Teaching and Learning Research2345-219623120260321The perception of elementary school teachers in Ahvaz about portfolio assessmentThe perception of elementary school teachers in Ahvaz about portfolio assessment116483110.22070/tlr.2025.18588.1523FAAliBeiramipurAssociate Professor, Shahid Chamran University of Ahvaz, Ahvaz, Iran0000-0001-8462-706XAtefehRahimipurM.A in curriculum studies, Shahid Chamran University of Ahvaz, Ahvaz, IranJournal Article20231210Introduction: The importance of effective teacher assessment literacy in English as a Foreign Language (EFL) classrooms is crucial for enhancing the learning process and ensuring the success of students. In this study, we will examine the influence of educational background on the assessment literacy of EFL teachers and explore how their educational background affects their ability to assess students' progress and achievements.<br>Research Process: The research process consisted of several steps, including needs analysis, design and development of the instrument, pre-testing, data collection, and data analysis. We used a combination of qualitative and quantitative research methods to gather and analyze data from the teachers' assessments.<br>Results: The results of the study showed that there was a significant relationship between the teachers' educational background and their assessment literacy. Teachers with a strong educational background in language teaching and a deep understanding of the subject matter were more likely to use effective assessment methods and techniques. This understanding allowed them to better evaluate students' progress and achievements, which in turn contributed to their success in the language learning process.<br>Conclusion: The study concluded that the educational background of EFL teachers plays a crucial role in their assessment literacy. To improve the assessment process in EFL classrooms, it is essential to provide teachers with appropriate training and support that help them develop their assessment literacy skills. This will ultimately lead to a more effective and efficient language learning process for students.Introduction: The importance of effective teacher assessment literacy in English as a Foreign Language (EFL) classrooms is crucial for enhancing the learning process and ensuring the success of students. In this study, we will examine the influence of educational background on the assessment literacy of EFL teachers and explore how their educational background affects their ability to assess students' progress and achievements.<br>Research Process: The research process consisted of several steps, including needs analysis, design and development of the instrument, pre-testing, data collection, and data analysis. We used a combination of qualitative and quantitative research methods to gather and analyze data from the teachers' assessments.<br>Results: The results of the study showed that there was a significant relationship between the teachers' educational background and their assessment literacy. Teachers with a strong educational background in language teaching and a deep understanding of the subject matter were more likely to use effective assessment methods and techniques. This understanding allowed them to better evaluate students' progress and achievements, which in turn contributed to their success in the language learning process.<br>Conclusion: The study concluded that the educational background of EFL teachers plays a crucial role in their assessment literacy. To improve the assessment process in EFL classrooms, it is essential to provide teachers with appropriate training and support that help them develop their assessment literacy skills. This will ultimately lead to a more effective and efficient language learning process for students.https://tlr.shahed.ac.ir/article_4831_f720ec3e5486f090fd382b68e230b435.pdfTeaching and Learning Research2345-219623120260321Designing and validating the model of geriatric education in Iran based on the experiences of Germany, America and JapanDesigning and validating the model of geriatric education in Iran based on the experiences of Germany, America and Japan1750482610.22070/tlr.2025.19802.1689FAMohammadhasnMirzamohammadiShahid University0000-0001-8359-7030MajidDarabiTehran Un.0000-0001-8359-7030Journal Article20241118The analysis of the current situation and the future prospects of the country's elderly population indicates the existence of challenges and problems at the present time and that the problems will become more complicated and spread in the future, and it is predicted that the aging of the population will be one of the biggest challenges facing Iran; In this situation, educational programs and empowerment of the elderly are very important. The current research was conducted with the aim of designing and validating the model of geriatric education in Iran based on the experiences of selected countries. This research was done in two parts; The society studied in the first part includes various aspects of geriatric education in the countries of America (in America), Germany (in Europe) and Japan (in Asia); And the method and sample size are both purposeful sampling and theoretical saturation. In the second part, the statistical community includes experts and experts in the field of education. The research method in the first part is the study of documents and documents, and after examining and analyzing the theoretical foundations of the research, the initial conceptual framework was designed and compiled. In the second step, in order to confirm and validate the exploratory model resulting from the study of documents in selected countries, a questionnaire was designed and completed by 12 experts and experts in the field of education. Based on the results of the research, the dimensions of the geriatric education system in Iran include goals, principles, program and content, structure and organizations, funding and methods, approaches, forms and special programs. The results of the validation of the exploratory model showed that the experts participating in the research agreed with the designed model and confirmed its validity.The analysis of