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Purpose : As regards the effect of creativity and models for the growth of it, this study endeavors to develop a pattern model for the purpose of growing creativity in the structure of the elementary school curriculum based on the fundamental reform document of education (FRDE) Methodology : As for the purpose of this study, it was conducive. Furthermore, in view of the procedure of methods, it could be considered as qualitative. 10 individuals of statistical society were chosen by targeted and snowball sampling methods in 2019. We utilized methods of reviewing the fundamental reform document of education and Semi-structured interviews. Validity and Validity of these methods were desperately examined by triangulation methods of data collection which were suitable for assessment and the coefficient of the agreement was estimated to be 0.76. Ultimately coding method was used in order to analyze the gained data of reviewed documents and interviews. Findings : Results demonstrated that 25 codes belonged to the growth model of creativity in the structure of the primary school curriculum based on the fundamental reform document of education while 15 codes are known to be relevant to this model based on interviews that have gotten done with some experts of the elementary school curriculum. Consequently, the model for the growth of creativity in the structure of the elementary school curriculum was designed based on these codes. Conclusions : Results of the present study contain some practical functions. Moreover, identified codes and designed models were used in order to improve the model of growth in creativity.

Purpose : The present research was conducted with the aim of investigating the relationship between problem solving skills with self-efficacy and social adjustment of Kermanshah female students. Methodology : This research in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlational. The study population was female high school students in Kermanshah city in the 2021-2 academic year with number 4100 people, that the sample size based on Krejcie and Morgan table was estimated 350 people who were selected by cluster method. Data were collected with using the problem solving skills inventory (Hepner and Patterson, 1982), self-efficacy scale (Scherer et al., 1982) and social adjustment subscale in adjustment inventory (Sinha & Singh, 1993) and their face validity was confirmed by experts and their reliability was determined by Cronbach's alpha method were obtained 0/80, 0.82 and 0.87, respectively. To analyze the data were used from the methods of Pearson correlation coefficients and multiple regression with enter model in SPSS software. Finding : The findings showed that problem solving skills and its dimension including problem solving confidence, approach-avoidance style and personal control had a positive and significant correlation with self-efficacy and social adjustment of female students. Also, the findings showed that the dimensions of problem solving skills were able to significantly predict the self-efficacy and social adjustment of female students (P<0.001). Conclusion : The results indicated the effective role of problem solving skills in predicting self-efficacy and social adjustment of female students. Therefore, education system specialists and planners to improve their self-efficacy and social adjustment can promote their problem-solving skills.

Purpose : The present study was conducted to investigate the factors and consequences of the curriculum with an entrepreneurial approach for gifted students in Iran. Methodology : Research method in terms of purpose, basic-applied in terms of data type, mixed (qualitative) of exploratory type; In terms of data collection time, it was cross-sectional and in terms of data collection method or the nature and method of research was descriptive survey. The statistical population of the research in the qualitative section included all the heads of the provincial elite foundation and the heads of the talented departments of the General Directorate of Education and the provinces and 20% of the teachers implementing the Shahab project. 20 people were selected by purposive non-random sampling. Quantitatively, the statistical population includes high school students in gifted schools. The number of these students was 7000, which used the Cochran's formula, and based on this, 364 people were selected. Sampling method was done through multi-stage cluster sampling. In the qualitative part of this study, the Delphi questionnaire based on CVR and CVI forms was used and in the quantitative part, the questionnaire was used. The validity and reliability of the instruments were evaluated and confirmed. Findings : The results of the study showed that the curriculum with entrepreneurship approach for top talents including environmental components, economy, entrepreneurs, entrepreneurship, factors affecting the implementation of this approach in the curriculum, including components of support, teacher, system policies and Factors influencing the curriculum with an entrepreneurial approach, including talent discovery, improving top talent and self-efficacy were introduced. Conclusion : Implementing an entrepreneurial curriculum leads to talent discovery. That is, it identifies the top student talents and introduces them to continue their studies in related fields. These talents can also be introduced to various national and international centers.

Learning can only maintain its functional originality when it leads to permanent changes, and such changes are only possible if accompanied by self-explanation. The current study was conducted to investigate the effect of self-explanation and the solved examples on students’ transfer, intrinsic motivation, and cognitive load in English courses. It was an experiment in the form of a 2×2 generalized random block design. The population consisted of all 8th-grade students in Semnan, Iran, from whom 120 students were selected applying random sampling – by considering a figure for each student, writing each figure on a piece of paper, putting all inside a pack, mixing them together, and drawing one piece out each time to get 120 candidates. Teaching English was done using the “Solved Examples” method. The instruments applied  to collect the data included the Intrinsic Motivation Questionnaire by Kuvaus and Dysvik (2009), the Cognitive Load Questionnaire by Paas and van Merrienboer (1993), and the researcher-made questionnaire of near and far transfer. The statistical analysis of the data was conducted using the Two-way Analysis of Variance (ANOVA). The findings indicated that the format of presenting content (ordinary and erroneous solved examples) and self-explanation are correlated significantly with the near and far transfer, cognitive load, and intrinsic motivation (P<0.01). Based on the obtained results, it can be argued that self-explaining and presenting solved examples are useful strategies to enhance students’ transfer, intrinsic motivation, and cognitive load in learning English, and can be included in the curriculum of schools to empower students in solving intellectual problems.  

