https://tlr.shahed.ac.ir/ Teaching and Learning Research en daily 1 Sat, 21 Mar 2026 00:00:00 +0330 Sat, 21 Mar 2026 00:00:00 +0330 https://tlr.shahed.ac.ir/article_4831.html 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.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.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.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_4826.html 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_4845.html 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_4857.html 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. 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.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). 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_4858.html 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_4863.html AbstractObjective: 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.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.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.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. 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_4882.html AbstractIntroduction: 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.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. 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. 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_4920.html 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_4924.html 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. 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. 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). 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_4934.html 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_4948.html 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_4949.html 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.Methodology: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).Results: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.Conclusion: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_4965.html Introduction Aim of the Study: Dynamic Assessment (DA), rooted in Vygotsky’s theory of development and specifically his notion of the Zone of Proximal Development (ZPD), reconceptualizes assessment as an integrated and inseparable component of instruction. Unlike traditional forms of testing that seek merely to measure what learners already know or can do independently, DA emphasizes future development, responsiveness to mediation, and the assessment of learning potential. This approach shifts the focus from a static measurement of ability to a developmental perspective that considers learners’ potentioal to improve when provided with appropriate forms of mediation, scaffolding, or hints. Computerized Dynamic Assessment (CDA) represents a technological extension of this theoretical orientation, allowing for the integration of mediation into digital assessment environments. CDA is especially relevant in contexts such as TOEFL reading comprehension, where the ability to process text, employ strategies, and overcome comprehension obstacles can be directly supported through graduated prompts. As online learning environments expand and computerized testing becomes increasingly prevalent, CDA offers promising opportunities for delivering individualized mediation, capturing detailed learner interaction data, and creating scalable models of DA for large populations. Although DA has been investigated in various domains of language learning, its application to TOEFL reading comprehension—particularly in online and computerized formats—remains relatively underexplored. Since TOEFL reading items rely heavily on cognitive reasoning, inferencing, and text-processing skills, they provide a rich domain for examining how learners respond to mediation and how their ZPD can be engaged to promote deeper comprehension. This study, therefore, seeks to address this gap by applying CDA to TOEFL reading and examining its effects on Iranian EFL learners’ reading development as well as their learning potential. Therefore, the present study had two major aims: To investigate the effect of Online Computerized Dynamic Assessment (CDA) on the development of EFL learners’ TOEFL reading comprehension. This involved examining whether exposure to mediated, hint-driven computerized assessment would lead to statistically significant improvement in learners’ reading abilities. Then, to determine the extent to which CDA can reveal learners’ learning potential, using Kozulin and Garb’s learning potential formula. This aimed to show whether CDA could provide insights beyond static test scores by showing how much learners benefit from mediation.Methodology: This study employed a quantitative, quasi-experimental research design. The participants consisted of 90 Iranian EFL learners selected through purposive sampling from a range of language institutes across Tehran. Learners represented intermediate to upper-intermediate proficiency levels based on institute placement tests. Only those who met predetermined proficiency criteria and demonstrated sufficient familiarity with computer-based testing environments were included. Materials: A shortened TOEFL reading comprehension test was developed for the study. This test included five common TOEFL reading item types, such as: factual information questions, inference questions, vocabulary-in-context, reference questions, and main idea or summary questions. The test was adapted specifically for CDA by integrating graduated hints, which served as scaffolding designed to guide learners through the comprehension processes. These hints ranged from implicit to more explicit guidance, following a continuum of mediation similar to that recommended in DA literature.Computerized Dynamic Assessment Software: A specialized CDA software package was designed for the study. The software delivered reading texts and questions, allowed learners to request or receive hints, recorded mediation use, and calculated post-mediation performance. This digital environment ensured standardization of mediation, immediate feedback, and precise tracking of learner responses.Procedure: The study employed a pre-test and post-test design, with CDA integrated as the main intervention. Participants first completed the initial version of the test under dynamic conditions. During the test, learners could receive hints adapted to item difficulty and learner need. After the intervention period—where learners engaged with the computerized mediated feedback—they took a post-test. Both tests provided data for statistical analysis.Data Analysis: Data were analyzed using the Paired-Samples t-test to determine whether the change in reading scores from pretest to posttest was statistically significant. Additionally, Kozulin and Garb’s (2002) Learning Potential Score (LPS) was calculated to measure learners’ achievement under mediation and to evaluate each learner’s responsiveness to DA.Findings: The findings revealed several important outcomes such as Significant Improvement in Reading Comprehension: The Paired-Samples t-test indicated a statistically significant difference between learners’ pre-test and post-test reading comprehension scores. The increase in scores indicated that the CDA intervention had a positive effect on learners’ reading ability, supporting the pedagogical value of mediated assessment. Evidence of Learners’ Learning Potential applying Kozulin and Garb’s formula, the