the current situation and the future prospects of the country's elderly population indicates the existence of challenges and problems at the present time and that the problems will become more complicated and spread in the future, and it is predicted that the aging of the population will be one of the biggest challenges facing Iran; In this situation, educational programs and empowerment of the elderly are very important. The current research was conducted with the aim of designing and validating the model of geriatric education in Iran based on the experiences of selected countries. This research was done in two parts; The society studied in the first part includes various aspects of geriatric education in the countries of America (in America), Germany (in Europe) and Japan (in Asia); And the method and sample size are both purposeful sampling and theoretical saturation. In the second part, the statistical community includes experts and experts in the field of education. The research method in the first part is the study of documents and documents, and after examining and analyzing the theoretical foundations of the research, the initial conceptual framework was designed and compiled. In the second step, in order to confirm and validate the exploratory model resulting from the study of documents in selected countries, a questionnaire was designed and completed by 12 experts and experts in the field of education. Based on the results of the research, the dimensions of the geriatric education system in Iran include goals, principles, program and content, structure and organizations, funding and methods, approaches, forms and special programs. The results of the validation of the exploratory model showed that the experts participating in the research agreed with the designed model and confirmed its validity.https://tlr.shahed.ac.ir/article_4826_a34e1ddbb4d329167f50992ba59fe45a.pdfTeaching and Learning Research2345-219623120260321Study and investigating the position of the philosophy of education among related Atributted philosophies; Comparative studyStudy and investigating the position of the philosophy of education among related Atributted philosophies; Comparative study5166484510.22070/tlr.2025.20141.1714FAMohsenFarmahini FarahaniShahed University0000-0003-3673-1756SalmanRezvankhahFarhangian university, Tehran, Iran.0000-0002-0355-3909Journal Article20250210Besides having similarities, atributted philosophies also have differences with each other. The purpose of the following article is to try to find out the differences between addend philosophies, relying on specifying the position of the philosophy of education among these philosophies.The method of this article, as a comparative study, is the famous method of George Brady, which is a descriptive method and has been carried out in four stages: description, interpretation, comparison and measurement.In this article, the goals, methods, and importance of the atributted philosophies studied (philosophy of politics, moral philosophy, philosophy of science, and philosophy of education) are described in separate tables, and the position of the philosophy of education among them is evaluated. The opinion of the above components is specified. Among the main results obtained from the upcoming research, the following points can be mentioned: 1. The goals of the philosophy of education are different from the goals of other philosophies mentioned above, although to some extent these goals are close to the goals of the philosophy of ethics. 2. The method of "studying related theories and sciences and deriving educational theory" which is used in the philosophy of education is more effective than other methods used in atributted philosophies. 3. Although each of the atributted philosophies has its own importance, the philosophy of education has a special importance and position due to the fact that it is education and education has direct attention to human beings and human values.Besides having similarities, atributted philosophies also have differences with each other. The purpose of the following article is to try to find out the differences between addend philosophies, relying on specifying the position of the philosophy of education among these philosophies.The method of this article, as a comparative study, is the famous method of George Brady, which is a descriptive method and has been carried out in four stages: description, interpretation, comparison and measurement.In this article, the goals, methods, and importance of the atributted philosophies studied (philosophy of politics, moral philosophy, philosophy of science, and philosophy of education) are described in separate tables, and the position of the philosophy of education among them is evaluated. The opinion of the above components is specified. Among the main results obtained from the upcoming research, the following points can be mentioned: 1. The goals of the philosophy of education are different from the goals of other philosophies mentioned above, although to some extent these goals are close to the goals of the philosophy of ethics. 2. The method of "studying related theories and sciences and deriving educational theory" which is used in the philosophy of education is more effective than other methods used in atributted philosophies. 