The current study explored the effects of a personalized reading software program designed based on language learners’ learning style on the development of their reading comprehension. Forty Iranian K-9 students were selected through convenience sampling and were assigned into control (n=20) and experimental (n=20) groups. Both groups’ entry level of English reading proficiency was assessed by reading paper of Cambridge A2 Key exam. Reading was taught to both groups for 10 sessions using a researcher-developed software program. The experimental group used the reading software designed based on users’ cognitive profile (visual, auditory and kinesthetic) with customized instructional scenarios. The control group used a version of the same software that did not include any user-tailored teaching materials. Both groups took part in reading paper of A2 Key again at the end of the experiment. The data were analyzed using One-way Analysis of Covariance (ANCOVA). The results revealed a significant difference between participants’ reading comprehension at the end of the experiment in favor of the experimental group. The finding highlighted the role of learners’ diversity in the success of computer-assisted learning environments, and has certain implications for software developers and language pedagogues.

The importance of mathematics is common knowledge, and teachers have always been concerned with teaching this subject correctly and efficiently. For this reason, teaching mathematics should be given special attention, and even the base and frameworks should be provided for online teaching of this subject. This study aims to introduce mathsframe.co.uk as a platform for online teaching of mathematics. The present study tried to turn the challenges facing online mathematics teaching into opportunities for better instruction. The method of research was descriptive and a case study (in-depth). The facilities and games of the website were divided into categories of Most popular free mathematics games, Tablet friendly games, Word problems, Using a calculator, Money, Sorting and classifying, National curriculum, Addition and subtraction, Fractions, decimals and percentages, Measuring and time, Partitioning, place value and rounding, Latest mathematics games, Multiplication and division, Ordering, comparing and reading numbers, Geometry, Statistics and ITPs. There are games and options in these categories which are suitable to teach and exercise subjects like money, reading and working with different types of charts, numbers divisible to a certain number and prime numbers, decimals, measuring angles, numbers axis, exercising and learning different math operations, multiplication table, comparing numbers, showing the number of shapes and categories, counting numbers, place value chart, measuring volume, ratio, possibility, fraction, the method of transferring numbers in technical addition and subtraction, symmetry, measuring mass and temperature, coordinates, clock, working with a ruler, volume and perimeter. Many math instruction games and options complementary to teachers' teaching are free, and there is no need for signing up, entering information or paying a fee; but a basic knowledge of English is required for teaching or exercising elements of the categories.

هدف این مطالعه بررسی نقش رهبری خدمتگزار و رهبری تیمی در عملکرد تیمی با انسجام تیمی و تیمی در تیم معلمان بود. جامعه پژوهش کلیه معلمان مقطع متوسطه استان کردستان بودند که به روش نمونه گیری تصادفی طبقه ای نسبی و بر اساس فرمول کوکران، نمونه ای از متشکل از 346 معلم شدند. روش تحقیق، مدلسازی معادلات ساختاری. برای جمع آوری داده ها از پرسشنامه لیدن و همکاران (2015) خدمتگزار رهبری. رهبری یک تیم تحقیقاتی بر اساس مدل Morgeson، DeRue & Karam (2010); Podsakoff & MacKenzie Team Cohesion (1994); توضیحات تیمی Bresó، Gracia، Latorre & Peiró (2008) و عملکرد تیمی Puente-Palacios، Martins & Palumbo (2016) استفاده شد. پایایی نامه ها با استفاده از تکنیک آلفای کرونباخ و پرسشنامه معتبر با استفاده از تحلیل عاملی اکتشافی و ارزیابی رتبه اول و دوم ارزیابی قرار گرفت. برای تجزیه و تحلیل داده ها از تحلیل ماتریس همبستگی و مدل سازی معادلات ساختاری با نرم افزارهای SPSS.v25 و LISREL.v10 استفاده شد. نشان داد: 1) رهبری خدمتگزار تاثیر مستقیم، مثبت و معناداری بر عملکرد تیم، نتایج تیمی و انسجام تیمی و از طریق انسجام تیمی و تیم عملکرد بر عملکرد تیمی در تیم های معلم غیرمستقیم مثبت و معنادار داشت. 2) رهبری تیم تاثیر مستقیم، مثبت و معناداری بر عملکرد تیم داشت.