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of flipped classroom with Jigsaw method on students' learning and academic engagement of seventh grade students in Persian literature course. The method of the present study was experimental and the educational operation was performed in three experimental groups (1- The combination of flipped classroom and jigsaw 2- flipped classroom 3- jigsaw method) and the usual method in the control group for eight sessions. The statistical population of the study was all seventh-grade students of the first secondary school in Karaj, in the academic year of 2020-21. From the statistical population, 100 students were selected voluntarily by available sampling method and randomly assigned to the groups. The research instruments were Zarang Academic Involvement Questionnaire (2012) and researcher-made learning test. ANCOVA, ANOVA and MANCOVA tests were used to analyze the data. The results of the analysis showed that the combination of flipped classroom and jigsaw was effective in promoting learning (sig=0.012) and academic engagement (sig=0.001). The flipped classroom method was not effective in students' learning (sig=0.894) and academic engagement (sig = 0.970). Jigsaw method, not effective in promoting learning (sig = 0.783), but was able to significantly engage learners in educational activities (sig = 0.001).

Health literacy of students plays a key role in ensuring their health. The present study aims to structurally analyze students’ health literacy based on hidden curriculum, teaching effectiveness, and teachers’ health literacy through the mediation of academic performance. The research method is descriptive-correlational type of structural equation model. The statistical population includes all 12th grade students (N=6940) of female high schools of all 5 districts, who have passed health course as well as all of the health course teachers (N=131) who are teaching in these schools. Using Krejcie and Morgan Table and by applying proportional stratified random sampling, the sample size of students was 365 and the sample size of health teachers based on the schools of the selected students was 100. The data of the present study were collected using three questionnaires of health literacy, teaching effectiveness, hidden curriculum and the final scores of students. Validity and reliability of questionnaires were examined and confirmed to be higher than 0.7. The results of structural equations modelling by PLS software showed that health literacy of students based on hidden curriculum, teaching effectiveness and health literacy of teachers through the mediation of academic performance of 12th grade in female high schools of Tabriz is predictable (p<0.01).schools and teachers have the main role and responsibility of promoting health literacy in students, and providing appropriate curricula to promote health literacy will lead to the improvement of health behaviors in students.

This study investigates the impact of performance assessment on the writing competence and motivation for writing among Iraqi EFL learners. In light of the limitations of traditional assessment methods, which often fail to accurately reflect students' abilities and can induce anxiety, this research explores the effectiveness of performance-based assessments as a more engaging and authentic alternative. A total of 41 intermediate-level students from an Iraqi university participated in the study, divided into an experimental group that engaged in performance assessments through dialogue journals and a control group that followed traditional writing tasks. Pre-tests and post-tests were administered to evaluate writing competence, alongside an Academic Writing Motivation Questionnaire to assess changes in motivation levels. The results indicated that performance assessment significantly enhanced both writing proficiency and motivation for writing among the experimental group compared to the control group. This study underscores the importance of innovative assessment strategies in fostering a more effective and motivating learning environment for EFL learners. Performance Assessment, Writing Competence, Writing Motivation, Writing Proficiency

The objective of this study was to explore the experiences and perceptions of community integration and social participation among adults with intellectual disabilities (ID). This qualitative research employed semi-structured interviews to gather in-depth data from 27 adults with intellectual disabilities. Participants were recruited through purposive sampling from various community centers, support groups, and social service organizations. Data were collected until theoretical saturation was achieved. Thematic analysis was used to analyze the transcribed interviews, identifying key themes and subthemes that captured the essence of the participants' experiences and perceptions. The study identified four main themes: experiences of community integration, types of social activities, perceived benefits and challenges, and influencing factors. Participants reported a strong sense of belonging and personal growth through community activities, despite facing barriers such as stigma, accessibility issues, and financial constraints. Support systems, including family, professionals, and peer networks, played a crucial role in facilitating participation. Recreational, cultural, and educational activities, as well as volunteering, provided significant physical, emotional, and social benefits. Technological advancements, inclusive policies, and personal resilience were identified as critical factors influencing community integration. The findings highlight the importance of enhancing accessibility, support systems, and inclusive policies to promote community integration and social participation for adults with intellectual disabilities. Addressing the identified barriers and leveraging facilitators can improve their quality of life and well-being. Future research should employ mixed-methods approaches, include longitudinal studies, and consider the perspectives of family members, caregivers, and professionals to provide a more comprehensive understanding of the factors influencing community participation.