3. Although each of the atributted philosophies has its own importance, the philosophy of education has a special importance and position due to the fact that it is education and education has direct attention to human beings and human values.https://tlr.shahed.ac.ir/article_4845_1e8eec0db325b87b0f57b5056efd8afb.pdfTeaching and Learning Research2345-219623120260321Structural Equation Modeling of the Mediating Role of Theory of Mind in the Relationship between Executive Function Deficits and Anxiety in Children with Special Learning DisordersStructural Equation Modeling of the Mediating Role of Theory of Mind in the Relationship between Executive Function Deficits and Anxiety in Children with Special Learning Disorders6784485710.22070/tlr.2025.19255.1608FAMohammad RezaTamannaeifarCorresponding author, Associate Professor, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran.0000-0003-0858-7216MahboobeEsmikhaniM.A Student in Psychology, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran.0009-0003-5839-9026Journal Article20240613Introduction: The purpose of the present study was to investigate structural equation modeling of the mediating role of theory of mind in the relationship between executive function deficits and anxiety in children with special learning disorders. <br>Method: This was descriptive-correlation research. The statistical population of the study was children aged 6 to 12 years with special learning disorders who referred to learning disorders centers in the north of Tehran city in spring of year 2024. The sample size was selected based on Klein's model (2023) and with subjectivw sampling of 300 childern. Data collection tools include the Colorado learning difficulties questionnaire (CLDQ) of Willcutt and et al (2011), Spence children's anxiety scale - short version (SCAS-S) of Ahlen and et al (2018), behavior rating inventory of executive function, second edition (BRIEF-2) of Gioia and et al (2015) and theory of mind test (Tom-Test) of Muris and et al (1999). Data were analyzed using Pearson correlation and structural equations modeling.<br>Result: The results showed direct effect of executive function deficits (β=0.29 and sig=0.001) and theory of mind (β=-0.29 and sig=0.001) were significant on anxiety. Also, the results showed that theory of mind had a mediating role in relationship between executive function deficits with anxiety (β=0.52 and sig=0.001). Also, the final research model had a good fit (RMSEA=0.07, p<0.05). <br>Discussion and Conclusion: According to the findings of this research and the importance of the role of the executive function deficits and theory of mind in the anxiety of children with special learning disorders, it is suggested to experts in this field to use the training of executive functions and theory of mind to improve anxiety in these children.Introduction: The purpose of the present study was to investigate structural equation modeling of the mediating role of theory of mind in the relationship between executive function deficits and anxiety in children with special learning disorders. <br>Method: This was descriptive-correlation research. The statistical population of the study was children aged 6 to 12 years with special learning disorders who referred to learning disorders centers in the north of Tehran city in spring of year 2024. The sample size was selected based on Klein's model (2023) and with subjectivw sampling of 300 childern. Data collection tools include the Colorado learning difficulties questionnaire (CLDQ) of Willcutt and et al (2011), Spence children's anxiety scale - short version (SCAS-S) of Ahlen and et al (2018), behavior rating inventory of executive function, second edition (BRIEF-2) of Gioia and et al (2015) and theory of mind test (Tom-Test) of Muris and et al (1999). Data were analyzed using Pearson correlation and structural equations modeling.<br>Result: The results showed direct effect of executive function deficits (β=0.29 and sig=0.001) and theory of mind (β=-0.29 and sig=0.001) were significant on anxiety. Also, the results showed that theory of mind had a mediating role in relationship between executive function deficits with anxiety (β=0.52 and sig=0.001). Also, the final research model had a good fit (RMSEA=0.07, p<0.05). <br>Discussion and Conclusion: According to the findings of this research and the importance of the role of the executive function deficits and theory of mind in the anxiety of children with special learning disorders, it is suggested to experts in this field to use the training of executive functions and theory of mind to improve anxiety in these children.https://tlr.shahed.ac.ir/article_4857_62459f4e225e2f4f196c9d42f4ad7111.pdfTeaching and Learning Research2345-219623120260321A Study of the Curriculum at Farhangian University for Student Teachers and Their Speaking Skills: Solutions and ChallengesA Study of the Curriculum at Farhangian University for Student Teachers and Their Speaking Skills: Solutions and Challenges85100485810.22070/tlr.2025.20160.1716FAKamalNosrati HeshiAssistant professor at Farhangian UniversitySajjadAlaee Dorjon2. Student teacher, Elementary education, undergraduate, Farhangian University. corresponding author: sajadalaie87@gmail.com0009-0007-5543-717xShahramEsfandiariPhD in TEFL, Department of English Language Teaching, Farhangian University,
P. O. Box 14665-889, Tehran, Iran.
sh.esfandiari2012@yahoo.com0000-0002-3798-0431Journal Article20250214The present study aimed to examine the speaking skill levels of student teachers, along with the challenges and solutions based on the lived experiences of both student teachers and experts. The research method used was mixed methods, involving document analysis and phenomenology. The interviewees included all student teachers and speaking skill experts in Ardabil city in 2024. For sample selection, 25 student teachers and 15 experts were chosen using purposive and saturation sampling methods. Data were collected through in-depth and semi-structured interviews. First, the focus on speaking skills components in the approved curricula of courses available at Farhangian University in Ardabil province was assessed, revealing that the fields of "Persian Language and Literature" and "Educational Affairs" received appropriate attention to speaking skills. However, in the areas of "Elementary Education" and "Theological Education," minimal emphasis was given. Additionally, during interviews with student teachers, while emphasizing the critical need for learning speaking skills, they highlighted obstacles in this area, categorized into four domains: issues related to Farhangian University’s infrastructure, problems concerning the student teachers themselves—such as shyness and lack of motivation—issues related to teaching speaking skills, and a general lack of attention and care for this skill. In response to the question about the importance of speaking skills, experts emphasized factors such as effective communication, the importance of speaking skills in teaching, and