درخت حوزه‌های تخصصی

Purpose: Instructional and educational leaders of schools can play an important role in improving the academic and even non-academic conditions in primary schools. As a result, the current research was carried out with the aim of designing and compiling the supervisory pattern of instructional and educational leaders in primary schools. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of correlation. The population of the current research was instructional and educational leaders and teachers of primary schools in Hormozgan province included 124 and 4800 people, respectively, which 300 people of them were selected as a sample based on the Krejcie and Morgan table with using stratified random sampling method. In this study, in order to collect data were used a researcher-made questionnaire of the supervision of instructional and educational leaders in primary schools, and the data obtained from its implementation were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings: The findings showed that the supervisory pattern of instructional and educational leaders in primary schools has 39 items in 8 factors of leadership in educational improvement, leadership in curriculum improvement, leadership in employees improvement, theoretical and scientific skill, technical and technological skill, ethical and professional skill, management and leadership skill and communication skill; So that the factor load of all items (expect on item) and factors was higher than 0.50, the average extracted variance of all factors was higher than 0.60, and the Cronbach and combined reliability of all factors was higher than 0.80. Also, the supervisory pattern of instructional and educational leaders in primary schools had a good fit and each of the 8 factors had a direct and significant effect on the supervisory pattern of instructional and educational leaders in primary schools (P<0.001). Conclusion: The results of this study have many practical implications for the experts and planners of the education system, and they based on the aforementioned findings can take an effective step towards improving the supervisory pattern of instructional and educational leaders in primary schools.

Purpose: The immigrants in the destination communities always face many challenges in cultural and social fields and they must coordinate and adapt themselves to cultural and social influences. Therefore, the current research was conducted with the aim of sociological investigating of cultural-social influence of Afghanistan immigrant families from Iran. Methodology: In a qualitative, applied and cross-sectional research, 16 parents and children of Afghanistan immigrant families referring to the one of Tehran's helper clinics were examined in terms of cultural-social influence. The research tool was included semi-structured interviews with parents and children of Afghanistan immigrant families. For data analysis was used thematic analysis method according to grounded theory. Findings: The findings of the sociological investigating of cultural-social influence of Afghanistan immigrant families from Iran showed that 20 concepts in 7 categories of insecurity in Afghanistan (with 3 concepts of life insecurity, economic insecurity and financial insecurity), better living conditions in Iran (with 4 concepts better health, food preparation and food hygiene, better environmental conditions of people and better moral feedback in the society), better economic conditions in Iran (with 2 concepts of providing social life basic facilities and more economic situations), problems of social life in Iran (with 3 concept of racial mentality of Iranians in dealing with Afghans, financial and economic discrimination against Afghans and humiliation of native culture of Afghans), preservation of Afghan traditions and cultural values in Iran (with 2 concepts of holding traditional ceremonies of Afghans and connection of young Afghans with traditional ceremonies of Afghans), problems of educating Afghans in Iran (with 2 concepts of structural problems against the education of Afghans and negative cultural and racial attitudes from some Iranians) and accepting the values and norms of Iranian society (with 4 concepts of accepting and carrying out common traditions, understanding and accepting some aspects of culture daily social life of Iranians, participation in friendly gatherings of Iranians and family relationship and marriage with Iranians) were identified. The analyzes according to the grounded theory showed that in the causal conditions of the social structures of the acceptance of immigrants there are four categories of social trust, institutionalization of the principles of social education, development of structures that support the acceptance of immigrants and creation of equal conditions for the social life of immigrants, in the central phenomenon of security, health and better living conditions in Iran three are three category of lack of security in Afghanistan, better living conditions in Iran and better economic conditions in Iran, in the basic conditions of infrastructure there are two categories of financial resources and human resources, in the interfering conditions of social life challenges of Afghan immigrants there are one category of individual-social life problems in Iran, in the proposal solutions for the acceptance and participation of immigrants in Iranian society there are two categories of solving structural problems in the social presence of Afghans and cultural education of Iranians for better acceptance of Afghan immigrants and in the consequences of the life outcome

Purpose: Considering the importance of curriculum for different classes, especially for multi-grade classes, the present research was conducted with the aim of validating and presenting the curriculum pattern of multi-grade classes of elementary school. Methodology: This study in terms of purpose was applied and in terms of implementation method was mixed. The population of the qualitative part of the current research was the documents related to the research field in scientific databases of internal (1391-1402) and external (2013-2023), which numbers of 27 document were selected as a sample with using the purposive sampling method. The population of the quantitative part of the current research was the experts familiar with the field of research, which numbers of 25 expert were selected as a sample with using the purposive sampling method. The research tool in the qualitative part was taking notes from the documents and in the quantitative part was answering about the validity of the designed pattern with the criteria of adaptability, comprehensibility, research process evaluation, generalizability, theory evaluation and control. The data of the qualitative part to present the curriculum pattern of multi-grade classes of elementary school were analyzed with the meta-synthesis method in MAXQDA version software, and the data of the quantitative part to validating the mentioned pattern were analyzed with the one sample t-test in SPSS version 23 software. Findings: The findings showed that the curriculum pattern of multi-grade classes of elementary school had 157 indicators in 28 components and 10 dimensions including the logic, purpose, content, learning methods, teacher, materials and resources, student, time, place and evaluation methods, which based on it, the pattern of dimensions and components of curriculum of multi-grade classes of elementary school were drawn. Other findings showed that the curriculum pattern of multi-grade classes of elementary school was valid based on the criteria of adaptability, comprehensibility, research process evaluation, generalizability, theory evaluation and control. Conclusion: The designed curriculum pattern of multi-grade classes of elementary school in the present research can help experts and planners in improving the curriculum status of multi-grade classes.

Purpose: The compliance ethical characteristics plays an important role in urban management, and accordingly, the purpose of this study was identifying the effective ethical codes on urban management with a meta synthesis method. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The field of research was all articles of effective ethical codes on urban management in 2012 to 2022 years, which number of 26 articles from 311 articles based on the inclusion criteria were selected with purposive sampling method. The data were collected by taking notes from the articles and analyzed with content analysis method based on meta synthesis approach of Sandelowski and Barroso's seven-step. Findings: The findings showed that were identified 94 concepts in 16 components and 6 categories for effective ethical codes on urban management. The categories were include urban management ethics codes (with 4 components of individual codes of ethics of employees, ethical codes of managers, ethical codes between employees and ethical codes of organizations with people), procedures of the organization (with 2 components of problem definition and stakeholders), content factors of the organization (with 3 components of environmental factors, organizational factors and fundamental factors), structural strategy (with 2 components of informing and training and correction and improvement of functions), content implementation levels (with 3 components of ethical system leveling, identification of values in the organization and mechanisms of moral strengthening) and implementation consequences of ethical codes (with 2 components of intra-organizational consequences and extra-organizational consequences). Finally, the pattern of effective ethical codes on urban management was drawn. Conclusion: The pattern of effective ethical codes on urban management can help specialists and planners in improving the situation of urban management.