نشریه مطالعات بین رشته ای در آموزش
سال سوم شماره 2 (پیاپی 7، تابستان 1403)

The purpose of this research was to determine the relationship between professional growth and organizational credibility with job involvement in teachers of the first secondary level of Mamsani city. This research was applied and descriptive and correlational. The statistical population of this research was all the first high school students of Mamsani city with the number of 301 people, of which 170 people cooperated with the researcher as a sample and by cluster random sampling method. The tools of data collection were the standard questionnaires of organizational credibility by Sarmad et al. (2013), professional growth by Akfilt and Kot (2005) and job involvement by Ghanbari et al. (2014). Descriptive statistics methods were used to describe the data, and Pearson''''''''s correlation coefficient and regression statistical methods were used to analyze the data. The results of the research showed that there was a positive and significant relationship between professional growth and organizational credibility with job engagement, and also the results of the research showed that professional growth and organizational credibility have the ability to significantly predict the job engagement of subjects (P ≤ 0.01).

Synergogy is an educational model derived from the constructivist approach, whose main foundation is based on group and collaborative planning. Synergogy is the most used model in teaching place-based courses because of its spatial data structure. The foundation of such courses is based on geographic content. This research, with an interpretative method based on gathering information from library-documentary sources, has investigated the synergistic method of teaching place-based courses in social science education at Farhangian University. The findings show that the synergistic model with the collaborative lever of the leader as well as the emphasis on the student's working group and the teacher's facilitation, can work effectively in memorizing and mentally visualizing spatial data. The synergy model recommends a step-by-step fashion through which the teacher acts as a facilitator with guiding, participation-oriented, knowledge-oriented, trust-building, cohesive and synergistic ability. Through the stages of grouping, definition, facilitation, synergization, validation, classification, rotation of concepts, sharing and evaluation, the student in a self-directed way, would learn the place-oriented course materials and by mental imagery, he could memorize them permanently. Synergogy model is the most effective educational model for sustainable learning of subjects on a general scale for all courses and on a special scale for spatial courses.

T his research was conducted with the aim of evaluating the performance of Shahab project in improving the process of guidance and academic guidance of high school students in Urmia. This study was of an applied type and was mixed using a combined approach (quantitative and qualitative). In the quantitative part, the research design was descriptive-survey. The statistical population included principals, teachers, and secondary school students in Urmia city, and 10 schools were selected by multi-stage cluster sampling method, and in each school, the principal, 10 teachers, and 20 students were selected as samples. A researcher-made questionnaire was used to collect quantitative data. In the qualitative part, the method of qualitative content analysis and semi-structured interviews were used to identify the challenges and obstacles to the effective implementation of the Shahab project. The results showed that the Shahab project greatly improved the process of academic guidance. Students have been successful. But in terms of improving the academic guidance of students, its performance was evaluated as favorable.  Also, challenges such as lack of technological infrastructure, lack of financial resources, insufficient training of teachers and the resistance of some students and parents in accepting the Shahab project were identified. Overall, the findings of this research showed that in order to improve the performance of the Shahab project in all dimensions, attention should be paid to Solving challenges and strengthening infrastructure and training employees are essential.

This research aimed to investigate the mediating role of the sense of belonging to school in the relationship between teacher-student interaction and academic resilience among secondary school students. This descriptive study was correlational, using structural equation modeling. The statistical population included 430 male students in the second secondary level in Salas Babajani city, from which 205 were selected using an available sampling method. Data were collected using the Teacher-Student Interaction Questionnaire developed by Murray and Zwak (2011), the School Belonging Questionnaire by Barry, Betty, and Watt (2004), and the Academic Resilience Questionnaire by Martin (2006). Descriptive and inferential statistical methods were used to analyze the data with SPSS version 23 software, and PLS software was used to check the fit of the research model. The results showed that teacher-student interaction has a positive and direct effect on academic resilience, the sense of belonging to school has a positive and direct effect on academic resilience, and teacher-student interaction has a positive and direct effect on the sense of belonging to school. Additionally, academic resilience mediates the relationship between teacher-student interaction and academic resilience. Therefore, it can be concluded that teacher-student interaction and a sense of belonging to school are important and effective variables for academic resilience. These factors should be considered by researchers in the field of education to design preventive measures aimed at increasing academic resilience.

The major challenge faced by novice teachers is their inability to maintain classroom control, and the most common request from teachers for more help is related to classroom management. The main objective of the present study was to develop a conceptual model of effective classroom management using the metasynthesis method for elementary schools. This study was conducted with a qualitative approach and using the metasynthesis method. The research population included all studies and research reports, including Persian and English articles and theses, related to the field of effective classroom management. For sampling, 140 articles were selected using relevant keywords and through reputable scientific databases and a review of research findings from 1970 to 2023. Sampling initially began with the study of 350 studies. In the first stage, after reviewing the titles of the studies, 97 studies that were unrelated to the present study were eliminated, leaving 253 studies. In the second stage, the abstracts of the studies were reviewed and 73 studies unrelated to the present study were excluded, leaving 183 studies. Then, in the last stage, after reviewing the content, 43 studies unrelated to the present study were excluded, and finally 140 study units were selected and reviewed. To gain credibility, all initial codings and categories were sent to experts who were faculty members of the University of Tehran, and their confirming and supplementary comments were used in all stages of the work to implement, code, and compile the conceptual model. Strauss and Corbin's (2016) 3-stage coding was used for qualitative analysis of the data of the present study. Based on the findings obtained in this study, a conceptual model of classroom management in elementary schools was drawn based on effective principles and strategies. The results showed that the model includes 4 categories of effective management principles and 2 categories of effective management strategies: Effective principles include: personal development (self-efficacy, self-monitoring, self-control, communication skills, self-confidence, self-management, independent decision-making); meeting psychological needs (ability in human relations, independence, capabilities and competencies); individual and collective rights (commitment, respect for individual and others' rights); promoting academic success (encouragement, academic growth and success, equal educational opportunity, feeling of attachment); and effective management strategies were classified as (creating a supportive atmosphere, stress management, delegating classroom management, recognizing students and paying attention to them, tendency to participate in learning, designing to achieve success, teaching practical skills, setting goals, voting and choosing); and reinforcement strategies (motivation, discussion and debate, knowledge-enhancing class meeting, behavior assessment, participatory decision-making). Based on the findings, it can be concluded that by strengthening teachers' effective classroom management strategies, students' growth and success are provided. By applying the results of this study, a better understanding of the principles of effective classroom management in schools can be achieved and ultimately help students' development and progress.

Problem solving is one of the major factors in teaching mathematics and has been introduced by the National Council of Mathematical Teachers (2000) as the core of math education. Recent studies in the field of mathematical education and psychology have shown that math representation, especially the schematic representation plays an important role in facilitating problem-solving process. The purpose of this study was to examine the moderating role of individual variables such as psychomotor competency, auditory comprehension, field independency and spatial-visual ability in relation to schematic representation and problem-solving Ability (usual and unusual). The current research is a relational-correlation type of research .The research sample was 720 students from all sixth grade students of Boyer-ahmad cities' schools selected by simple Cluster random sampling method using G-POWER software. The research tools were Utrecht Mathematical Competence Scale, Flanagan pattern Test, group embedded figure Test, Flanagan Component Test, and Korpilahti Listening Comprehension test. Subgroup analysis was used to analyze the data in this research. The results suggest that psychomotor competency, auditory comprehension, field independency and visual - spatial ability have moderating role in relation to schematic representation and unusual problem-solving ability in math (Each in some of the components (, but these variables have no difference on The performance of students in responding to usual questions (Except for a few of the components in the special category).