enhancing the abilities of student teachers. Among the experts' suggestions for developing speaking skills were breathing exercises, participation in training courses, voice exercises, and additional methods.The present study aimed to examine the speaking skill levels of student teachers, along with the challenges and solutions based on the lived experiences of both student teachers and experts. The research method used was mixed methods, involving document analysis and phenomenology. The interviewees included all student teachers and speaking skill experts in Ardabil city in 2024. For sample selection, 25 student teachers and 15 experts were chosen using purposive and saturation sampling methods. Data were collected through in-depth and semi-structured interviews. First, the focus on speaking skills components in the approved curricula of courses available at Farhangian University in Ardabil province was assessed, revealing that the fields of "Persian Language and Literature" and "Educational Affairs" received appropriate attention to speaking skills. However, in the areas of "Elementary Education" and "Theological Education," minimal emphasis was given. Additionally, during interviews with student teachers, while emphasizing the critical need for learning speaking skills, they highlighted obstacles in this area, categorized into four domains: issues related to Farhangian University’s infrastructure, problems concerning the student teachers themselves—such as shyness and lack of motivation—issues related to teaching speaking skills, and a general lack of attention and care for this skill. In response to the question about the importance of speaking skills, experts emphasized factors such as effective communication, the importance of speaking skills in teaching, and enhancing the abilities of student teachers. Among the experts' suggestions for developing speaking skills were breathing exercises, participation in training courses, voice exercises, and additional methods.https://tlr.shahed.ac.ir/article_4858_aea94dc1e6d1dd330cbc2c4a480934d6.pdfTeaching and Learning Research2345-219623120260321The Impact of math Mnemonics on Academic Performance and Exam Anxiety of Female 11th Grade Mathematics Students in district 4 of Isfahan in the Academic Year 2022-2023The Impact of math Mnemonics on Academic Performance and Exam Anxiety of Female 11th Grade Mathematics Students in district 4 of Isfahan in the Academic Year 2022-2023101126486310.22070/tlr.2025.19000.1581FABatoolBasiriAssistant Professor, Department of Educational Sciences, Farhangian University , P.O. Box 14665-889, Tehran , Iran. Email: b.basiri@cfu.ac.ir0009-0009-4303-3690AsyiehEbrahimzadehAssistant Professor, Department of Educational Mathematics, Farhangian University, Tehran, Iran, emai : a.ebrahimzadeh@cfu.ac.ir, cell phone No : 09132374259.0000-0002-4684-7640AzamBasriMaster's Degree in Mathematics, math teacher in district 4 of Isfahan Department of Education
,email: az.basiri320@gmail.com, cell phone No: 09134132415Journal Article20240405Abstract<br>Objective: This study is aimed to investigate the effect of teaching Mnemonics on academic performance and anxiety reduction in female students of 11th grade high school in Isfahan in mathematics.<br>Method: The method of present study is quasi-experimental, pretest-posttest research with a control group. The statistical population of this study is all 11th grade female students in the secondary high school of Isfahan, District 4 in 1401-1402, and 30 students were selected based on multi-stage cluster random sampling method. Academic performance test and Sarason (1984) test anxiety questionnaire were used to collect research data. The obtained data were analyzed using SPSS23 software at two levels of descriptive (mean and standard deviation) and inferential (univariate and multivariate covariance). Based on the inferential data, the results of multivariate analysis of covariance (MANCOVA) showed the difference between the experimental and control groups in the performance scores of mathematics and test anxiety.<br>Results: Based on the data in the table, there was a significant difference between experimental and control groups in terms of the variables of math course performance and test anxiety at the level of P <0.05. The value of Eta was 0.347. In other words, 34.7% of the difference between the two groups is explained by the performance scores of mathematics and test anxiety. Also, ANCO in Mankova showed that there is a significant difference between the scores of students' performance in mathematics in the experimental and control groups in the post-test stage.<br>Discussion and Conclusion: In other words, teaching Mnemonics has been able to increase the scores of students' performance in mathematics in the post-test stage. <br>Therefore, this educational strategy can be used to improve the psychological problems and academic weakness of students in mathematics.Abstract<br>Objective: This study is aimed to investigate the effect of teaching Mnemonics on academic performance and anxiety reduction in female students of 11th grade high school in Isfahan in mathematics.<br>Method: The method of present study is quasi-experimental, pretest-posttest research with a control group. The statistical population of this study is all 11th grade female students in the secondary high school of Isfahan, District 4 in 1401-1402, and 30 students were selected based on multi-stage cluster random sampling method. Academic performance test and Sarason (1984) test anxiety questionnaire were used to collect research data. The obtained data were analyzed using SPSS23 software at two levels of descriptive (mean and standard deviation) and inferential (univariate and multivariate covariance). Based on the inferential data, the results of multivariate analysis of covariance (MANCOVA) showed the difference between the experimental and control groups in the performance scores of mathematics and test anxiety.