کامبیز پوشانه

Purpose: The aim of this study is to model a citizenship education curriculum for students with special needs for digital citizenship education.Method: The qualitative methodology of the grounded theory approach has been used. The statistical population is experts and specialists in special curriculum planning and experts of exceptional organizations. Sampling was performed using the non-probabilistic judgmental (targeted) method. Interviews were conducted with research samples. To sample, the snowball method was used and the interview was conducted in a semi-structured manner with open and general questions for up to 15 people to saturate the data, but for more assurance, up to 24 people were interviewed. Finally, the factors were identified using the foundation data technique using Atlas ti software. An in-depth interview was used as the main data collection tool at this stage.Findings: Based on the obtained results, a total of 106 concepts and 21 categories or open-source codes were identified and extracted. The 21 identified categories were divided into 6 main datasets of the foundation.Among the identified factors, the axial coding paradigm was performed and based on that, the linear relationship was determined between research categories including causal conditions, axial categories, contextual conditions, intervening conditions, strategies, and consequences.Conclusion: The results show the importance of the content of citizenship education and training methods. Regarding teaching and learning methods, the formation of informal groups and monitoring of the activities of groups, learning in practice, and student-centered and participatory teaching methods are emphasized.

Purpose: Considering the importance of curriculum for different classes, especially for multi-grade classes, the present research was conducted with the aim of validating and presenting the curriculum pattern of multi-grade classes of elementary school. Methodology: This study in terms of purpose was applied and in terms of implementation method was mixed. The population of the qualitative part of the current research was the documents related to the research field in scientific databases of internal (1391-1402) and external (2013-2023), which numbers of 27 document were selected as a sample with using the purposive sampling method. The population of the quantitative part of the current research was the experts familiar with the field of research, which numbers of 25 expert were selected as a sample with using the purposive sampling method. The research tool in the qualitative part was taking notes from the documents and in the quantitative part was answering about the validity of the designed pattern with the criteria of adaptability, comprehensibility, research process evaluation, generalizability, theory evaluation and control. The data of the qualitative part to present the curriculum pattern of multi-grade classes of elementary school were analyzed with the meta-synthesis method in MAXQDA version software, and the data of the quantitative part to validating the mentioned pattern were analyzed with the one sample t-test in SPSS version 23 software. Findings: The findings showed that the curriculum pattern of multi-grade classes of elementary school had 157 indicators in 28 components and 10 dimensions including the logic, purpose, content, learning methods, teacher, materials and resources, student, time, place and evaluation methods, which based on it, the pattern of dimensions and components of curriculum of multi-grade classes of elementary school were drawn. Other findings showed that the curriculum pattern of multi-grade classes of elementary school was valid based on the criteria of adaptability, comprehensibility, research process evaluation, generalizability, theory evaluation and control. Conclusion: The designed curriculum pattern of multi-grade classes of elementary school in the present research can help experts and planners in improving the curriculum status of multi-grade classes.

Purpose: After-sales service includes a wide range of services and provides the basis for a long and easy use of the product. The present study was conducted with the aim of designing a curriculum model for after-sales service in the automobile industry in Iran. Methodology: This was a mixed exploratory study (qualitative and quantitative). The research population in both the qualitative and quantitative sections were the CEOs and after-sales service assistants of the automobile industry, training managers and technical experts of the automobile industry, and according to the principle of theoretical saturation, 18 of them were selected as a sample using the snowball sampling method. The research tools were demographic information form and semi-structured interview with experts, the data of which were analyzed in the qualitative part with open, central and selective coding method in MAXQDA-10 software and in the quantitative part with exploratory factor analysis method in Smart PLS-3 software. Findings: The findings showed that the after-sales service curriculum model of the automobile industry in Iran had 61 indicators in 6 categories of efficient and effective management, skilled and trained human resources, use of new technologies, training development, evaluation and customer satisfaction. Other findings showed that the after-sales service curriculum model of the automobile industry in Iran has 57 items (removal of 4 items due to factor loading less than 0.40) in 6 factors of efficient and effective management, skilled and trained manpower, use of new technologies, It was the development of training, evaluation and customer satisfaction. The validity of the factors based on the factor loading was higher than 0.60, the convergent validity was higher than 0.50 and the average variance extracted was higher than 0.70, and the reliability was higher than 0.80 with Cronbach's alpha method. In addition, the 6-factor model of the after-sales service curriculum of the automobile industry in Iran had a good fit and the effect of the said model had a direct and significant effect on all 6 factors (P<0.05). Conclusion: Managers and planners of the automobile industry and its after-sales services in Iran can use 6 categories of efficient and effective management, skilled and trained manpower, use of new technologies, training development, evaluation and customer satisfaction to improve the after-sales service curriculum. car industry to use.

Purpose: The current research was conducted with the aim of designing the national identity curriculum model for the second elementary school. Methodology: According to the nature and scope of the research, various qualitative methods were used to achieve the research objectives, which include: a) grounded theory, to design the national identity curriculum model in the elementary school; b) Thematic analysis method to determine the characteristics of elements of national identity in primary school textbooks to achieve the curriculum model of national identity. In part A, the community was studied by experts in the field of national identity, including experts in social sciences and educational sciences and upper education documents. The method of gathering information from experts was through semi-structured interviews with 36 teachers and experts. Also, the interviews were conducted based on the grounded theory in three stages of open, central, and selective coding, and the obtained concepts were classified into categories and subcategories. Findings: National identity curriculum model was presented in two dimensions of why and the necessity of national identity curriculum and how national identity curriculum in the form of a conceptual model, including the necessity and need (needs assessment), goals (general goal and partial goals), content (principles of content organization, content selection), teaching methods, learning, teacher's role, and evaluation methods. Conclusion: Among the features of this model, we can refer to being native, attention to individual, social, ethnic and national characteristics, being scientific, simplicity, originality, educational outlook and active approach in teaching and learning.