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The purpose of this phenomenological study was to examine eight teacher students’ experiences in using the reflective narrative journal in the process of their Practicum.  Specifically, this study focused on capturing the essence of the experiences related to reactions, feelings and thoughts about the reflective narrative journal entries in Practicum process. Qualitative analysis revealed that reflective narrative journal for student teachers encompasses the progress of personal, professional knowledge, mental discipline, context to link theory with practice-world, professional interaction development with others, self-awareness from their development process.In addition to those, It endeavours Side effects such as empowerment in writing. 

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The main purpose of this study was to compare the performance of grade-skipped students with their peers in mathematical reasoning and applying. In this study, gender and mathematical self-concept were considered as effective variables. This study was a part of a longitudinal study.  The data analysis was performed through repeated measurements and the results showed that in applying math concepts, grade-skipped students outperformed their peers. However, there was no significant difference between grade-skipped students and their peers regarding the reasoning; although the 4th-grade students are better than the 3th-grade. The girls and boys showed the same function on applying, reasoning and between grade-skipped students and non- grade-skipped. Mathematical self-concept was also similar in three groups. It seems that grade-skipping does not have negative effects on math performance. Of course considering other academic contexts, emotional and social aspects and pursuing the effects of acceleration in long-term is necessary for informed decision-making in the field of grade-skipping.

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The main objective of This research was to identify and validate the characteristics of the effective teacher in the elementary period.The first part of the Q-method was used. The statistical population in this section was all faculty members of educational sciences of Tehran universities(N=349),that20of them were selected according to the purposive sampling and snowball.The Data collection tool is the Q-diagram.Its reliability was confirmed by reviewing40documents and approved by3experts university.The validity of thequestionnaire was84/0.The second part is based on exploratory factor analysis.The statistical population of this study was all the professors of educational sciences in Tehran universities and elementary education groups of Tehran(N=987).The random sampling method was325people.The data collection tool was a researcher-made questionnaire whose content reliability was confirmed by3experts and validity (α=96/0).The main findings indicated that65characteristics were identified in7dimensions of personality traits,religious-ethical education,Reflective,qualifications and competencies,effective teaching,effective classroom management,and monitoring and evaluation.The7dimensions was confirmed,but between of65characteristics,5characteristics have not been validated.
 

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The purpose of the study is to examine the effect of demographical variables on pre-service Teachers’ epistemological beliefs. This study carried out via quantitative approach and with the help of survey research method. The population is all the education pre-service Teachers in Shahid Hashemi Nejad Campus in Mashhad(562 people) in the academic year 2016-2017.The sample was selected based on Morgan Table (228 people) and the method of random classification sampling was used.Data were gathered through Epistemic Beliefs Inventory (EBI).The results revealed that pre-service Teachers’ epistemological beliefs are at the rather high level.There is no significant difference between pre-service Teachers’ academic year and their epistemological beliefs but there is a significant difference between pre-service Teachers’ marital status and their epistemological beliefs.Again there is no relationship between the academic achievement of pre-service Teachers’ and their epistemological beliefs.
 

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The present research aims to study, understand and explain the experiences of parents of students and school administrators from parent participation in school affairs of children. This research is conducted in a descriptive phenomenological approach. For this purpose, 8 managers and 6 students from Hamedan schools were selected by targeted method and data were collected by semi-structured interview. The collected data were analyzed by Straubert and Carpenter (2003). Findings show that in both groups there is no identical definition of participation and people refer to the funds of participation. In the structure, administrators rely on parent associations and coaches as formal institutions and parents focus on personal relationships with school agents. The fields of participation in schools are diverse and factors such as the motivation and parenting of parents, the positive interaction of managers and the existence of a participatory culture in the school organization can strengthen it.

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The present study aims to describe the lived experiences in teachers’ soldier about to work in rural primary schools. The study conducted in the academic year of 2017-2018 with qualitative approach and psychological phenomenological type, with purposeful sampling and in-depth semi-structured interview with twelve teacher s soldier that working in Hashtrood and Nazar Kahrizi education area. The analysis of date    carried out with Colaizzi model. For truthworth to this study, we uses of member checking, external audit, Triangulation and Prolonged Engagement methods. The findings of the interviews were extracted in four Emergent Theme inclusive "motivation", "educational challenges", "teacher dignity", "professional issues" and "ambiguity" and several Theme Clusters. Finally, recommended that the teacher s soldier be allowed to participate in the education recruitment exam through section 28 by providing a legal mechanism. Use them in education if they passing a year of teaching skills and competencies.  

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The main purpose of this study is to explain the components of the curriculum for job empowerment of mentally retarded children. The applied approach is qualitative and research synthesis, which was done. The results of this study showed that the general objectives of teaching mentally retarded children can be categorized into four categories: the comprehensive development of mentally retarded children; the establishment of useful and effective relationships with others; the acceptance of social responsibility; the economic adequacy; and, consequently, the content of the curriculum content for children Subjective mental retardation was presented. Also, the results showed that only one teaching method cannot meet the needs of the mentally retarded children in a comprehensive manner, so teachers can use different teaching methods and the method of functional measurement with the evaluation of effective reference criteria is the most effective method of evaluating the knowledge gained by these children.