<br>Results: Based on the data in the table, there was a significant difference between experimental and control groups in terms of the variables of math course performance and test anxiety at the level of P <0.05. The value of Eta was 0.347. In other words, 34.7% of the difference between the two groups is explained by the performance scores of mathematics and test anxiety. Also, ANCO in Mankova showed that there is a significant difference between the scores of students' performance in mathematics in the experimental and control groups in the post-test stage.<br>Discussion and Conclusion: In other words, teaching Mnemonics has been able to increase the scores of students' performance in mathematics in the post-test stage. <br>Therefore, this educational strategy can be used to improve the psychological problems and academic weakness of students in mathematics.https://tlr.shahed.ac.ir/article_4863_2cfa8f9e50e0f510ede9d12338a5f564.pdfTeaching and Learning Research2345-219623120260321The Effect of Stress Management Training on Life Skills and Academic Performance of Primary School StudentsThe Effect of Stress Management Training on Life Skills and Academic Performance of Primary School Students127138488210.22070/tlr.2025.17138.1362FAMohammad AminJamaliMAAliShiravani SgiriAssistant Professor, Educational Group,, Farhangian University, Tehran, Iran.0000-0002-0871-5735Sayed SahebMousavi,Tehran, Iran.0009-0008-8069-7480Journal Article20221218Abstract<br>Introduction: Life skills are a group of social and interpersonal psychological skills that help people in making informed decisions, effective communication and personal management. The purpose of this study was to investigate the effectiveness of stress management training on life skills and academic progress of elementary school students.<br>Method: The present study was a quasi-experimental applied research with pre-test and post-test design that aimed to investigate the effect of stress management training on life skills and academic achievement of elementary school students in Pasargad city in 2019-2020. The statistical population of this study included all male and female students, of whom 40 were selected as the sample and randomly divided into two groups. The measurement tools of this study included the Student Academic Achievement Scale and Life Skills, the validity and reliability of which were estimated and used. <br>Results: The results of the first hypothesis showed that there was a significant difference between the groups (control and experimental) in the composition of life skills in the post-test at the level of 0.01. The results of the second hypothesis showed that there was a significant difference between the two groups at the level of 0.01 based on the components of life skills based on components (social skills, self-regulation, self-control, and social responsibility). The third hypothesis showed that there was a significant difference between the groups (control and experimental) in the composition of the variable of academic achievement in the post-test at the level of 0.01. <br>Discussion and Conclusion: The effect of stress management training can be a suitable solution for improving and increasing academic progress and increasing life skills in students. For this reason and due to the importance of the issue, it seems necessary to arrange and prepare the necessary arrangements for the education of students by the officials of the schools or education offices.Abstract<br>Introduction: Life skills are a group of social and interpersonal psychological skills that help people in making informed decisions, effective communication and personal management. The purpose of this study was to investigate the effectiveness of stress management training on life skills and academic progress of elementary school students.<br>Method: The present study was a quasi-experimental applied research with pre-test and post-test design that aimed to investigate the effect of stress management training on life skills and academic achievement of elementary school students in Pasargad city in 2019-2020. The statistical population of this study included all male and female students, of whom 40 were selected as the sample and randomly divided into two groups. The measurement tools of this study included the Student Academic Achievement Scale and Life Skills, the validity and reliability of which were estimated and used. <br>Results: The results of the first hypothesis showed that there was a significant difference between the groups (control and experimental) in the composition of life skills in the post-test at the level of 0.01. The results of the second hypothesis showed that there was a significant difference between the two groups at the level of 0.01 based on the components of life skills based on components (social skills, self-regulation, self-control, and social responsibility). The third hypothesis showed that there was a significant difference between the groups (control and experimental) in the composition of the variable of academic achievement in the post-test at the level of 0.01. <br>Discussion and Conclusion: The effect of stress management training can be a suitable solution for improving and increasing academic progress and increasing life skills in students. For this reason and due to the importance of the issue, it seems necessary to arrange and prepare the necessary arrangements for the education of students by the officials of the schools or education offices.https://tlr.shahed.ac.ir/article_4882_c348616cd8a86ee661c7c98800678fad.pdfTeaching and Learning Research2345-219623120260321Comparative Analysis of the Objectives and Content of Moral Education Curriculum in Primary Schools in Iran, Finland, Japan, and CanadaComparative Analysis of the Objectives and Content of Moral Education Curriculum in Primary Schools in Iran, Finland, Japan, and Canada139154492010.22070/tlr.2025.20539.1762FAZahraHeidaryShahed Uneversity0009-0000-8983-6151RoghayeMousaviAssociate Professor of Educational Sciences (Curriculum Studies), Shahed University, Tehran, Iran0000-0003-0370-3900Journal Article20250524The objective of this study is to compare approaches to ethics education within the primary school curriculum of selected countries, namely Iran, Finland, Japan, and Canada. This applied research employs a descriptive-analytical method, guided