درخت حوزه‌های تخصصی

This study aimed to explore the attachment patterns in children diagnosed with Fetal Alcohol Spectrum Disorders (FASD) by examining the experiences and perceptions of their primary caregivers. A qualitative research design was employed, utilizing semi-structured interviews with 14 primary caregivers of children diagnosed with FASD. Participants were recruited from specialized clinics and support groups. Data were collected through in-depth interviews, focusing on topics such as the nature of the child-caregiver relationship, caregiver perceptions of the child's attachment behaviors, challenges in the attachment relationship, and strategies used to support attachment. The interviews were transcribed and analyzed thematically, with theoretical saturation achieved when no new themes emerged. Four main themes emerged from the analysis: the nature of the child-caregiver relationship, caregiver perceptions of the child's attachment behaviors, challenges in the attachment relationship, and strategies used by caregivers to support attachment. Caregivers emphasized the importance of emotional bonding, effective communication, physical closeness, and consistent caregiving in fostering secure attachment. They reported a range of attachment behaviors, including both secure and insecure patterns, influenced by the neurodevelopmental impairments associated with FASD. Key challenges included managing emotional outbursts, behavioral issues, and balancing caregiving roles. Caregivers employed various strategies such as therapeutic interventions, establishing routines, positive reinforcement, and emotional coaching to support attachment. The study provides a comprehensive understanding of the attachment patterns in children with FASD, highlighting the critical role of responsive caregiving and the adaptive strategies used by caregivers. The findings underscore the need for targeted interventions and comprehensive support systems to enhance attachment and promote the developmental well-being of children with FASD. Further research is needed to explore the long-term impact of these attachment patterns and the effectiveness of specific interventions.

In today's competitive world, universities and organizations are successful that are able to make the most of information and knowledge. For this reason, many universities have started knowledge orientation through entrepreneurship education. The aim of the present study was to investigate scientific articles and researches in relation to entrepreneurship education model. To identify the elements of the native model of entrepreneurship education, a qualitative approach and content analysis method was used. Therefore, for this purpose, 50 articles developed by local and international authors were reviewed. Findings showed that entrepreneurship education model can be classified in three dimensions of capability-oriented, personality-oriented and lesson-oriented themes, which can be used to design a native model of entrepreneurship education in higher education.

This study investigates the immediate impact of reflective practices on the language assessment literacy of Iranian English as a Foreign Language (EFL) teachers. Combining quantitative assessment literacy measures with qualitative analysis of reflective practices, the research draws on the theoretical frameworks of Alderson, Fulcher, and Schön. Empirical insights from Akbari, Farrokhi, Shahnazari, and Karami and Rahimi provide a contextual backdrop within the Iranian EFL educational context. Using a mixed-methods design involving 50 EFL teachers, the study employs adapted assessment literacy measurement tools and reflective practices assessment tools. The results, analyzed through descriptive and inferential statistics, paired t-tests, and qualitative exploration, highlight improvements in specific areas such as choosing appropriate assessment methods and using results for decision-making. Implications point towards integrating reflective practices into professional development, while future research avenues include exploring long-term effects, contextual variations, and technology integration.Implications point towards integrating reflective practices into professional development, while future research avenues include exploring long-term effects, contextual variations, and technology integration.This study investigates the immediate impact of reflective practices on the language assessment literacy of Iranian English as a Foreign Language (EFL) teachers. Combining quantitative assessment literacy measures with qualitative analysis of reflective practices, the research draws on the theoretical frameworks of Alderson, Fulcher, and Schön. Empirical insights from Akbari, Farrokhi, Shahnazari, and Karami and Rahimi provide a contextual backdrop within the Iranian EFL educational context.