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One of the problems of students’ entrance from secondary education to  university is lack of English language skills  and incentive to improve their learning. This research aims to identify the ways to strengthen English language skills with an emphasis on undergraduate students' motivation. This research is qualitative approach and Grounded theory strategy. The study population has been consisted of English language lecturers in Sanandaj’s public universities, which 14 participant purposefully were selected using theoretical sampling and theoretical data saturation indicator. The used instrument was the semi-structured qualitative interview. The process of coding and modeling of data has been done through content analysis software (MAXQDA 11). The findings shows Pedagogical themes (with concepts of active teaching methods, teaching-learning process, and Appropriateness of content), structural themes (with concepts of cultural, and educational challenges) with the formation the theory of “motivation-based instruction” will be helpful in clarifying the issue.

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The purpose of this study is understanding the Personal Practical Knowledge (PPK) of teachers which has been done through qualitative method. Understanding PPK helps us to understand why teachers act in a specific way. In this regards, reflecting on their personal and professional narratives also help to improve their practice. This study was conducted along with 13 teachers in a non-profit primary school in Tehran. The results of the study indicate teachers’ rich knowledge of factors affecting success of the teaching profession. However, the data obtained from the observations show the difference between what the teacher describes as a successful teacher and effective teaching, and what happens in their practice. The dynamic and contextual nature of the teacher's knowledge and the different meanings and interpretations of similar experiences and events and absence of reflection are the factors that cause this differences.

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This paper reports  employability skills determination using exploratory blended method from the viewpoint of the experts of higher education, graduates, the workforce and experts in the field of employability .Sampling method in the qualitative section was purposeful and theoretical sampling. The qualitative data collection was carried out through in-depth interviews and constant comparison of the findings with the research literature and analyzed with Glaser model. The statistical population consisted of faculty members of Tehran universities (N= 335). . In this research, 66 components of employability were identified which were categorized into three main categories of general knowledge and skills, and knowledge and specialized skills of the field, knowledge and skills related to the work environment , personal attitudes . The teamwork and group work component was recognized as the most important component of employability.

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This study aims to designing and validation of internship curriculum pattern based on collaborative autobiography in Teacher Education in Iran. In this research, it has been attempted to first analyze the specialized texts related to the subject, in order to extract the Foundations of collaborative Autobiography, and subsequently the implications of curriculum elements of this kind of internship.In the second step, a researcher-made questionnaire was developed and in order to validate the proposed model, the views of the teachers of the curriculum and the instructors of the internship courses at Farhangian University were used. According to the findings, the desirable implementation of the internship curriculum requires collaborative and multidimensional collaborative and multidisciplinary activities among the students of science, teachers and teachers, and what makes this sense meaning the narratives and life experiences that can be linked to the goals Courses are internships and courses.

 

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The aim of this study was to examine the restrictions of parental involvement in secondary schools. The research approach was qualitative and phenomenological. The instrument for data collection was a semi-structured interview and research data was gathered  from 6 parent, 5 teachers, 3 principal and 4 students in three schools in Tehran 6th district. The content of the living experiences of those groups was analyzed according to Colaizzi pattern. The research results showed the restrictions of parental involvement in 3 Emergent Theme and 7 Theme Clusters including, school related factors  such as, Lack of Teacher and principals Preparation, Teachers Preconceptions about Parental Culpability, Home-School Scheduling Conflicts and Cultural difference between school / home. As parent related factors such as, Socio-economic condition and Lack of parental understanding of the value of their role, and finally, adolescent related factor such as, vagueness as to the role of parent involvement during adolescent years.
 

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The aim of this paper is to study the relationship between algebra content formation in mathematics textbooks and the mathematics teachers’ current knowledge. Based on this aim, we have considered three subjects: 1. mathematics teachers’ current knowledge of algebra, 2. the beginning and presentation methods of algebra content on the number of selected previous textbooks and 3.the role of previous textbooks content in teacher knowledge forming. Research Methodology had been a survey, content analysis, and historical and documentary analysis. This study showed that the teachers' knowledge and teaching methods do not coincide with the algebra content of the current seventh-grade mathematics textbook, and about 30% of teachers’ knowledge is based on the experiences of the previous textbooks.
 