by Bereday’s comparative model in educational systems. Data were collected from Persian and English sources published between 2010 and 2025, sourced from domestic and international databases and official education ministry websites of the studied countries. Sampling was conducted purposefully, and data were analyzed in four stages: description, interpretation, juxtaposition, and comparison. The findings reveal that in Iran, ethics education is predominantly theoretical, rooted in religious teachings, and emphasizes virtues such as honesty, faith, and adherence to Islamic values. In Finland, ethics education is framed within social justice, life skills, democracy, equality, and critical thinking. In Japan, it focuses on discipline, cooperation, responsibility, and empathy, with an emphasis on group activities. In Canada, ethics education is integrated with citizenship education, embracing cultural diversity and fostering dialogue. Although all countries share the common goal of nurturing ethical citizens, significant differences are observed in their educational philosophies, cultures, and value systems. The findings underscore the need for a revision of Iran’s educational system, particularly in the objectives and content of the primary school curriculum, to facilitate the internalization of authentic ethical and religious values in students. It is recommended that future research explore the role of digital tools and the collaboration between families and schools in enhancing the effectiveness of ethics education.The objective of this study is to compare approaches to ethics education within the primary school curriculum of selected countries, namely Iran, Finland, Japan, and Canada. This applied research employs a descriptive-analytical method, guided by Bereday’s comparative model in educational systems. Data were collected from Persian and English sources published between 2010 and 2025, sourced from domestic and international databases and official education ministry websites of the studied countries. Sampling was conducted purposefully, and data were analyzed in four stages: description, interpretation, juxtaposition, and comparison. The findings reveal that in Iran, ethics education is predominantly theoretical, rooted in religious teachings, and emphasizes virtues such as honesty, faith, and adherence to Islamic values. In Finland, ethics education is framed within social justice, life skills, democracy, equality, and critical thinking. In Japan, it focuses on discipline, cooperation, responsibility, and empathy, with an emphasis on group activities. In Canada, ethics education is integrated with citizenship education, embracing cultural diversity and fostering dialogue. Although all countries share the common goal of nurturing ethical citizens, significant differences are observed in their educational philosophies, cultures, and value systems. The findings underscore the need for a revision of Iran’s educational system, particularly in the objectives and content of the primary school curriculum, to facilitate the internalization of authentic ethical and religious values in students. It is recommended that future research explore the role of digital tools and the collaboration between families and schools in enhancing the effectiveness of ethics education.https://tlr.shahed.ac.ir/article_4920_d1942a3ab01eb59220e2b3a46e7ef09d.pdfTeaching and Learning Research2345-219623120260321The Effectiveness of the Tuning in to Kids Program on the Dimensions of Social-Emotional Competence of Preschool ChildrenThe Effectiveness of the Tuning in to Kids Program on the Dimensions of Social-Emotional Competence of Preschool Children155168492410.22070/tlr.2025.19694.1676FAShahroozNematiEducational Sciences Department, faculty of Educational Sciences and Psychology, University of Tabriz,, Tabriz, Iran0000-0001-6898-9749RahimBadri GargariProfessor. Department of Educational Science, University of Tabriz, Tabriz, Iran.0000-0001-7196-6601RoghayehSarvazadM.A. in Educational Psychology, University of Tabriz, Tabriz, Iran.Journal Article20241012Introduction: The purpose of this study was to investigate the effectiveness of the Tuning into kids program on the dimensions of social-emotional competence of preschool children. <br>Methods: The present research method was a quasi-experimental type with an experimental and control group and a follow-up phase. The statistical population of the study was preschool children of Marand City, 40 of them had low scores based on the cut-off point of the social-emotional competence test, with the voluntary purposeful sampling method, randomly selected in the experimental (20 people) and control (20 people) groups. were replaced For the experimental group, the Tuning into kids program was implemented for 8 sessions of 90 minutes and once a week. A mixed multivariate analysis of variance test was used to analyze the data. <br>Results: The findings indicated the effectiveness and durability of the Tuning into kids training program on preschool children's social-emotional competence (p=0.05). <br>Conclusions: According to the obtained results, it is clear that the Tuning into kids program can be considered as an effective method in improving the social-emotional competence of preschool children. Therefore, educators and parents can use this educational package to increase social-emotional competence in preschool children.Introduction: The purpose of this study was to investigate the effectiveness of the Tuning into kids program on the dimensions of social-emotional competence of preschool children. <br>Methods: The present research method was a quasi-experimental type with an experimental and control group and a follow-up phase. The statistical population of the study was preschool children of Marand City, 40 of them had low scores based on the cut-off point of the social-emotional competence test, with the voluntary purposeful sampling method, randomly selected in the experimental (20 people) and control (20 people) groups. were replaced For the experimental group, the Tuning into kids program was implemented for 8 sessions of 90 minutes and once a week. A mixed multivariate