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 present study was conducted in order to evaluate the effectiveness of the intervention program of social competence on social anxiety and the school bonding of the first year elementary school students of Sanandaj city. This research is semi-experimental with a pre-test-post-test-follow-up design and control group. The tool used in this research is the Spence Anxiety Questionnaire and the Link Questionnaire with the Brown and Evans School. From the mentioned society, 26 students of 7-9 years old with symptoms of social anxiety were assigned to two experimental groups (13 people) and control group (13 people) by simple random sampling method. Before starting the training process, both groups were pre-tested. After the completion of the intervention process, a post-test was conducted for both groups and after one month of the post-test, a follow-up test was conducted for both groups. The results of the covariance analysis showed that the social competence intervention program had a significant effect on reducing social anxiety and increasing students' school bonding (p<0.001). Therefore, it can be concluded that the intervention program of social competence has a good effect on bonding with school and reducing their social anxiety, so the use of this intervention program is recommended by teachers, psychiatrists, psychologists and counselors.

The objective of this study was to explore the nutritional challenges and eating habits of children with Sensory Processing Disorders (SPD) through qualitative analysis. The focus was on identifying specific sensory sensitivities, emotional and behavioral impacts, and effective management strategies to improve nutritional outcomes. This qualitative study involved semi-structured interviews with caregivers of 20 children aged 4-12 years diagnosed with SPD. Participants were recruited from pediatric therapy centers, support groups, and online forums. Data were collected until theoretical saturation was reached. The interviews were transcribed and analyzed using thematic analysis to identify key themes and patterns related to eating behaviors and nutritional challenges. The analysis revealed five main sensory challenges impacting eating habits: texture sensitivity, taste sensitivity, smell sensitivity, visual sensitivity, and temperature sensitivity. Emotional and behavioral impacts included mealtime anxiety, food refusal, and social isolation. Various strategies were employed by parents and professionals to manage these challenges, such as implementing food routines, gradual food exposure, and sensory integration therapy. The study also highlighted nutritional deficiencies and growth concerns associated with restricted diets in children with SPD, as well as success stories where tailored interventions led to improvements in eating habits and overall nutritional status. Children with SPD face significant sensory, emotional, and behavioral challenges that impact their eating habits and nutritional intake. Tailored interventions that address individual sensory profiles and involve a collaborative approach between parents, educators, and healthcare professionals are crucial for managing these challenges effectively. The study underscores the need for ongoing research and practical strategies to support better nutritional outcomes for children with SPD.