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The purpose of this study was to investigate the training of job competencies appropriate to the approach of creative industries in higher education of Iranian handicrafts, which was done with exploratory sequential mixed methods of tool making model. The qualitative part was performed with a qualitative multi-method approach, using content analysis and descriptive phenomenology. In this part, by purposive sampling method, 17 samples of graduates of this field participated in the interview and 8 themes were extracted. Quantitative part was done by survey method. By cluster and available sampling from the final year students of higher education in handicraft, 147 samples participated in the evaluation. The performance of the Bachelor and Master curriculum in this field in job competencies in all extracted elements was lower than the average standard and it is suggested that in handicraft higher education programs, courses should be planned in accordance with the required job competencies

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The purpose of this study is to analyze the type and extent of the curriculum commonplaces in the curriculum committee of selected universities in Iran using a qualitative research approach, it was a content analysis method. The statistical population of the study consisted of all curriculum development and subject matter specialists in university curriculum committees, out of which 21 were selected using purposeful sampling and "saturation criterion" and they were semi-structured interviews. Free categorization and coding were used to analyze the data obtained from the interviews. The findings showed that the type and curriculum commonplaces influencers in the curriculum committees were classified into three main categories: 1-Ageism and resistance to curriculum-policy-making, rent-seeking, and financial incentives to select members; 2- Minor contribution participation of curriculum specialists in curriculum development decision making; 3- Poor participation of employers and students in review curricula or creating new disciplines.
 

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This study aims at investigating the experienced curricula of the skill-based higher education system from the perspectives of students therefore, a quantitative approach and a descriptive-survey method were utilized. The statistical population of the study comprised students of comprehensive scientific-applied universities in Iran. Stratified random sampling method and Cochran's formula were applied to select 660 students as the sample. Data were collected through a researcher-made questionnaireof skill-based curriculum in higher education, and the analysis was conducted through one-group t-test, Friedman. Content validity was verified and confirmed by curriculum and structural validity experts using software (PLS). The reliability coefficient was calculated using Cronbach's alpha (0.86). The final results suggest that the situation of the experienced curriculum was relatively favorable from the students' perspective in the three dimensions of "adapting the curriculum to 'the goals of the university, the skill-based system" and "executive aspects of the new curriculum." Accordingly, the skill-based higher education system in Iran requires great attention and fundamental changes need be made in curricula and teaching methods. Thus, this study suggests that the curriculum of the University of Applied Science and Technology (UAST) be designed to teach different skills, applied in professional and social life, and taught in simulated and practical educational environments in order to achieve the desired goals of the skill-based system.

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The aim of this study was to represent the semantic phenomenon of academic dropout of Martyr and Veteran Students and to present a paradigmatic model. Methodology of this research, qualitative and Participants included all students with academic dropout in Shahed schools, teachers and principals of Shahed schools, educational experts of the Martyr Foundation of Sanandaj City, as well as Educational Districts 1 and 2 of Sanandaj, the Kurdistan Province General Office of Education and the parents of those students who have Academic dropout . Based on the results of causal conditions, the phenomenon of academic failure, including emotional deficiency; Poor academic guidance and low motivation and Contexctual conditions including low effort and perseverance; Educational facilitation and academic dropout and intervening conditions including employment guarantee; They had a weak support structure and enjoyed the benefits of self-sacrifice. The core category was defined as academic failure as "acceptance of failure versus success."

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This research is applied in terms of purpose and synthesis in terms of method. The scope of research and the main sources of data collection are numerous studies that have been conducted since the outbreak of Covid-19 virus in connection with the challenges of transition from face-to-face to virtual education in Iran and abroad. 69 samples were purposefully selected. In the next steps, information coding and classification was performed; The combination of categories and the results of the analysis led to the extraction of a conceptual framework related to the challenges of transfer from face-to-face training to virtual training and the presentation of appropriate strategies for this transfer. In general, the challenges of transition to e-learning in two dimensions, macro and micro, were extracted in four categories and 22 codes, and successful transfer strategies from face-to-face to virtual education were presented in seven categories and 17 codes.

