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Subsequently, teachers' perceptions of the concept of "Teaching to Transgress" in secondary schools were analyzed. The qualitative research approach and in particular the Phenomenographical strategy was used. The research field was secondary school teachers (government, normal, gifted, exemplary and non-selective) in Sanandaj city. Therefore, teachers of several secondary schools in the city were included as research participants. The sampling was done purposively. Finally, to achieve maximum diversity and to reach the category of theoretical data saturation with 16 teachers, the charter of semi-structured interviews and sending written questions to the teachers and their responses in the form of texts were continued. The method of data analysis was also carried out using the three-stage method of thematic analysis (open, central and selective).  The results of the study show that the components of transgression teaching in secondary schools are as follows engaging class, progressive teaching, teaching full of amazement, transformational education, valuing desire, enthusiasm in learning, changing the name and position of teachers, developing Students' sense of agency and creation with peers is learning. Also, the challenges teaching to Transgress included the violation of school arrangements, the academic decline of teachers and the school, and the deprivation of school management support. Finally, the consequences teaching to Transgress for schools include improving the status of knowledge based on new perspectives, revolution in educational culture, creating a diverse educational context, strengthening the relationship of teachers with marginalized and oppressed communities, the emergence of independent thinking and analysis, and evolution in evaluation and valuation.

The aim of the current research was to design and validate an electronic learning environment model based on educational neuroscience (knowledge of the mind, brain and education). The method of this mixed research was an exploratory design. First, various sources were examined and the components of the cognitive educational model were determined using the content analysis method. Then, using the Delphi method and the opinions of the judges, the components were finally approved. The statistical population in the content analysis section consisted of experts in the field of educational neuroscience, written and electronic documents and resources from domestic and foreign databases, and in the Delphi section, experts in the field of educational technology and distance learning. To search for and find all the articles related to e-learning based on neuroscience, a systematic review method was used to identify, review, evaluate and analyze the articles. This systematic review was carried out using the prism method.The selection of samples in both sections was purposeful and in the content analysis section there were 22 specialists and experts for interviews and in the Delphi section there were 15 specialists from different universities and institutions in Iran, the Netherlands and AmericThe analysis of the data obtained from the qualitative interview was also done using the inductive content analysis method and in the Delphi section using descriptive and inferential statistical methods. According to the content analysis, six categories of attention, Generation and communication, Emotion, Spacing learning, Individual-environmental factors and social factors were obtained. Also, 17 sub-components were extracted for the main classes. After analyzing the content and extracting the codes, the components and sub-components were presented in the form of a template. The results of internal validation based on experts' opinion have shown that the provided educational model has high internal validity and has the necessary effectiveness for teaching fifth grade students

Despite the complexity and ambiguity in the concept of entrepreneurship, the expectations of governments, policymakers and education stakeholders have led to increased pressure on schools to develop entrepreneurship and financial independence. Very little research has been done on entrepreneurial leadership in schools. Therefore, this general question was raised, what is the relationship between entrepreneurship and school leadership? Focusing on the transcendental phenomenology approach of Moustakas, the present research tried to count the lived experiences of 19 school principals who were selected purposefully and using the criterion sampling technique. A three-step sequential phenomenological interview protocol was used. The analysis and coding of the interviews were done using the three-stage thematic analysis method (basic, organizing and global) and drawing the theme networks, and Maxqda2020 software was used for data management. At the end of the thematic analysis, a total of 90 basic themes, 34 organizing themes and finally 8 global themes were counted, which were: acquisition entrepreneurship, financial efficiency, financial literacy, educational entrepreneurship, social activism, school cultural ambassador, organizational entrepreneurship, and independent entrepreneurship. The experiences of the participants indicated that the leaders adopted two main strategies to implement entrepreneurial leadership in the school: first, policies to advance school affairs, communicate with parents and teachers, provide diverse and extracurricular courses for students, prioritize assignments and promoting flexibility in the teaching-learning process, these were intra-school solutions. On the other hand, school entrepreneurial leaders used external strategies such as public visits to the school, taking risks, promoting collaborative work, and gaining power for the school