درخت حوزه‌های تخصصی

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

The establishment of the Psychological Research in Individuals with Exceptional Needs (PRIEN) Journal marks a significant milestone in the field of psychology. This pioneering international academic journal is dedicated to addressing the multifaceted psychological needs of individuals with exceptionalities. Our mission is to promote understanding, support, and advancement for those with unique psychological needs, ranging from developmental and emotional challenges to cognitive exceptionalities and giftedness. As we introduce PRIEN Journal to the world, we aim to set the stage for meaningful progress in this crucial field. The landscape of psychological research is vast, yet there remains a critical need for focused studies on individuals with exceptional needs. The PRIEN Journal addresses this gap by offering a platform for high-quality original research, comprehensive reviews, thought-provoking editorials, and insightful communications. This focus ensures that our content is relevant and beneficial to both practitioners and scholars who work with this diverse population. Our journal aims to highlight such impactful studies and bring them to the forefront of academic and clinical practice. As we launch the PRIEN Journal, we invite researchers, practitioners, and scholars to contribute their work and join us in advancing the understanding and support of individuals with exceptional needs. Together, we can set the stage for progress, driving forward research and practice that will make a meaningful difference in the lives of those we serve.

Gifted children, recognized for their exceptional intellectual abilities and advanced cognitive skills, often face unique challenges and opportunities in their social development. This letter aims to shed light on these complexities, exploring the factors that influence the social skills of gifted children and suggesting strategies for supporting their social growth. Continued research is vital to understand better the social development of gifted children and the effectiveness of various interventions. Studies focusing on diverse populations and contexts can provide insights into how different factors influence social outcomes. By building a robust evidence base, educators, parents, and policymakers can develop more effective strategies to support the social development of gifted children. The social development of gifted children is a multifaceted issue that requires a nuanced understanding of their unique challenges and opportunities. While gifted children may face difficulties in peer acceptance and social-emotional adjustment, they also possess advanced social skills and problem-solving abilities that can be harnessed to promote positive social interactions. Educators and parents play a crucial role in providing the support and interventions needed to nurture these skills. By adopting an equity-focused approach and implementing innovative strategies, we can ensure that gifted children thrive both socially and academically.

The objective of this study was to explore the experiences of students and educators during the transition from special education to higher education. This qualitative study employed a phenomenological approach to gain an in-depth understanding of the participants' experiences. Data were collected through semi-structured interviews with 23 participants, including 15 students who had transitioned from special education to higher education and 8 educators, comprising special education teachers, higher education faculty members, and disability support staff. Thematic analysis was used to analyze the interview transcripts, with themes and subthemes identified through coding and categorization. The analysis revealed three primary themes: Transition Challenges, Support Systems and Resources, and Personal Growth and Development. Transition Challenges included academic difficulties, social integration issues, navigating support services, emotional and mental health challenges, and financial barriers. Support Systems and Resources encompassed institutional support, peer support, parental involvement, community resources, and technological aids, with a notable emphasis on the importance of faculty and staff training. Personal Growth and Development highlighted the development of self-advocacy skills, independence and responsibility, academic and career aspirations, and building confidence and resilience. The findings of this study underscore the multifaceted nature of the transition from special education to higher education, highlighting both the challenges and opportunities for students with disabilities. Effective support systems and comprehensive planning are crucial for facilitating successful transitions. The study's insights can inform the development of targeted interventions and support strategies to create more inclusive and supportive educational environments, ultimately empowering students with disabilities to succeed in higher education.

The aim of present study was to explore the comparative effect of direct corrective feedback and recast on EFL learners’ reading comprehension in a critical thinking (CT) context. Sixty female EFL learners were selected from a larger group of 85 learners through convenience sampling and were given a Preliminary English Test (PET) to assess their proficiency levels. As the next step, the participants formed two random experimental groups. The reading comprehension abilities of both groups were measured before and after the treatment through administration of reading section of two separate versions of PET. Both groups received 12 sessions of the treatment. Two paired samples t-tests were utilized, both of which proved significant improvement for both groups from pretest to posttest. Then, the posttest scores of the two groups using an independent samples t-test were compared. Based on the results, the difference between the two groups turned out to be significant indicating superiority of the effect of the recast. This study can have important implications for the stakeholders in foreign language (FL) education.