درخت حوزه‌های تخصصی

Health and safety management improves the mental and emotional balance of teachers. Professional burnout is a major problem that many physical education teachers face. This feeling often leads to negative pedagogical results, which in turn leads to teacher fatigue. The aim of this study is to investigate the relationship between health and safety management and physical education teacher burnout, relying on the mediating role of resilience. This study is a descriptive survey. The research community consisted of physical education teachers of West Azarbaijan province in the academic year 2022-03, and 200 of them were selected according to the available sampling method. Data collection was done using a questionnaire and data analysis was performed using structural equation modeling method. SPSS 23 and SMART PLS 3 were used to investigate the research purpose and analyze the data. The results obtained show that the measurement and structural models are appropriate. The research results show that safety management has a negative and significant influence on physical education teachers' burnout, as well as resilience on burnout, but the research results show a positive influence of safety management on physical education teachers' resilience. The more the school administration focuses on health and safety aspects

This study investigated the effects of dialogic tasks on Iranian English as Foreign Language learners' autonomy considering the mediating effects of the learners’ gender and levels of proficiency as well. A total number of 213 male and female Iranian EFL learners within the age range of 15-26 were selected through convenience sampling from three language schools in Fars, Iran. The Oxford Quick Placement Test was run to ensure homogeneity, and choose learners at two levels of proficiency (upper vs. lower intermediate), later assigned to experimental and control groups. Then, a translated version of learner autonomy questionnaire was run as the pretest and posttest. The treatment was dialogic tasks operationalized through storytelling and picture description tasks. Three-way ANCOVA was conducted to compare the autonomy posttest scores of the male and female learners in the two experimental and control groups at the two proficiency levels of lower- and upper-intermediate. The results of data analysis showed that dialogic tasks had a significant effect on increasing the autonomy among EFL learners. Nonetheless, levels of proficiency and gender did not have any significant mediating effects on the autonomy of the learners under investigation. The study will provide robust implications for language teachers and learners.

The present study examined the comparability of Paper-Based (PB) and Computer-Delivered (CD) IELTS in the academic module reading section, focusing on Iranian IELTS candidates' cognitive and metacognitive strategies. The study intended to determine if the delivery mode had any impact on the use of these strategies. To this aim, 200 upper-intermediate learners were randomly selected and divided into two groups to participate in the study under the two aforementioned test conditions. They completed a test-taking strategy survey under both test conditions. Moreover, five participants from each test condition group took part in think-aloud protocols. The quantitative data were analyzed by means of Independent-sample t-test and Multivariate Analysis of Variance (MANOVA) to test the research hypotheses. Content analysis of the think-aloud protocols was also conducted to identify the strategies employed by the IELTS candidates in both PB and CD formats. The results revealed that the PB group had a significantly higher mean than the CD group on the cognitive and metacognitive processes used in academic IELTS. However, the think-aloud protocols indicated that, in many cases, these differences were minimal, with cognitive and metacognitive processes being similarly employed across both formats. Moreover, significant differences were observed between the PB and CD groups in their reading test-taking strategies. The implications of these findings for test preparation and design are discussed.

This study aims to explore teachers' narratives on implementing AI-based learning tools for students with severe disabilities. The objective is to understand the challenges faced, the impacts on students, and the experiences of teachers using these technologies in special education settings. A qualitative research design was employed, using semi-structured interviews to gather data from 16 certified special education teachers with experience in using AI-based learning tools. Participants were selected through purposive sampling to ensure a diverse range of perspectives. Interviews were transcribed and subjected to thematic analysis to identify key themes and patterns in the data. Three main themes emerged from the analysis: implementation challenges, the impact on students, and teacher experiences. Teachers reported significant technical difficulties, inadequate training, and limited administrative support as major challenges. Despite these issues, AI tools had a positive impact on student engagement, motivation, learning outcomes, social interaction, and behavioral changes. Teachers experienced a range of emotions, from initial skepticism to eventual acceptance, and highlighted the importance of peer support and professional growth. The study underscores the transformative potential of AI in special education, while also identifying critical areas that need attention for successful implementation. The integration of AI-based learning tools in special education offers significant benefits for students with severe disabilities, including enhanced engagement, improved learning outcomes, and better social interactions. However, successful implementation requires addressing technical issues, providing comprehensive training, securing administrative support, and fostering a culture of feedback and reflection. Future research should focus on long-term impacts, comparative effectiveness of different AI tools, and the development of effective training programs. Educational institutions must prioritize these areas to maximize the positive impact of AI technologies in special education.

Lifelong learning is a critical aspect of personal and professional development, and its importance is magnified for adults with special needs. Ensuring that these individuals have access to inclusive and supportive educational opportunities is essential for their empowerment and integration into society. This letter aims to highlight the significance of promoting lifelong learning for adults with special needs and discusses various strategies and programs that have proven effective in enhancing their educational experiences and overall quality of life. Promoting lifelong learning for adults with special needs is a multifaceted endeavor that requires the collaboration of educators, policymakers, community organizations, and the learners themselves. By adopting inclusive policies, leveraging technological advancements, and fostering community support, we can create an educational environment that empowers individuals with special needs to achieve their full potential. The success of programs like Enabled Baristas and the implementation of resource classrooms demonstrate the transformative impact of inclusive education and underscore the importance of continued efforts to support lifelong learning for all.