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The study aimed to design an appropriate model for entrepreneurship implementation in technical-professional schools of West Azerbaijan province. The research method, was qualitative based on grounded theory. So, the systematic approach of grounded theory was used along with comparative study, document inquiry, and research findings. Finally triangulation of resulted data and semi-structured interviews implemented. Sampling method was purposeful and continued until data saturation that ended with 12 interviewees. Finally there was an appropriate model including six main categories with subcategories and concepts; the significance of factors such as: inward, outward and demographical changes, cooperative actions, individual traits, organizational, economic, and cultural facilitators, motivation and attitude, human resources, , work force, policy making, space and possibilities'  challenges were confirmed. It is recommended to define the policies regarding production and fundraising in technical-professional schools more flexible and regard to local needs and facilities.
 

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The study aim wasto designingand validationthe patternof self-learning packagefor multi-grade classesin secondprimary school&to investigateits internal validity.The method wasa mixed method withsequential exploratory design.In the qualitative part,the qualitativecontent analysis methodwas used,and in the quantitative part,the survey method was used for internal validity.In the qualitative part community wereall multigrade teachers,educational leaders,specialistsand experts and alldocuments and theoreticaland research resourcesof multigrade classes that15persons andrelated resources as samples were choosenusing targeted sampling method.Sample size was determined basedonthe principleof theoretical saturation.Data collection tools were reviewof theoreticaland research foundations and semi-structured interviews.In the quantitative part,for internal validity,the research population includedall multi-grade teachers and instructional design specialists,whom30peoples were selected by available sampling method that the commented about pattern in the first and final stagesof designing.The datacollection toolwas a researcher-made questionnaire.The findingsof the qualitative section showed8main components.Internal validity findings using one-samplet-test showed that the meanof all itemswas higherthan the hypothetical mean of3andthis differencewas significant.Accordingly,the self-learning package patternhas internal validity.

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This article is the result of examining the experiences of teachers in the field of using art in instruction and teaching non-art subjects. This research is a qualitative type of research, therefore, 57 teachers of Alborz and Tehran provinces were selected by the purposeful sampling method and 22 cases were collected. The tool for collecting data was interview, as well as a written form of an open-ended questionnaire. The analysis of the collected data is of thematic analysis type and was done with a three-step coding method to extract categories and themes. The reliability of the findings has been checked by presenting the results to the participants and colleagues in order to achieve reliability and compatibility, their validity has also been checked by the code review method. The findings of the research include three categories of findings related to why, how and results of using art in instruction and teaching.
 

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In this research, one of the views of the Islamic curriculum proposed by Hashim has been described, analyzed and criticized. In the analysis, it was found that she considered the curriculum as a document and system. Her view on religious science is influenced by al-Attas' view. Accordingly, she considers science as a religious one in condition that it is free from Western elements and replaced by Islamic propositions. She seeks to design and develop a curriculum that places particular emphasis on Islamic goals and content. The most important criticisms indicates the neglect and lack of theoretical explanation of philosophical and methodological foundations, reliance on formalist views, Neglecting the curriculum as a field of study, being under the banner of the discourse of existing Western sciences. Hence, the important need of this field today is to go beyond the passive encounter, which is based on the adaptation, refinement and formalistic completion of existing Western knowledge, and to turn to reactive and proactive encounters that seek to provide theoretical formulations. New development of curriculum knowledge boundaries from an Islamic perspective is essential.

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The aim of this study was to identify the dimensions and components of teacher professional development according to the patterns and models of teacher professional development.The approach of the present study is qualitative and its method is meta-combination based on the model of Ervin et al(2011).The research community consists of 276 scientific-research articles published in prestigious scientific journals that in the period of 1392 and 2008 have been in the field of professional development of teachers and provide a model in this field. The research sample includes 29 studies that have been purposefully collected and selected based on thematic monitoring of data.The dimensions and components of professional development were classified into 5 dimensions and 22 axes. These dimensions include individual,organizational,socio-cultural,strategic,contextual and obstacles and challenges. By considering these axes, educational policy makers can provide the basis for improving and designing a local model of professional development for teachers.

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The present study was conducted with the aim of analyzing the experiences of teachers of multi-grade classes in teaching composition using the phenomenological method and using semi-structured interviews. Purposive sampling method and criterion method, all the teachers of multi-grade classes in Boyar Ahmad city in 1400 who had more than three years of teaching experience in multi-grade classes were selected and finally 25 people were interviewed based on theoretical saturation. The analysis of the interviews was done using the Claysey model and thematic analysis method. The findings were classified into four main themes: consequences related to teachers, students, parents and the educational system. The validity of the data was confirmed by using the techniques of reliability, transferability and alignment of data, and the reliability of the data was also confirmed by the accurate guidance of the flow of information collection and alignment of the researchers.

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