مطالب

INTRODUCTION: Crisis is one of the issues of human societies; the management of each of its stages requires a crisis management strategy; therefore, the purpose of the present research is to explain a model for the implementation of earthquake crisis management strategy in Bahabad County, Iran. METHODS: In this study qualitative- quantitative research, Grounded Theory method was used in qualitative part. The statistical population in the qualitative phase included 12 specialists and experts who were familiar with crisis management. In the quantitative phase, a total of 53 ones were studied by using a researcher-made questionnaire who were responsible in the institutions subject to Articles 2 and 10 of the crisis management law of the country approved by the Islamic Consultative Assembly of Iran. About 47 ones were selected based on Morgan's table. The inferential statistics such correlation coefficient, regression coefficient, and multivariate variance analysis was used to find the relationship between the variables. FINDINGS: In the qualitative part, 21 categories were separated after the theoretical saturation resulting from interviews with specialists and experts and then in the quantitative phase, these categories were divided into questions. The analysis of the neural network indicated that the significance of the components of strategy implementation in predicting the mentioned model in Bahabad County, Iran, so that "leadership" had the most impact and "data production, update, and processing" had the least effect on the model prediction. CONCLUSION: Based on the presented model, the strategy implementation components are operationalized in each of the pre-crisis, during-crisis and post-crisis stages correspondingly through the three processes, including "tool-making", "flow-making," and "institution-making." According to the results, by upgrading these processes, the feasibility of the proposed model will increase as well.

INTRODUCTION: The present study was conducted with the aim of designing a crisis management model for administrators of Farhangian University of Iran. METHODS: This mixed research was conducted in two phases, qualitative (phenomenology) and quantitative (cross-sectional survey). In the first phase, 16 administrators and academic staff members of universities with experience in crisis management were selected and interviewed. Then, data coding, components and quality requirements of crisis management were obtained through theme analysis. In the quantitative phase, a researcher-made questionnaire was designed based on the obtained indicators and using stratified random sampling method, 265 faculty members were studied and analyzed through Structural Equation Modeling (SEM) method and PLS3 software. FINDINGS: According to the findings, the components of crisis management in Farhangian University include level of preparedness to deal with the crisis; preparing a risk management plan; organizational structure; participation of organizations; organization communications; continuous monitoring; leadership of the organization; organizational agility; and university infrastructure. Also, crisis management requirements include quality of trainers, educational facilities, performing relief maneuvers, physical equipment and financial resources. CONCLUSION: The results showed that students, professors and administrators should receive the necessary training on crisis management in universities in order to prevent possible damages when facing a crisis.

Purpose: The COVID-19 pandemic has had significant effects and outcomes on primary education. Therefore, the aim of this study was to understand teachers' experiences of the effects and outcomes of COVID-19 on the quality of education in elementary schools. Methodology: This qualitative study was phenomenological in nature. The research population consisted of elementary school teachers in Zanjan County, from which 24 were selected as samples through purposive sampling based on the principle of theoretical saturation. The samples were subjected to semi-structured interviews, the validity of which was confirmed through triangulation and the reliability was calculated as 0.88 using the intercoder agreement coefficient. Data analysis of the present study was conducted using thematic analysis in MAXQDA software. Findings: The results of this study indicated that understanding teachers' experiences of the effects and outcomes of COVID-19 on the quality of education in elementary schools consisted of 14 sub-themes under 2 main themes. The main theme of the virtualization of education included 9 sub-themes: deficiencies in facilities and infrastructure, lack of information and experience among teachers, decreased quality of learning, increased stress among families, behavioral and psychological problems of students, health and physical problems of students, economic problems, educational gaps, and the organization of psychological strengthening courses. The main theme of developing new policies and strategies in education and teaching included 5 sub-themes: a new approach to modern education, new policies in school development, new strategies in teacher training, new work procedures and goals, and the integration of technology in the workplace and life. Conclusion: According to the results of this study, it was determined that COVID-19 opened a new window for the education system to adjust and change educational policies and develop the necessary infrastructure to improve the quality of education.

The aim of this study was to examine the impact of metacognitive-cooperative training on the writing skills of Iranian EFL learners. The study employed quasi-experimental design. To this aim, four intact classes were randomly allocated into three experimental groups and one control group. The findings from the initial assessments indicated that the individuals involved in the study exhibited a similar level of language competence and writing skills, ascertained by the Oxford Quick Placement Test (OQPT) and a pretest specifically designed to evaluate writing abilities. Consequently, a total of 120 Iranian EFL learners, selected from a subject pool of 160 individuals at the upper-intermediate level, were designated as the participants for this study. The selected subjects were subsequently divided into four distinct groups, namely three experimental groups (EG1, EG2, EG3) and one control group (CG). The experimental groups (EG1, EG2, and EG3) received instruction on cooperative learning, metacognitive strategies, and a combination of metacognitive and cooperative learning, respectively. Conversely, the control group (CG) adhered to a conventional curriculum for writing. Subsequently, a posttest was conducted. Having conducted the Wilcoxon-Signed Rank Test, the researchers figured out that the instructional methods of cooperation, metacognition, and metacognitive-cooperation significantly influenced the improvement of writing skills among Iranian EFL learners. Based on the outcomes of the ANCOVA test, the researchers reached the conclusion that the metacognitive-cooperative group exhibited superior performance compared to the groups that received solely cooperative or metacognitive instruction. The study’s pedagogicalimplications have been thoroughly discussed.