysis as well as content analysis and its approach was also applied. The research population in the documentary analysis section of all texts related to media literacy education and in the content analysis section of the four upstream documents of the Iranian education system Due to the nature of the subject, sampling has been omitted and the whole community has been studied. i Qualitative data and content analysis data were analyzed using descriptive indicators in the Shannon entropy analysis process. The results showed:1- The conceptual framework of media literacy education can be classified into three components: cognition, critical thinking, and message production and interaction.2- The level of attention to the components of media literacy training in upstream documents of education is different.3- Among the studied documents, the highest significance coefficient was related to the 20-year vision document and the lowest significance coefficient was related to the document of fundamental transformation of education

This research has been carried out with the aim of designing and developing a model for providing educational services to the children of martyrs, veterans and sacrificers as students in Iran. To achieve this goal, the grounded theory method was used. The research population included 1- all documents and instructions including Imām Khomeini's orders, the order of supreme leader of the revolution, the set of approvals of the supreme council of education, statutes of Shāhed schools, the statutes of the Shāhed and sacrificers' project, the comprehensive law of sacrificers, regulation of article 67 of the comprehensive law of service to sacrificers, manual for selection and organization of human resources for Shāhed schools, the sixth development plan of the country, educational instruction of Shāhed scattered plan and instruction of weekly program and educational working hours of Shāhed schools, 2. Theoretical foundations (researches, articles and books) and using as many researches, articles and books as possible, 3- Specialists, senior and middle managers, and hands-on workers. 70 people were selected as the research sample. To collect data in the document section as well as theoretical foundations, a documentary review checklist was used, and an interview form was used in the experts and practitioners' section. To analyze the research data, qualitative content analysis, observance of categorization rules and Max QDA12 software were used. Based on the findings, 426 open codes were identified in the form of 85 axial codes and 7 selected codes including educational services, educational-cultural services, counseling and psychological services, physical education and health services, financial services, human resources services and space and equipment services. In accordance with these characteristics, in this paper, a conceptual model of providing educational services to the children of martyrs, veterans and sacrificers as students in Iran and also the division of duties of related institutions were drawn.

The present study was conducted to design a social accountability model for Iranian primary schools. The study was applied in terms of purpose, and in terms of data collection, it was qualitative with grounded theory design. The research population included professors of educational management in the state Universities of Iran, and the research sample were selected using purposeful approach, theoretical sampling and through the criterion of theoretical saturation. Data were collected using semi-structured interview, and they were analyzed using Strauss and Corbin's method in three stages of open, axial and selective coding through MAXQDA 18 software. The results showed that based on Strauss and Corbin's framework, five categories (attention to public schools and the age of technology, the existence of ethics and law, the existence of evaluation organizations in society, the educated community, and the school and its management) were identified in terms of the causal conditions. Also, seven categories of phenomenon-centric including the participation, environment, conscience, finance, culture, and community, clarification, and awareness and learning were determined. In terms of   strategies, five categories including the activities of civil associations and institutions, civil society awareness of its citizenship rights and school expectations, the school management's willingness to be accountable, economic and welfare status, and school communication were identified. In terms of intervening conditions, six categories including the beliefs and norms of the community, attention to school stakeholders, school quality, effective leadership, community's demanding, and supportive management styles were determined. Also, in terms of contextual conditions, four categories were identified, i.e., the status of society, the existence of formal and virtual types of media, type of school system, and the level of awareness and democracy in society. Furthermore, in terms of consequences, eight categories, i.e., increasing the participation in the school affairs, increasing the performance and effectiveness of teachers in all areas, supporting and trusting the schools, clarification, intellectual and cultural development of society, better learning and performance of students, improving performance and effectiveness of schools, and educational justice, were identified.