Neurodiversity, a concept that embraces variations in human brain function and cognitive processes, is increasingly recognized as a valuable aspect of workforce diversity. Embracing neurodiversity in the workplace can lead to numerous benefits, including enhanced creativity, innovation, and problem-solving capabilities. However, integrating neurodivergent individuals into the workplace also presents several challenges that need to be addressed through thoughtful policies and practices. This letter explores the opportunities and challenges associated with promoting neurodiversity in the workplace and highlights strategies to foster an inclusive environment for all employees. Promoting neurodiversity in the workplace presents both significant opportunities and challenges. By embracing the unique strengths of neurodivergent individuals, organizations can foster innovation, gain a competitive advantage, and create a more inclusive and dynamic work environment. However, achieving these benefits requires addressing the challenges of workplace accommodations, social barriers, and the balance between disclosure and privacy. Through inclusive hiring practices, continuous training, effective leadership, technological support, and strong community networks, organizations can successfully integrate neurodiversity and unlock its full potential.

This study aims to represent how a primary school principal evolved into an effective educational leadership, focusing on their personal and professional background along with the distinctive features of the school and local community. A qualitative approach and narrative inquiry method were used. Initially, in-depth and semi-structured interviews lasting 12 hours were conducted with the principal. Data analysis was performed using Lichman’s model (2013). To validate the narratives, in-depth and semi-structured interviews were conducted with five teachers who had worked under the principal's management and were selected through purposive (criterion-based) sampling. Additionally, self-reflection notes were prepared during the research process. The principal's journey towards efficiency was divided into four episodes: the character formation period, facing discrimination, conflicts and grief, building professional identity, and role modeling. According to the data analysis results, themes of encountering discrimination, economic poverty, and the local community's perception of disadvantaged schools were continuously repeated in the principal's narratives. Based on the narratives, three strategies - managing interactions, continuous professional development, and vision setting - played a crucial role in the principal's evolution towards efficiency. According to the findings, it is recommended that principals of high-poverty schools address teachers' educational deficiencies in the form of suggestions and gradually increase delegation of authority and trust in their measures to ensure improved performance quality. In addition, the principal, by requiring teachers to daily note the challenges and issues faced by students and to identify major and common challenges, aimed to prioritize these challenges and take necessary actions.

The concept of social presence is defined as the ability of learners to identify the learning community, have a sense of belonging to the community and communicate purposefully in a learning community. The reason for emphasizing the social presence of online learning is that online and virtual learning experts believe that social constructivism is an important factor in promoting interpersonal communication and the quality of learning. Given the importance of social presence as an influential variable in the process of virtual education, it is necessary to pay more attention to this issue and its predictors. In this regard, the present study aimed to provide a causal model for predicting social presence based on cognitive presence mediated by the online learning atmosphere. Participants included 265 students of online courses of Payame Noor universities in North Khorasan province in the academic year of 2009-2010 who were selected by cluster random sampling method. In order to measure the research variables, questionnaires of cognitive presence, social presence and online learning atmosphere were used. Amos software and path analysis method were used to evaluate the proposed model. The results showed that, 1-According to the above findings, the proposed model in the RMSEA index (root mean square of estimation errors) does not fit well, so the model was modified by correlating latent variable errors and The results showed that the final model has a good fit; 2-Cognitive presence has a direct, positive and significant relationship with social presence (P≤0.05 and β=0.62); There is a direct, positive and significant relationship between cognitive presence and online learning (P≤0.05 and β= 0.14) and also a direct relationship between online learning atmosphere and social presence is positive and significant (P≤0.05 and β=0.32); 3-In the indirect way, with the presence of mediator variables, the relationship between cognitive presence and social presence was still significant and the online learning atmosphere absorbs part of the effect of cognitive presence on social presence and mediates this relationship in part .

This research sought to assess the integrated impact of CLT (Communicative Language Teaching) and PLT (Pragmatic Language Teaching) on language competency, pragmatic awareness, and cultural competence. The study used a mixed-methods methodology, integrating both pre- and post-tests, questionnaires, interviews, and classroom observations, in addition to technological tools to enhance learning experiences in 150 advanced EFL students from five Iranian universities. The results obtained from repeated measures ANOVA and t-tests demonstrated that the integrated use of CLT and PLT approach leads to a considerable enhancement in language proficiency, pragmatic awareness, and cultural competence, when compared to the utilization of either method individually. Qualitative findings demonstrated a notable rise in student self-assurance, enhanced comprehension of different cultures, and heightened levels of involvement. The results highlight the efficacy of combining Communicative Language Teaching (CLT) and Pragmatic Language Teaching (PLT) through the use of technology to improve global language training. The study's findings emphasize the necessity of providing instructor training in both strategies, developing a curriculum that effectively combines communicative and pragmatic features, and doing additional research to understand the long-term effects of integrated language teaching approaches. The research enhances our understanding of how the integration of Communicative Language Teaching (CLT) and Pragmatic Language Teaching (PLT) might optimize language learning consequences and better equip students for real-life communication.