درخت حوزه‌های تخصصی

The purpose of this research is meta-analysis of the factors related to the philosophical mindset of students based on the researches published in the last 10 years. The population of this research is all the researches published in scientific journals. The sampling method was based on the Purposive sampling method. In this way, out of the total number of researches, which was 13, 3 of the researches were excluded due to reasons such as incompleteness of statistical information. In fact, studies that reported the necessary information and used correct statistical tests were selected, and studies that did not report the necessary information were excluded. The statistical sample is based on the researches that have been carried out on the factors related to the philosophical mindset of students, and their number is 10 researches (14 factors). In order to select studies suitable for meta-analysis and extract appropriate information, meta-analysis checklists were used. These checklists include researchers' names, research title, year of publication, place of implementation, statistical population and sample size, gender, educational level, research tools, reliability and significance level. CMA3 software was used to analyze the results. According to the research results, the effect size and Z calculated for 12 variables out of 14 variables are significant. Also, the largest effect size is related to t self-direction , creativity ,also the smallest effect size is related to mathematical self-efficacy and problem solving . Also, the effect size for all studies in the fixed and random model is at a high level.

The purpose of this research was to investigate the ethical foundations of supervising teachers in the digital age. This research was developmental-applied in terms of purpose and qualitative-quantitative method. The field of the study was school principals in the field of monitoring virtual education, who were selected by the snowball method and at the limit of theoretical saturation. Also, the statistical population of the quantitative part included 120 principals schools in Sanandaj. They were selected randomly using Morgan's table. For measuring the proportionality of the model, the opinions of 30 educational management professors, educational ethics researchers, and educational science professors were obtained. The tool of the qualitative part was a semi-structured interview, whose validity was confirmed by Guba and Lincoln's (2000) opinion method and reliability by agreement between coders. Based on the findings of the research, principals' supervision of teachers' virtual activities was subject to three main concepts of teachers' individual ethics, teacher's social ethics identifiers and spiritual-Islamic ethics identifiers in the form of 5 main categories and 29 components. According to the results, he presented a framework for supervising teachers in the form of 5 general concepts (individual ethics in the classroom, educational content of teachers, social ethics, monitoring relationships and identifiers of spiritual-Islamic ethics), which according to the experts' opinion, the proposed framework of this research is valid and It has a good fit.

The objective of this study was to explore the professional development needs of educators in special education. This qualitative research employed a phenomenological approach to understand the lived experiences of 17 special education teachers. Participants were selected based on their diverse experiences and willingness to participate. Data were collected through semi-structured interviews, lasting between 45 to 60 minutes, either face-to-face or via video conferencing. The interviews were transcribed verbatim and analyzed using thematic analysis to identify key themes and subthemes related to the professional development needs of special education teachers. The data collection continued until theoretical saturation was reached. The study identified four main themes regarding professional development needs: Teaching Strategies, Emotional and Social Support, Professional Knowledge, and Collaboration and Advocacy. Under Teaching Strategies, educators highlighted the importance of individualized instruction, effective classroom management, differentiated learning approaches, technology integration, and collaboration with support staff. Emotional and Social Support needs included social skills training, emotional regulation, building relationships, fostering inclusion, crisis intervention, family engagement, and self-care for educators. Professional Knowledge emphasized understanding special education law and policy, disability awareness, evidence-based practices, assessment techniques, ongoing professional development, and curriculum adaptation. Collaboration and Advocacy focused on interdisciplinary teams, student advocacy, community partnerships, professional learning communities, and policy development. The findings underscore the multifaceted professional development needs of special education teachers, highlighting the necessity for tailored training programs that address specific instructional, emotional, social, and collaborative aspects.

The aim of present study was to explore the comparative effect of direct corrective feedback and recast on EFL learners’ reading comprehension in a critical thinking (CT) context. Sixty female EFL learners were selected from a larger group of 85 learners through convenience sampling and were given a Preliminary English Test (PET) to assess their proficiency levels. As the next step, the participants formed two random experimental groups. The reading comprehension abilities of both groups were measured before and after the treatment through administration of reading section of two separate versions of PET. Both groups received 12 sessions of the treatment. Two paired samples t-tests were utilized, both of which proved significant improvement for both groups from pretest to posttest. Then, the posttest scores of the two groups using an independent samples t-test were compared. Based on the results, the difference between the two groups turned out to be significant indicating superiority of the effect of the recast. This study can have important implications for the stakeholders in foreign language (FL) education.