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The present study was conducted within the framework of qualitative approach and phenomenological method, with the aim of analyzing the experiences of elementary school teachers of virtual education during the outbreak of coronavirus.  The research field is the elementary teachers of Tehran, where 10 people were selected by snowball sampling by purposive sampling.  The data collection tool was a semi-structured interview.  Each teacher was interviewed for an average of 50 minutes.  The seven-step strategy was used in data analysis.  The findings of this study, which are taken from the statements of teachers, were classified into 5 main categories, including educational dimension, cultural dimension, social dimension, economic dimension and technical dimension.  The most important topics in the educational dimension include: continuing education, the opportunity to review education for students, low level of parental literacy, reducing student motivation and time consuming virtual education.

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In the present study, an attempt has been made to explain the theoretical elements of the transcultural approach (English as an international language) to learning English as a foreign language or as second language by introducing the philosophy of the English curriculum as a foreign language.The main points of the study are to determine the position of this approach among the existing approaches and its distinctive features in the realm of curriculum philosophy and also to examine its capacity to respond to the challenge hegemonic features of English in the age of globalization. The results indicate that the transcultural approach based on interdisciplinary research, provides explanations based on linguistic conceptualization relying on the cultural schemas of non-native learners and speakers, through which a variety of English worlds are recognized. It is known as a kind of English localization..

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The purpose of the current research is to review the ratio of two linguistic approaches (standard language and mother tongue) in education based on the lived experience of elementary teachers. The research paradigm is interpretive/constructive, the research approach is qualitative, the research strategy is phenomenology, and the research tactic is latent content analysis. The purposeful sampling method and the intended sample included teachers of Baluch, Lor, Turk, Turkmen, Kurdish and Arab ethnic groups. The data collection tool was a semi-structured interview, and the interviews continued until the theoretical saturation stage, and 31 teachers were interviewed. The data format was in audio format. To analyze the data, two stages of open and axial coding (Strauss and Corbin schools) were used. In total, 385 primary codes, 27 subcategories and 9 main categories were extracted. These categories include: authenticating the mother tongue, crisis bilingualism, the transformation of ethnic languages, strengthening the hegemonic language, the existence of linguistic diversity, revising the language policy, the necessity of implementing Article 15 of the Constitution, the identity function of language, and language policy. In general, the teachers stated that the Persian language is a symbol of national identity and a means of bonding between Iranian ethnic groups, and in parallel, it is necessary to make preparations to solve the language problems of ethnic students in educational and lesson plans.

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Multi-grade classes are used for small groups of students in which one teacher for each gread is impractical. The purpose of this study is to investigate the current situation of education and learning in multigrade classrooms from the perspective of teachers in North Khorasan province. To achieve this goal, phenomenological research method was used as a qualitative method. Participants in the interview were selected using purposive sampling method according to the distance from urban areas. Saturation was obtained in interview number ten, but continued until the eighteenth person. The findings of the interview were analyzed by Colaizzi method. Finally, the current situation in the three areas of infrastructure, education and learning was identified. The present study shows some of the strengths and weaknesses of multigrade classrooms from the perspective of teachers and shows policy makers the current situation in order to improve quality. 

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Following the latest mathematics curriculum reform of the first cycle of elementary education in Iran and the experience of about a decade of implementation of this program, the aim of the present study was comparing the intended implementation of this program with the implemented mathematics curriculum. The framework used in this study is Akker's 10-element model, which considers the various components in the curriculum. Identifying the characteristics of the implemented mathematics curriculum in the first period of elementary school was done using the triangulation design. For this purpose, qualitative data were collected through observing the teaching process in classrooms, semi-structured interviews, teachers' reports, and focus groups. The findings of this study showed some differences, shortcomings and weaknesses in the implementation of the curriculum, which were discussed and presented separately for the elements of the program. Finally, 25 solutions emerging from the findings of this research were proposed for future planning.