analysis of variance test was used to analyze the data. <br>Results: The findings indicated the effectiveness and durability of the Tuning into kids training program on preschool children's social-emotional competence (p=0.05). <br>Conclusions: According to the obtained results, it is clear that the Tuning into kids program can be considered as an effective method in improving the social-emotional competence of preschool children. Therefore, educators and parents can use this educational package to increase social-emotional competence in preschool children.https://tlr.shahed.ac.ir/article_4924_427e3427c5f38a41bb9cb26525b22fba.pdfTeaching and Learning Research2345-219623120260321Assessing and comparing the epistemological gap between teachers and students regarding the scientific models and modelingAssessing and comparing the epistemological gap between teachers and students regarding the scientific models and modeling169182493410.22070/tlr.2025.18733.1549FAMojtabaJahanifarAssociate professor, Department of Education, Shahid Chamran University of Ahvaz, Ahvaz, Iran0000-0003-0988-7042Journal Article20240122Scientists use models to describe and predict the real world, students use models to learn science, and teachers use models to teach. Science education curriculums and standards emphasize Model-based teaching. On the other hand, the closeness of teachers' and students' understanding and perspectives on the classroom topics increases education effectiveness. This study examines the performance of teachers and students in modeling, measures their knowledge of scientific models, and compares them. Forty-one physics, chemistry, and biology teachers and 431 tenth and eleventh-grade students were asked to participate in a modeling activity and then answer the standard questionnaire of model understanding. The findings showed that teachers' performance in building and understanding models differs from that of students. However, teachers had similar problems to students in terms of theoretical representation and understanding of models as exact copies of reality, so students and teachers who considered the model as an exact copy of reality had little ability to build models. The result is that due to the gap between teachers' and students' understanding of the nature, purpose, and application of models, different performance is seen in building models and learning through models in them. Changing the curriculum of science teacher education to promote modeling and model-based teaching, along with more attention to scientific modeling in the secondary curriculum, can fill the gap between teachers' and students' understanding of models while improving science learning.Scientists use models to describe and predict the real world, students use models to learn science, and teachers use models to teach. Science education curriculums and standards emphasize Model-based teaching. On the other hand, the closeness of teachers' and students' understanding and perspectives on the classroom topics increases education effectiveness. This study examines the performance of teachers and students in modeling, measures their knowledge of scientific models, and compares them. Forty-one physics, chemistry, and biology teachers and 431 tenth and eleventh-grade students were asked to participate in a modeling activity and then answer the standard questionnaire of model understanding. The findings showed that teachers' performance in building and understanding models differs from that of students. However, teachers had similar problems to students in terms of theoretical representation and understanding of models as exact copies of reality, so students and teachers who considered the model as an exact copy of reality had little ability to build models. The result is that due to the gap between teachers' and students' understanding of the nature, purpose, and application of models, different performance is seen in building models and learning through models in them. Changing the curriculum of science teacher education to promote modeling and model-based teaching, along with more attention to scientific modeling in the secondary curriculum, can fill the gap between teachers' and students' understanding of models while improving science learning.https://tlr.shahed.ac.ir/article_4934_4dc3ed26a29c9c3df3ec373524377a5b.pdfTeaching and Learning Research2345-219623120260321Trend of Changes in self-esteem, self-efficacy, internal locus of control and purpose in life of students in Farhangian UniversityTrend of Changes in self-esteem, self-efficacy, internal locus of control and purpose in life of students in Farhangian University183202494810.22070/tlr.2025.18968.1576FAMohammad RezaFathiAssistant Professor of Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran0009-0002-7131-5563Journal Article20240325The fulfillment of teaching responsibilities is contingent upon possessing psychological capacities, and one of the goals of teacher education is to strengthen these capacities. The aim of this research was to investigate the changes in self-esteem, internal locus of control, self-efficacy, and purpose in life among student teachers during their four-year study period at Farhangian University. The research method was a survey. The statistical population consisted of undergraduate students at Farhangian University in Tehran Province, with a sample size of 400 students selected through stratified random sampling. Data were collected using the Self-Esteem Scale (SES), Generalized Self-Efficacy Scale (GSE-17), Rotter's Locus of Control Scale (RLOC), and Purpose in Life Scale (PIL). The data were analyzed using SPSS 27. The findings indicated that the levels of self-esteem, self-efficacy, and purpose in life among student teachers were satisfactory; however, the internal locus of control was lower than expected level. The main effect of academic level on the four psychological capacities was significant, but the trend of all four capacities fluctuated and showed a decreasing pattern from the first to the fourth year. The interaction effect and the effect of gender were not significant. In conclusion, although the levels of three psychological