study found that the CDA approach was effective in revealing differences in learners’ learning potential. Learners who initially struggled demonstrated substantial gains after receiving mediation, while higher-proficiency learners showed more subtle but still measurable improvement. Mediation Patterns Revealed Strategic Weaknesses: Analysis of mediation use showed which item types triggered more hint requests, highlighting learners’ strategic gaps. Items requiring inferencing and summary comprehension drew the most mediation, suggesting areas where instruction might be strengthened. Overall, the data strongly suggested that CDA is capable not only of improving reading performance but also of identifying developmental trajectories, offering teachers deeper insights into learners’ cognitive processes.Discussion and Conclusion: This study demonstrates that Online Computerized Dynamic Assessment can significantly enhance TOEFL reading comprehension among Iranian EFL learners. More importantly, CDA provides a richer, more multidimensional assessment of ability by integrating teaching and testing and by revealing learners’ responsiveness to mediation—something static tests cannot capture. The findings supported the incorporation of dynamic assessment into mainstream language testing practices, especially in technologically mediated contexts where individualized support is feasible. CDA offers a promising alternative to traditional assessment by focusing on future learning, not just current performance, and by making learners’ ZPD visible. Consequently, educators and test developers are encouraged to adopt CDA-based approaches to obtain a more complete and pedagogically meaningful picture of language proficiency. https://tlr.shahed.ac.ir/article_4966.html The success of any educational system depends on identifying and nurturing the factors that influence student learning. Undoubtedly, one of the most important factors affecting student learning is teachers and their pedagogical content knowledge. Therefore, the present study, using a qualitative approach and a task-based interview method, seeks to describe the pedagogical content knowledge of elementary school teachers regarding the topic of volume. This study utilizes the three-component model of pedagogical content knowledge by Krauss et al. (2008), which includes three components: teaching, student knowledge, and task. The reason for selecting the concept of volume is its foundational role in elementary mathematics textbooks and its wide application in other subjects such as physics and chemistry. This study focuses on two components of the Krauss et al. (2008) model: the student component and the task component. For this purpose, tasks related to the volume topic were designed and implemented along with a general question among six volunteer elementary school teachers who had experience teaching fifth and sixth grades. Findings related to the student component revealed that some teachers lacked a solid grasp of the volume concept, were unfamiliar with teaching guides, had varying interpretations of the term “misconception,” and faced difficulties in diagnosing the root causes of misconceptions. Regarding the task component, analysis showed that most teachers could only provide up to two methods for comparing volumes and just one method for calculating them. Overall, the results highlight the need to enhance teachers’ awareness and understanding of student misconception and task design related to the topic of volume. Based on these findings, several recommendations have been proposed. https://tlr.shahed.ac.ir/article_4978.html This research was conducted to design Quran-based pedagogical strategies for enhancing the aesthetic literacy of student-teachers at Farhangian University. The study was designed using a qualitative approach with a concept analysis method. Data were extracted from 75 verses across 32 chapters of the Qur’an, which were identified through Qur’anic databases and reputable exegeses, such as Al-Mizan, Tafsir Tasnim, Tafsir Namuneh, and Tafsir Noor. Data analysis employed a three-stage coding process (open, axial, and selective), yielding 52 open codes clustered into six axial categories, subsequently organized under two principal dimensions: “Creational Beauty” (cosmic order) and “Legislative Beauty” (divine guidance). Key findings indicate that achieving aesthetic literacy necessitates the integration of these dual dimensions: from the creational perspective, fostering contemplative observation of creation (e.g., cosmic harmony and natural diversity) and aligning physical and inner environments in educational design; and from the legislative perspective, synthesizing ethics and aesthetics in teachers’ conduct, utilizing Quranic metaphors in instruction, designing spiritually oriented relationships, and modeling equitable human interactions. The study underscores that the Holy Quran transcends confining beauty to art alone, instead offering a holistic framework for nurturing the complete human being—where the beauty of creation and the beauty of divine guidance elevate learners from obligation (“must”) to volition (“desire”) in realizing Hayat Tayyibah (the pure and virtuous life). It is recommended that Farhangian University revise its curriculum by introducing a dedicated course on “Quranic Aesthetics in Education” accompanied by practical workshops (e.g., nature contemplation sessions and classroom design using Quranic metaphors). https://tlr.shahed.ac.ir/article_5047.html Considering the determining role of the quality of teaching-learning processes in improving the technical competencies of students, this study aimed to diagnose the pathology of the teaching-learning system from the perspective of art students in girls' technical and vocational conservatories in Tehran. The research method is applied in terms of purpose and descriptive-survey in terms of method. The statistical population includes art students in girls' technical and vocational conservatories in Tehran, who were selected as the research sample using stratified sampling. The data collection tool was a researcher-made questionnaire with 11 subscales (theoretical dimension, practical dimension, technical dimension, skill dimension, professional dimension, interactive dimension, technological dimension, evaluation dimension, environmental dimension, motivational dimension, and industry relationship dimension), the validity of which was reviewed and confirmed by experts, professors, and instructors in the field of technical and vocational education, and its reliability was calculated and confirmed by Cronbach's alpha coefficient (0.972). The findings of the study showed that in nine of the eleven dimensions examined, the level of harm was significantly higher than expected. Among them, the interactive, evaluation, and motivational dimensions were identified as the most critical areas with the highest scores. Also, the skill and environmental dimensions reveal a clear contradiction in a system whose main mission is to train a skilled workforce, indicating that practical training opportunities are scarce and theoretical content still dominates. Conclusion: It is recommended that educational planners in technical and vocational education take steps in educational methods to strengthen the professional skills of art students and improve the interaction between educational factors to enhance the quality of the teaching-learning process.