This study aims to explore the impact of sleep disorders on daily functioning in children with Autism Spectrum Disorder (ASD) through the perspectives of their caregivers. A qualitative research design was employed, involving semi-structured interviews with 23 caregivers of children aged 4-12 years diagnosed with ASD. Participants were recruited through local autism support groups, special education schools, and pediatric clinics. Interviews focused on the types, frequency, and severity of sleep disorders, their impact on the child's behavior, academic performance, social interactions, physical health, and family dynamics, as well as the strategies used to manage these issues. Thematic analysis was used to identify key themes and patterns from the data. The study identified several types of sleep disorders among children with ASD, including insomnia, sleep apnea, and night terrors, varying in frequency and severity. Sleep disturbances were found to significantly impact daily functioning, leading to behavioral issues, academic challenges, social difficulties, and physical health problems. Caregivers employed a range of coping strategies, such as medical interventions, behavioral routines, environmental modifications, dietary adjustments, and alternative therapies, with varying degrees of success. Barriers to effective management included cost, accessibility, and lack of knowledge. The need for individualized, adaptive approaches to treatment was emphasized. Sleep disorders in children with ASD have profound effects on their daily functioning and overall quality of life. Addressing these issues requires a comprehensive, individualized approach that considers the unique needs of each child. Collaboration with caregivers and regular adjustments to intervention strategies are essential for effective management. Further research should focus on larger, more diverse samples and incorporate objective sleep measures to provide a more comprehensive understanding of these challenges.

This study aims to examine the relationship between self-advocacy skills, assistive technology use, and self-esteem among adults with physical disabilities. A cross-sectional design was employed, with data collected from 244 adults with physical disabilities. Participants completed validated self-report measures assessing self-esteem, self-advocacy skills, and assistive technology use. Pearson correlation coefficients were calculated to explore the relationships between the variables. A linear regression analysis was conducted to determine the extent to which self-advocacy skills and assistive technology use predict self-esteem. All analyses were performed using SPSS version 27. The results indicated significant positive correlations between self-esteem and both self-advocacy skills (r = .62, p < .01) and assistive technology use (r = .58, p < .01). Self-advocacy skills and assistive technology use were found to be significant predictors of self-esteem, accounting for 49% of the variance (R² = .49, F(2, 241) = 115.63, p < .001). The regression analysis revealed that self-advocacy skills (B = 0.34, β = .42, p < .001) and assistive technology use (B = 0.28, β = .36, p < .001) both positively influence self-esteem. The study concludes that self-advocacy skills and assistive technology use are crucial determinants of self-esteem in adults with physical disabilities. These findings highlight the importance of providing support and training in self-advocacy and access to appropriate assistive technology to enhance psychological well-being and autonomy in this population. Future research should explore these relationships longitudinally and across diverse disability groups.

This study investigates the ideological dimensions of media representation of the Russia-Ukraine crisis by comparing British and Arab online newspapers. Grounded in Fairclough's framework of Critical Discourse Analysis, this paper investigates the narrative structure of The Guardian, The Sun, Arab News, and Gulf News in representing the conflict and how sociocultural and political contexts influence language use and framing strategies underpinning the ideologies. The study shows that British media, most especially The Guardian and The Sun, claim to mainly reinforce Western geopolitical narratives by framing Russia as an aggressor and Ukraine as a victim of war, emphasizing themes of democracy, aggression, and victimization. However, the media in the Arab world, such as Arab News and Gulf News, afford a more balanced approach that focuses on regional concerns like economic stability, humanitarian issues, and neutrality; on the other hand, it also covers a broad spectrum of views. Using such a comparison, this study exemplifies and contrasts the different ideological roots of media discourse within diverse cultural and political contexts. By pointing out how sociopolitical priorities and cultural values shape media framing, this study contributes to an understanding of the role that media plays in building global public opinion about international conflicts, more precisely in how media from different regions may frame the same event quite differently. This thus underlines the importance of cross-cultural media literacy and gives insight into the power of media in the perception-shaping process of a conflict.

Despite the importance of continuous professional development for schools principals, researches show that their professional development approaches need to be review and move towards programs based on collective learning. Therefore, the main goal of this research was to provide a model for professional learning communities of elementary school principals. The present study was conducted using the qualitative research method of grounded theory and interviews with a targeted sample, including 29 key informants (15 university professors and 14 school principals) with relevant research records. The interviews were analyzed using the coding methods of Strauss and Corbin (1998). Four criteria of data authenticity, transferability, reliability and verifiability were used to check the validity of the data. After conducting interviews and open, axial and selective coding; The research results showed 18 general selection codes including causal conditions (collective learning culture; feeling the need for collective learning; leadership and management styles), contextual conditions (dynamic and flexible organizational structure; infrastructures and facilities; empathy and common goals; Encouraging principals towards learning communities), intervening conditions (teaching soft skills; suitable time and place for meetings related to communities; management knowledge; correct plan and program), central phenomenon (professional learning communities), Strategies for developing professional learning communities (suitable work space; professional learning; the existence of a supportive policy for learning communities; modeling of the experiences of successful schools) and consequences (organizational consequences; student success; professional development of teachers) that reflected the pattern of professional learning communities of primary school principals and the relationships between its different dimensions.