درخت حوزه‌های تخصصی

The purpose of the article is to identify,analyze and rank the most popular sources (translated and authored) in the field of curriculum studies at the moment.The research method was qualitative content analysis (inductive), Shannon entropy and TOPSIS methods.The research field the qualitative method was all experts and university faculty members in the field of curriculum studies in Iran. Participants were selected using available and snowball sampling and data were collected using semi-structured interviews. Finally, 15 participants were invited to interviews which reached the theoretical saturation limit. Then, using the method of thematic analysis, the data were coded and analyzed.The validity and reliability of the research was checked and confirmed based on reliability, transferability, generality and verifiability of the indicators.The statistical population of the Shannon entropy method and TOPSIS was the doctoral students of the Curriculum Studies Department of Tehran Universities, 112 people were selected based on the formula of sample size and answered the questionnaire through available sampling and researcher-made(structured) questionnaire tool. Finally, according to the obtained components extracted from the interviews with expert faculty members as well as the answers of doctoral students, analysis was done and the results were extracted.According to the obtained results,12 works were ranked.

The current study aimed to measure the validity and reliability of the three-factor questionnaire of media didactica of Persian language teachers. Two groups participated in the study: specialists in the fields related to media Didactica and high school teachers in Tehran. The group of experts was recruited by convenience sampling method, and a Cluster method was used to select teachers. The participants included 17 experts and 185 teachers. First, the three-factor media didactica questionnaire of Simmons (2017) was translated into Farsi, and in the next step, it was given to a group of experts to assess its validity, and after confirming its validity, it was given to teachers to assess its reliability. The results of confirmatory factor analysis showed that the model was compatible with three factors including media, media understanding and social development. Using Cronbach's alpha coefficient, it was found that the coefficient value of subscales ranged between 0.71 and 0.79. The results showed that the Persian media questionnaire was a valid instrument with good reliability and validity for measuring the media didactica of Persian language teachers.

The present study was conducted with the aim of investigating the effect of the good character of principals on the self-efficacy of teachers with the role of coaching leadership as a mediator. This study is applied in terms of purpose and descriptive-correlational in terms of data collection method of structural equations. The statistical population of the research consisted of 234 teachers of the first secondary schools of Durood city, and the sample size was 145 by referring to the Karjeci and Morgan (1970) table and was selected by the stratified relative sampling method. Data collection tools include teachers' self-efficacy questionnaire by Moran and Hoy (2001), good character of principals by Barker and Koi (2003) and leadership style by Bekan and Spear (2003). Convergent validity indices, Cronbach's alpha coefficient and composite reliability were used to measure the validity and reliability of the instruments. The results of all the indices confirmed that the questionnaires have a favorable condition. The data were processed using SPSS26 and Smart PLS3 software. showed that the effect of good character on teachers' self-efficacy is significant, according to the standard coefficients of the path, the direct effect of good character on teachers' self-efficacy is 0.335, and its overall effect is equal to is 0.681. Coaching leadership directly explains teachers' self-efficacy to the extent of 0.378 (37.8%). The good character of principals today as a strategy can strengthen the sense of self-efficacy and improve teachers' performance through coaching leadership, which ultimately improves the academic and moral level of students.

The aim of the present study was to investigate the effects and consequences of using educational media games on the quality of students' learning. In this study meta-synthesis method was used and in the first stage, articles which were related to the research topic were collected from valid and reliable databases and reference books. In the second stage, using open, axial and selective coding, a mind map was drawn from the coding themes. In general, 5 books, 2 theses, 53 articles and 1 report were studied in this research, of which 34 articles, and 1 report were used as the main samples of the study. Based on the findings, among the collected themes, 5 were identified as the main themes and 27 as the secondary themes. The main themes included the necessity of using educational media games, positive aspects of using educational media games, ways of positive impact of using educational media games on the quality of learning, aspects and ways of negative impact of using educational media games, and solutions to overcome the negative aspects of using educational media games. The data obtained revealed that using educational media games has positive effects on the quality of the students’ learning. Therefore, it can be concluded that if a person has the necessary literacy and knowledge, various solutions will be presented for the efficient implementation of educational media games in the classroom. These solutions included the points which were related to the teachers, learners, parents, solutions in game production to create fluidity, solutions in game production to create flexibility, solutions in game production to create novelty and originality, and solutions to eliminate/reduce students’ physical problems.