مطالب

Resistance literature deals with concepts such as subjugation and deliverance. Translation of this type of literature has played an important role in transferring such concepts to other countries. The purpose of this study is to present a quantitative-analytical study of the novels of resistance literature translated from English to Persian during the four administrations which were in power in Iran between 1978 and 2005. To this end, historiography approach proposed by Pym (2014) was applied. Primarily, the themes of the novels were classified based on Harlow (1987) and DeShazer’s (1994) model of classification of resistance literature. The themes include race discrimination, class conflict, war, colonialism, post-colonialism, and totalitarianism. Then, the translated novels of each administration were examined to see which ones covered the above themes. The results indicated that only 6% of the published translations of the period under study was allocated to resistance novels. It can be concluded that translation of resistance novels was marginalized, and Iranians were basically reading novels covering themes other than resistance literature.

This study investigated the creativity-supportive behaviors of Iranian EFL teachers. A mixed-methods data collection approach was adopted: quantitative data were obtained from randomly selected 94 teachers and 216 students through the Persian version of the Creativity Fostering Teaching (CFT) index (Soh, 2000), and qualitative data were collected via students' reports on twelve classroom aspects. To analyze the quantitative data, an independent samples t-test and for the qualitative data, thematic analysis coding were used. There was a significant difference between the teachers' and the students' views on creativity-supportive behaviors of Iranian EFL teachers. Additionally, environment and interaction were extracted as two main themes from the analysis of the qualitative data. These two themes were discussed as the central factors influencing the creativity-supportive behaviors of the teachers. Although most Iranian EFL teachers want and try to adopt strategies and activities to develop or support creativity in their classrooms, the results showed that Iranian EFL students do not experience the classrooms as a locus of supporting creativity. Generally, creativity is not implemented and supported in Iranian EFL classrooms. The findings illustrate that teacher-training programs should equip Iranian EFL teachers with the knowledge and strategies of creativity- fostering instruction.

Purpose : As regards the effect of creativity and models for the growth of it, this study endeavors to develop a pattern model for the purpose of growing creativity in the structure of the elementary school curriculum based on the fundamental reform document of education (FRDE) Methodology : As for the purpose of this study, it was conducive. Furthermore, in view of the procedure of methods, it could be considered as qualitative. 10 individuals of statistical society were chosen by targeted and snowball sampling methods in 2019. We utilized methods of reviewing the fundamental reform document of education and Semi-structured interviews. Validity and Validity of these methods were desperately examined by triangulation methods of data collection which were suitable for assessment and the coefficient of the agreement was estimated to be 0.76. Ultimately coding method was used in order to analyze the gained data of reviewed documents and interviews. Findings : Results demonstrated that 25 codes belonged to the growth model of creativity in the structure of the primary school curriculum based on the fundamental reform document of education while 15 codes are known to be relevant to this model based on interviews that have gotten done with some experts of the elementary school curriculum. Consequently, the model for the growth of creativity in the structure of the elementary school curriculum was designed based on these codes. Conclusions : Results of the present study contain some practical functions. Moreover, identified codes and designed models were used in order to improve the model of growth in creativity.

Purpose : The present study was conducted to investigate the factors and consequences of the curriculum with an entrepreneurial approach for gifted students in Iran. Methodology : Research method in terms of purpose, basic-applied in terms of data type, mixed (qualitative) of exploratory type; In terms of data collection time, it was cross-sectional and in terms of data collection method or the nature and method of research was descriptive survey. The statistical population of the research in the qualitative section included all the heads of the provincial elite foundation and the heads of the talented departments of the General Directorate of Education and the provinces and 20% of the teachers implementing the Shahab project. 20 people were selected by purposive non-random sampling. Quantitatively, the statistical population includes high school students in gifted schools. The number of these students was 7000, which used the Cochran's formula, and based on this, 364 people were selected. Sampling method was done through multi-stage cluster sampling. In the qualitative part of this study, the Delphi questionnaire based on CVR and CVI forms was used and in the quantitative part, the questionnaire was used. The validity and reliability of the instruments were evaluated and confirmed. Findings : The results of the study showed that the curriculum with entrepreneurship approach for top talents including environmental components, economy, entrepreneurs, entrepreneurship, factors affecting the implementation of this approach in the curriculum, including components of support, teacher, system policies and Factors influencing the curriculum with an entrepreneurial approach, including talent discovery, improving top talent and self-efficacy were introduced. Conclusion : Implementing an entrepreneurial curriculum leads to talent discovery. That is, it identifies the top student talents and introduces them to continue their studies in related fields. These talents can also be introduced to various national and international centers.