درخت حوزه‌های تخصصی

Dynamic assessment (DA) is an effective strategy to combine teaching and testing and it is even more enjoyable through digital devices such as computer and moblie devices. The purpose of the current study was to investigate whether the effect of interventionist dynamic assessment through WhatsApp, Bigbluebutton, and face to face classes had significant impacts on English as a foreign language (EFL) learners’ learning of grammar. The participants of this quasi-experimental study were seventy-five male intermediate EFL learners studying English in one of the English language institutes in central Iran. Three intact pre-intermediate level classes were chosen based on non-random convenience sampling and assigned to the three groups of WhatsApp, Bigbluebutton, and traditional group. The instruments that were used in this study were the Oxford Quick Placement Test (OQPT) and a multiple-choice grammar test. Over the course of six sessions, all three groups received interventionist DA strategies in teaching countable and uncountable nouns and determiners. The results of statistical data analysis showed that all three groups had significantly progressed over the study since there was significant difference between the pretest and posttest scores of each group. However, no statistically significant differences were found among the three groups’ means on the posttest of grammar. The findings have implications for language teachers and researchers of second language acquision.

The aim of the current research was the pathology of the virtual evaluation system in the elementary school. The current research is applied in terms of purpose and descriptive in terms of survey type. The population of this research included all primary school teachers in Miandoab city in the academic year of 2019-1400. Using proportional stratified random sampling method and using Morgan and Karjesi table, the sample size of 201 teachers was determined. A researcher-made questionnaire was used to collect data. The face validity of the questionnaire was confirmed by experts and professors of the Department of Educational Sciences. Descriptive statistics (frequency, mean and standard deviation, variance, etc.) and inferential statistics (one-sample t-test) were used to analyze the data. The data was analyzed using spss22 software. The results of the research indicated that the items (attention to the correlation of evaluation methods with general goals and behavior, the level of student readiness to enter electronic courses in evaluation, the way the teacher interacts with managers, other teachers, staff and knowledge students in the evaluation of the virtual environment, the level of knowledge and skills in the evaluation of virtual education) are management aspects in the pathology of virtual evaluation of the primary course; and cases (the need for hardware and software and web browsers in evaluation; the possibility of adding evaluation methods by the teacher; taking advantage of digital media and resources in evaluation; adapting the technological architecture to the evaluation schedule of the course; using educational tools for student evaluation; use of technical standards to share questions, assignments and feedback in evaluation) are the aspects of electronic technology in the pathology of virtual evaluation of the primary course; and issues (the extent of using inter-curricular questions for self-testing and encouraging content learning in evaluation; paying attention to setting the structure of each lesson and dividing it into sections of introduction, content, assignments and evaluation; integrating curriculum and electronic environment tools in virtual education in evaluation; the degree of participation of students' knowledge in the learning process in evaluation;

The establishment of the Psychological Research in Individuals with Exceptional Needs (PRIEN) Journal marks a significant milestone in the field of psychology. This pioneering international academic journal is dedicated to addressing the multifaceted psychological needs of individuals with exceptionalities. Our mission is to promote understanding, support, and advancement for those with unique psychological needs, ranging from developmental and emotional challenges to cognitive exceptionalities and giftedness. As we introduce PRIEN Journal to the world, we aim to set the stage for meaningful progress in this crucial field. The landscape of psychological research is vast, yet there remains a critical need for focused studies on individuals with exceptional needs. The PRIEN Journal addresses this gap by offering a platform for high-quality original research, comprehensive reviews, thought-provoking editorials, and insightful communications. This focus ensures that our content is relevant and beneficial to both practitioners and scholars who work with this diverse population. Our journal aims to highlight such impactful studies and bring them to the forefront of academic and clinical practice. As we launch the PRIEN Journal, we invite researchers, practitioners, and scholars to contribute their work and join us in advancing the understanding and support of individuals with exceptional needs. Together, we can set the stage for progress, driving forward research and practice that will make a meaningful difference in the lives of those we serve.

The integration of robotics in education has garnered increasing attention, particularly in the realm of special needs education. As technology evolves, so does its potential to enhance learning experiences for students with disabilities. This letter explores the current state and future prospects of using robotics in special needs education, drawing on recent research to highlight both the challenges and opportunities. The future of robotics in special needs education holds immense promise. By enhancing academic skills, boosting motivation and engagement, and supporting social and emotional development, robotics can significantly improve the educational experiences of students with disabilities. However, to realize this potential, it is essential to address the challenges related to design, accessibility, and educator training. Continued research and innovation will be crucial in ensuring that robotics can serve as an effective tool in special needs education, providing tailored support that meets the diverse needs of all students.

The term ‘teacher emotions’ is defined as feelings and affections teachers experience in their professional practice. Teacher identity, as the beliefs, values, and perceptions that teachers hold about themselves and their roles, holds paramount importance in the realm of education as it profoundly shapes the teaching and learning process. This study sought to delve into modeling EFL teachers’ emotionality and identity. In so doing, a quantitative correlational design was used. The participants employed included 200 Iranian male and female EFL teachers who were selected from different language institutes of Iran through convenient sampling. To collect the data, the Teacher Emotionality Questionnaire and the Revised Identity Style Inventory (ISI-5) were used. To analyze the data, Structural Equation Modeling (SEM) was run. As unveiled by the results, positive emotionality (i.e., enjoyment, responsiveness, emotional support and flexibility) was a direct and significant predictor of informational identity. Positive emotionality was a negative and significant predictor of diffuse-avoidant identity. Negative emotionality (i.e., anxiety and burnout) was a significant and negative predictor of informational and normative identity. Negative emotionality was a significant and positive predictor of diffuse-avoidant identity. Congruent with the findings, it is concluded that Iranian EFL teachers are exposed to different kinds of positive and negative emotions. The results also lead to the conclusion that diffuse-avoidant identity aspect is weak in teachers who experience positive emotions. In sum, it is concluded that emotionality and identity aspects are interrelated in EFL teachers. EFL teachers should make attempts to experience more positive emotions than negative ones so that their identity is developed in a positive and authentic direction.