capacities were satisfactory, the continuation of studies at Farhangian University did not effectively enhance these capacities. The findings are discussed in light of theoretical and practical frameworks, and it is recommended to plan for strengthening these capacities, especially the internal locus of control, at Farhangian University.The fulfillment of teaching responsibilities is contingent upon possessing psychological capacities, and one of the goals of teacher education is to strengthen these capacities. The aim of this research was to investigate the changes in self-esteem, internal locus of control, self-efficacy, and purpose in life among student teachers during their four-year study period at Farhangian University. The research method was a survey. The statistical population consisted of undergraduate students at Farhangian University in Tehran Province, with a sample size of 400 students selected through stratified random sampling. Data were collected using the Self-Esteem Scale (SES), Generalized Self-Efficacy Scale (GSE-17), Rotter's Locus of Control Scale (RLOC), and Purpose in Life Scale (PIL). The data were analyzed using SPSS 27. The findings indicated that the levels of self-esteem, self-efficacy, and purpose in life among student teachers were satisfactory; however, the internal locus of control was lower than expected level. The main effect of academic level on the four psychological capacities was significant, but the trend of all four capacities fluctuated and showed a decreasing pattern from the first to the fourth year. The interaction effect and the effect of gender were not significant. In conclusion, although the levels of three psychological capacities were satisfactory, the continuation of studies at Farhangian University did not effectively enhance these capacities. The findings are discussed in light of theoretical and practical frameworks, and it is recommended to plan for strengthening these capacities, especially the internal locus of control, at Farhangian University.https://tlr.shahed.ac.ir/article_4948_5cbba2d075f0d1648e0851e1467ba79f.pdfTeaching and Learning Research2345-219623120260321Identifying the quality components of electronic in-service training Case study: Ardabil Province Red Crescent SocietyIdentifying the quality components of electronic in-service training Case study: Ardabil Province Red Crescent Society203216494910.22070/tlr.2025.20396.1749FAHashemAbdiPhD Student in Educational Management, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran0009-0009-9859-7119YousefNamvarDepartment of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran0000-0002-4926-271xAzamRastgooAssociate Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran0000-0002-4856-2331SadraddinSattariAssociate Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran0000-0002-3417-8494Journal Article20250425The aim of this research is to identify the components of quality in the electronic in-service training of the personnel of the Red Crescent Society.<br>Methodology:<br>This study was conducted using qualitative content analysis with an inductive or conventional content analysis approach. The statistical population of this research consists of two groups: (a) the first group comprises tripartite informational resources (including books, articles, and theses); and (b) the second group consists of experts knowledgeable about the research topic. The statistical population for the first group included 102 informational resources, from which 46 were selected through purposive sampling. For the second group, 18 individuals were chosen based on the principle of theoretical saturation. The methods and tools used for data collection included library-based methods (using note-taking tools) and field-based methods (using interviews and questionnaires).<br>Results:<br>Initially, 241 categories were identified for coding, which were subsequently merged into 167 secondary categories based on common conceptual aspects. In the axial coding stage, these were further condensed into 9 main themes organized into three categories, which were used to develop a thematic network.<br>Conclusion:<br>The research model indicated that nine categories are involved in the quality of the electronic in-service training of the Red Crescent Society: accessibility, responsiveness and support, security and privacy, assurance and credibility, efficiency and navigation, errors, relevance and appropriateness, enjoyment, and flexibility.The aim of this research is to identify the components of quality in the electronic in-service training of the personnel of the Red Crescent Society.<br>Methodology:<br>This study was conducted using qualitative content analysis with an inductive or conventional content analysis approach. The statistical population of this research consists of two groups: (a) the first group comprises tripartite informational resources (including books, articles, and theses); and (b) the second group consists of experts knowledgeable about the research topic. The statistical population for the first group included 102 informational resources, from which 46 were selected through purposive sampling. For the second group, 18 individuals were chosen based on the principle of theoretical saturation. The methods and tools used for data collection included library-based methods (using note-taking tools) and field-based methods (using interviews and questionnaires).<br>Results:<br>Initially, 241 categories were identified for coding, which were subsequently merged into 167 secondary categories based on common conceptual aspects. In the axial coding stage, these were further condensed into 9 main themes organized into three categories, which were used to develop a thematic network.<br>Conclusion:<br>The research model indicated that nine categories are involved in the quality of the electronic in-service training of the Red Crescent Society: accessibility, responsiveness and support, security and privacy, assurance and credibility, efficiency and navigation, errors, relevance and appropriateness, enjoyment, and flexibility.https://tlr.shahed.ac.ir/article_4949_34186e9eb70e30487210b962e867b742.pdf