مطالب

Studying and understanding the social, economic, and political structures of Iron Age communities is a significant aspect of archaeological research of this period. Until now, much of the archaeological research on the Iron Age in Iran has focused largely on the typological study and comparison of findings from cemetery excavations, with less attention given to the study and reconstruction of the various aspects of the social, economic, and political structures of communities from this period. Most researchers to date have regarded the people of the Iron Age in Iran as communities lacking organized administrative and political structures, and based on the limited number of settlement sites, have described them as nomadic herders. However, the study, interpretation, and analysis of findings from settlement sites of this period in Central Iran have revealed new perspectives on the presence of socio-economic and political institutions and organizational structures. The discovery of a piece of grey pottery with a cylinder seal impression at Chaltasian Tepe, Varamin, alongside other evidence from significant and large settlement sites of the Iron Age, provides us with evidence of socio-economic institutions during the Iron Age

Studying the elemental composition of coins does not only provide chemical information of the legal tender but provides insight into the manufacturing process, history, and economic state of the country during the minting year of the coins. The elemental composition of some Sassaian coins spanning from the years 582 to 591 AD have been analyzed using PIXE at the Bubansor physical lab of India and metallic the elements Ca, Fe, Cu, Ag, Au, and Pb were observed. The result The study of elemental composition of silver coins in Iran under the Sassanian period can help to explain the locations and identification of coins' mines. By determining not only major but also minor and trace element concentrations, the coin's compositions were used to deduce information both on the economic conditions under the different reigns. The aim of this work is to study the chemical composition of some Hormizd IV coins to show the economic situation and find any relation between the mines used for the extraction of silver and the actual silver coins minted at that time. Using the PIXE technique, the show that Hormizd IV king used almost Cerussite mines for their coins and are brought to light valuable information about the economy of the time.

Drawing on the team-teaching model of multiple instruction, this study aimed to investigate the impact of team-teaching on the English language achievement of Iranian high school students. The study employed a sequential explanatory mixed-method design, consisting of two phases for data collection and analysis. In the quantitative phase, 40 male and 40 female students aged 16-18 were conveniently sampled from tenth-grade high schools in Lahijan, Iran. They were divided into two experimental and two control groups. The experimental groups received instruction using the team-teaching model, while the control groups received traditional instruction. Data analysis was conducted using one-way ANOVA, which revealed a statistically significant improvement in the performance of the experimental groups compared to the control groups. Due to gender differences, the results showed no significant disparities in the outcomes achieved by male and female students. In the qualitative phase, the same participants from the experimental groups were asked to provide open-ended responses regarding the advantages and disadvantages of the team-teaching method, using a questionnaire developed by Jones and Harris (2012). The responses were carefully examined using open coding techniques, and common themes were identified through systematic comparison of the codes. The findings indicated that team-teaching offered a wide range of benefits. Considering gender differences, it was evident that male participants perceived the benefits of the team-teaching model to outweigh the drawbacks more than their female counterparts. These findings have pedagogical implications for Iranian teachers and theoreticians in the field of English language instruction.

The current study attempted to investigate the effect of a newly tailored curriculum on students’ general English achievement across gender as compared to the standard curriculum at Iranian tertiary education. The participants were 120 non-native undergraduate students of Pre-requisite General English course majoring in different disciplines at Ayandegan Institute of Higher Education in Tonekabon city. They were assigned into four groups including female control and experimental as well as male control and experimental. The experimental groups received teaching through the tailored curriculum and the control groups through the standard one. All the groups were given pretest and posttest on general English achievement. In order to analyze the data, a Kolmogrove-Smirnov test and an Independent Samples T-test were utilized. The findings of the study indicated female participant’s outperformance compared to the male ones, after being treated with tailored curriculum (TC) and standard curriculum (SC). However, the male participants experienced higher degree of progress after receiving TC as compared to SC, while such progress was not seen for the female.

This investigation aimed to examine the impact of spaced and massed education on the reading comprehension and vocabulary gain of Iranian EFL students. The researcher selected 150 Iranian participants out of 300 based on their enactment in the Oxford Quick Placement Test (OQPT). The selected medium participants were unsystematically assigned into two empirical groupings (spacing and massed) and one control group. The participants' reading comprehension and vocabulary knowledge in English were estimated using a pre-test. Three groups were provided with instruction on reading skills by English texts and new words from American English File 3. The massed group received a 90-minute session for each text, whereas the spaced group received three 30-minute sessions; the first session lasted 30 minutes, followed by two more sessions, each lasting 30 minutes, scheduled two days apart. Behind the teaching, a reading and vocabulary post-test post-test were distributed to the three classes. The results of data analysis utilizing independent samples t-tests and one-way ANOVA showed a considerable distinction between the post-tests of the spaced and massed groups compared to the control group. The findings demonstrate that the spaced grouping, which followed the specific recommended steps in their community, outperformed the massed and control groups (p < .05). This has consequential implications for English instructors, learners, and curriculum developers.