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The purpose of this study was twofold: to determine pre-university talented students’ perceptions, strategy use, and challenges of reading comprehension section of the university entrance exam and to investigate the difference between low and high-achieving talented readers in strategy use and attitudes to reading. The participants were 121 EFL students at pre-university centers for talented students in Borujen, Iran. The instruments were three questionnaires on reading strategy, reading attitude, and reading difficulty followed by five open-ended questions. The results revealed that talented students used metacognitive strategies more than affective and cognitive strategies; most talented readers had positive attitude to reading; and their most frequent challenges were insufficient vocabulary knowledge, inability to adapt their speed to allotted time, decentralization, and ineffective study. The results of backward stepwise binary logistic regression also indicated that high and low achieving talented readers were different in retrieval and anxiety-coping strategy use and reading self-efficacy. The findings have implications for teachers of talented students to consider their diversities and orient their teaching toward individual characteristics through providing instructional varieties.

Several languages displayed in Language Landscape (LL) in tourism cities are foremost to be explored since they can depict the battle and position of each language. As China has a tight cooperation with Indonesia and other countries, Mandarin has begun to be utilized in the public sphere, such as in the LL. Thus, this present study intends to analyze the use and position of Mandarin, the underlying reasons for using Mandarin, society’s perspective, and its implication. The qualitative method was applied in which all data were explained descriptively by engaging documentation and a questionnaire for data collection. The former was done through the 831 signs displayed in tourism cities in East Java (27 Mandarin LL involved). The latter was conducted through the 127 responses from various backgrounds: old and younger generations. The results indicate that (1) Mandarin LL with top-down signs get a higher percentage than bottom-up signs in which Mandarin is in the fourth position, (2) the utilization of Mandarin in LL is to reveal their identity of the LL owner, (3) it is not vital to display Mandarin in LL due to the lack knowledge of it. Even if societies have negative perceptions of Mandarin, they confess that Mandarin is extensively spread due to its fast growth in any sector. Consequently, this study is crucial to give a wake-up call to the government and speakers of indigenous languages that they should take essential action to preserve the position of local-ethnic languages in LL.

Purpose: The development of educational organizations plays an important role in creating a competitive advantage for organizations. Therefore, the aim of this study was to presenting the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of cross-sectional. The research population were included all faculty members of Golestan province universities, numbering 1023 people. The sample size was calculated based on Cochran's formula 279 people, which were selected by stratified random sampling method. The research tool was 80 question researcher-made questionnaire on the development of educational organizations with emphasis on entrepreneurial drivers, which whose content validity according to the opinion of experts was calculated as 0.74. Data were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS-21 and Smart PLS-3 software. Findings: The findings showed that the development of educational organizations with emphasis on the entrepreneurial drivers had 80 items in 12 components and 5 dimensions. Dimensions were included entrepreneurial and knowledge-based education and research (with two components of entrepreneurial and knowledge-based research and entrepreneurial and knowledge-based education), structural-organizational (with four components of structure and organization, leadership management, human resources and financial resources and academic independence), technological development and growth (with one component of technological development and growth), policy making of science and technology and the governance system of the higher education system (with two components of development of entrepreneurial mission and perspective and policy making) and contextual factors (with three components of support factors, interaction and communication and cultural-social factors) which whose factor load of all was higher than 0.60, their average variance extracted was higher than 0.50 and their reliability with using Cronbach's alpha and combined methods was calculated higher than 0.70. Also, the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education had a good fit. In addition, the development model of educational organizations with emphasis on the entrepreneurship drivers in higher education on each of the dimensions and each of the dimensions on its components had a direct and significant effect (P<0.001). Conclusion: The development model of educational organizations with emphasis on the entrepreneurship drivers in higher education designed in the present research can help the experts and planners of the higher education system in designing plans to improve educational organizations.