Ability to relate all the essential features of a situation in the form of zooming in or out represents thought in a relative form. The emergence of relative thinking, is the prognosis for the beginning of building a bridge to fill the gap between collective and multiplicative structures. Relative thinking is a cognitive function that describes the ability to analyze the change in relative conditions. The ability to lead and work with qualitative aspects leads to the strengthening of quantitative proportional thinking. Studying the quality of teachers’ perception is a perspective of how learners create and develop conceptual structures. With the aim of determinning the qualitative characteristics of knowledge of content pedagogy of qualitative proportional reasoning, this study examined the knowledge of related representations among the research participants. It was a descriptive study with survey design. The research sample consisted of 180 primary school teachers, first cycle high school math teachers and student-teachers. The research tool was the researcher-made test and the evaluation was done under the framework of the theories of this field through a mixed-methods analysis. Based on the results, the closeness of the performance of student-teachers and the primary school teachers could be pointed out, i.e., almost half of each of these two groups had a successful performance. The most correct interpretations were presented by high school teachers, student-teachers and primary school teachers, respectively.Paying attention to the preliminaries and necessities of the process of developing proportional reasoning by teachers, deepening its investigation by researchers and demanding it in the educational designs of teacher training centers were emphasized by the researchers of this study.Regarding the training of future teachers, developing sensitivity to the consequences of the delay in the emergence of students' proportional thinking is necessary.

The purpose of this study was to investigate the effect of teacher's violence on positive and negative academic emotions and school anxiety. It was a descriptive-correlation research. The research population included all second cycle high school students in Sarbāz city (Sistān and Baluchestān province) in the academic year 2021-2022 (N=1910). The research sample consisted of 320 students who were selected through random stratified sampling (by gender and field of study). Also, the research instruments consisted of teacher violence scale (Piskin et al., 2014), class- related emotion scales (Pekrun, 2005) and school anxiety scale (Phillips,1978). Kolmogorov-Smirnov tests, Pearson correlation coefficient, Durbin-Watson and path analysis were used to analyze the data, using SPSS (Version 16) and Smart PLS (version 2) softwares. Findings showed that teacher's violence has a negative effect on positive academic emotions (pride, pleasure and hope) and has a positive effect on negative academic emotions (shame, anxiety, hopelessness, boredom, anger) and school anxiety (test anxiety, fear of assertiveness, lack of confidence).  Considering the results, holding in-service training workshops for teachers in the areas of familiarity with children's natural rights, anger management, compassion and forgiveness towards others is recommended.

Models are valuable tools for learning science, however, their utility would be restricted if students do not consider the nature of models, their purpose, and their implementation in the learning process. The focus of this research was to find out about the type of model and meta-modeling knowledge of second cycle high school students on physics, chemistry, and biology courses. The research sample consisted of 530 second cycle high school students who were selected through convenience sampling method to answer the modeling knowledge questionnaire. Partial credit question-answer model was used to analyze the data. Findings showed that students think primarily about objective and functional models, and abstract models (diagram or equation) are of secondary importance. Modeling knowledge and awareness of the function and objectives of models are not independent from the content area, and the type and application of models depend on the content and the course, in such a way that students use modeling in biology more to describe phenomena and in physics and chemistry for prediction and reasoning. It is suggested that in the science curriculum more attention should be paid to the model and modeling knowledge in the course's content, and the students' metacognitive skills should be developed to identify, apply, revise, and evaluate models. Science teachers should also be encouraged to consciously use modeling in the teaching process.

The aim of this study was to investigate the impact of digital leadership style on teachers’ digital teaching with the mediating role of psychological empowerment. To achieve this purpose, the descriptive-correlation method was used by the structural equation modeling. The research population consisted of all the teachers in public and non-public schools in Khodābande city (N= 956), from whom, 274 teachers were selected as sample, according to Krejcie & Morgan's table and using quota sampling. The research tool consisted of three questionnaires including the digital leadership of ISTE (2014), the digital teaching of Hamzah, Nasir, & Wahab (2021), and the psychological empowerment of Spritzer & Mishra (1997). To analyze the data, the researchers used two softwares, i.e., SPSS (Version 26) and Smart PLS (Version 3). Findings showed that the digital leadership style has a direct and significant effect on two variables: digital teaching (β=0.89) and psychological empowerment (β=0.65). Also, psychological empowerment has a direct and significant effect on the digital teaching of teachers (β=0.82). Finally, digital leadership with the mediating role of psychological empowerment has an indirect and significant effect on digital teaching (β=0.24). Based on the research findings, it could be said that the success of digital leadership style in teachers’ digital teaching requires culturalization in the use of digital tools in the teaching-learning process, providing the infrastructures necessary to teach teachers, and increasing the competency, skill, and confidence of teachers in the use of digital tools in the teaching-learning process.