Purpose: The continuous improvement of the performance of Sama schools through the effective dimensions and components let to create a competitive advantage for Sama schools. Therefore, the aim of this study was identifying the dimensions and components of continuous improvement of the performance of Sama primary schools. Methodology: This research in terms of purpose and implementation method was applied and qualitative from type of exploratory, respectively. The statistical population of the current study was all the faculty members of the educational management field, Sama staff managers, school principals, teachers and trainers, and students of Sama, which according to the principle of theoretical saturation number of 20 people of them were selected as a sample. The samples of the present study were subjected to a semi-structured interview, which its validity was confirmed by the triangulation method, and its reliability was obtained by the method of agreement coefficient between two coders 0.89, and the data obtained from the interview were analyzed by thematic analysis method in MAXQDA software. Findings: The findings showed that the continuous improvement of the performance of Sama primary schools had 65 concepts, 11 components and 4 dimensions. Its dimensions and components were included educational equipment and facilities (with two components of hardware infrastructure and educational and teaching aids), professional capabilities and skills (with two components of professional skills of teachers and trainers and professional skills of managers), program-oriented (with three components of teaching and learning process, research program and training program) and managerial competencies (with four components of financial resources management, strategic thinking, systematic evaluation and internal and external communication). In the end, the theme network pattern of continuous improvement of the performance of Sama primary schools was designed. Conclusion: According to the results of this study, in order to continuous improvement of the performance of Sama primary schools must use the identified dimensions and components for it and provide the ground for their implementation.

Purpose: Today, the issue of academic failure is one of the most important and scrutinized factors in educational systems and examining the effective factors on it can help in better understanding this phenomenon and providing solutions to its reduce. Therefore, the current research was conducted with the aim of modeling the academic failure of senior students based on the socio-economic position and family social capital with the mediation of family chaos. Methodology: This study in terms of purpose was applied and in terms of implementation method was quantitative from type of correlational. The population of the present research was the senior students of Mazandaran province, which 170 people of them were selected as a sample by cluster sampling method. The research tool was a researcher-made questionnaire of effective social factors on academic failure, which had four components of academic failure, socio-economic position, family social capital and family chaos. The face validity of the questionnaire was confirmed by education specialists and experts and its reliability was obtained with Cronbach's alpha method above 0.70. The data were analyzed with tests of regression and structural equation modeling from type of path analysis in SPSS and LISREL software. Findings: The findings showed that all three variables of socio-economic position, family social capital and family chaos separately had a significant correlation with the academic failure of senior students and were able to predict the 31.0%, 20.2% and 22.9% of the changes of their academic failure, respectively. Also, all the three mentioned variables together could predict 51.6% of the changes of academic failure of senior students. In addition, the academic failure model of senior students based on the socio-economic position and family social capital with the mediation of family chaos had a good fit, and in this model, the variables of socio-economic position and family social capital on family chaos and academic failure and the variable of family chaos on academic failure had a direct and significant effect and the variables of socio-economic position and family social capital with the mediation of family chaos had an indirect and significant effect on academic failure (P<0.001). Conclusion: According to the results of this study, in order to reduce the academic failure of senior students can provide the basis for improving the socio-economic position, increasing the family social capital and reducing the family chaos.

Purpose: Organizational ecology helps to managers so that can look at the organization from a different perspective and take steps towards its growth and improvement. Therefore, the current research was carried out with the aim of designing a paradigmatic model of organizational ecology management in education. Methodology: The current research was qualitative which carried out on specialist and expert professors in the field of population ecology and organization in the field of education and similar organizations in 2022 year. The research sample was 15 people, which whose number was determined according to the principle of theoretical saturation, and they were selected by purposive sampling method. The tool of the current research was a depth semi-structured interview, which its validity and reliability were confirmed, and its data were analyzed with the coding method based on grounded theory of Strauss and Corbin (2000). Findings: The findings of the present research showed that the organizational ecology management in education had 85 concepts, 36 sub components and 12 main components. In this study, the main components in the category of causal conditions were included problems related to macro policy making and abandonment and in the circle of the lack of importance of the organizational ecology discussion, in the category of intervening conditions were included weakness in completing the criteria of positive and progressive organizational indicators and managerial and institutional gaps, in the category of background conditions were included factors related to the macro system, in the category of strategies were included culture and organizational management strategies, attitudinal and discourse strategies, interactive strategies and social influence strategies and in the category of consequences were included social and cultural development, institutional and educational development and political development. Conclusion: According to the identified concepts and sub and main components for the organizational ecology management in education, organizational specialists and planners can accordingly take an effective step towards improving organizational ecology in education.