2Introduction: The working life of child laborers delays their school enrollment. This study aimed to investigate the effect of school dropout on the school bounding of child labor students.  Methods: This qualitative research was conducted using the phenomenological method. The study included sixteen male and female students aged eleven to sixteen years from the Shush Labor Children’s Center. Participants were selected through purposive sampling based on the principle of saturation. Data were gathered through qualitative, semi-structured interviews and analyzed using Strauss and Glaser’s approach. Results: School bonding was assessed and further categorized into three dimensions: belief in and commitment to school; attachment to peers, teachers, staff, and the school environment; and engaging in activities that foster a sense of belonging to the school. Conclusions: The results of this study indicate that EDUCATIONAL opportunities provided in schools can encourage students involved in child labor to develop a belief in the importance of education and envision a brighter future. Social interactions, entertainment, and playtime with peers, along with support and acceptance from teachers and staff, strengthen their connections with others. Furthermore, participation in school activities and experiencing collective success help these students feel valued, effectively fostering a sense of belonging to a school environment for adolescents who have been deprived of education.

Criticism is judging the merits and demerits of something and showing its weaknesses and strengths. Textbook evaluation, as a small step in learning and teaching process, can help teachers and learners find books that suit their needs and likes. In the present article, the book ‘ EDUCATIONAL Psychology’ (the 13th global edition) authored by Anita Woolfolk (2016) is reviewed and evaluated. This is a qualitative evaluation based on the writer’ s experience in teaching this source in postgraduate classes for several years. To do so, the formal characteristics and the content of the book and the degree of its success in fulfilling the objectives, which are mentioned in the introduction of the book, are examined. Although this book, like any other book, is not flawless, it can surely be recommended to those who are interested in the learning-teaching process. It is hoped that, via this article, this book would be read and used by more people in the scientific community of Iran.

Background and Objectives: Education sector and its indicators as one of the most important components of the social dimension of sustainable development, by playing its fundamental and crucial role in the process of comprehensive development, has a very important and key role and it is prerequisite for achieving the development of communities. Education has always been a concern of governments in achieving a fair distribution of facilities and expertise and has therefore been one of the most important public policies. Public education improves the productivity of low-income and poor people; because it improves their position in the labor market, and as a result, through education, income and welfare gaps can be reduced, and these gaps in turn affect the degree of development of the countries. Therefore, the issue of inequality is a major development challenge in many countries, especially for those countries whose sovereignty includes vast geographical areas. These inequalities make a serious threat to the balanced development of the regions and make it difficult to achieve the national unity. The present study aimed to investigate the development level of Sistan and Baluchistan counties in EDUCATIONAL facilities and services according to student’ s population. Methods: The research method of this study is descriptive-analytical. The statistical population of the research is the counties of the province in 2016. The statistical sample of the study is 19 counties of the province. The required data for this study was obtained from the province's 2015 statistical yearbook. In the present study, 23 effective indicators in the education sector were used to obtain a logical answer to the main research questions. In this way, in order to analyze the data, at first, the Shannon entropy technique was used to weigh the indicators and then, based on TOPSIS technique with the help of TOPSIS Solver and Excel software, the extent of development of counties in terms of their access to EDUCATIONAL facilities were analyzed and determined. Findings: The results of the research show that according to the TOPSIS method, the county of Zahedan is the most developed county and Dalgan is the most deprived county in the province. Based on this index, and according to the EDUCATIONAL facilities, the counties of Zahedan, Hamoon, Konarak, Zabol and Sarbaz are the most developed counties in the province; and Dalgan, Qasr-e Qand, Mehrestan and Fanoj are the most deprived counties, respectively. Conclusion: Research findings show that 84. 21% of the province counties are at relatively deprived and deprived level of development and none of the counties of the province are at a developed or relatively developed level. The findings of this study indicate the inadequate distribution of EDUCATIONAL facilities and services in Sistan and Baluchestan province. Unfair concentration and distribution of EDUCATIONAL resources and facilities in different regions of the province will aggravate the underdevelopment of counties and their further backwardness. Therefore, considering the abundant DEPRIVATION of the counties of this province in the field of EDUCATIONAL indicators, it is necessary for provincial and national officials to make more serious efforts at the national and provincial levels to eliminate these inequalities and under-development of EDUCATIONAL development in this vast province.

The current research was conducted with the aim of identifying the employment competencies of EDUCATIONAL graduates from the perspective of view of employers. This research was applied in terms of purpose and was among the qualitative researches of Grounded Theory type. The participants of this research included 24 employers in the field of EDUCATIONAL (interviewers for the Education recruitment exam, directors of non-state EDUCATIONAL institutes, directors and recruitment officers of non-state schools, directors of kindergartens and preschools) in Birjand city. Data were collected using semi-structured interview and analyzed by Strauss and Corbin method and using MAXQDA-2020 software. In order to validate the research, two methods of member control and peer review or feedback were used. Consecutive review and comparison of data resulted in the extraction of 28 categories and 6 themes. Data analysis led to the formation of a sub-theory. The model shows that the focal variable is the process of education and teaching skills. The focal variable, under the influence of contextual and intermediate conditions, leads to the formation of the strategies of "being a lifelong learner", "research skills", "planning skills", "classroom skills and classroom management", "purposefulness" and "problem solving skills". became Finally, "increasing employability" was the consequence of this process.

This study aims to identify the EDUCATIONAL DEPRIVATION of children in Iran and to examine the factors affecting the DEPRIVATION at both individual and household levels. At individual level, the effects of socio-demographic characteristics of the family and other factors on the EDUCATIONAL situation of children aged 17-30 years are examined. At household level, the effects of household-related factors on the number of children deprived from education in the household are investigated. Using data from a survey of social and economic characteristics of households, carried out by Iran Statistical Centre in 2001, the research method in this study is based on secondary data analysis.Finding show household size and the number of children in the family, among different demographic factors related to the family, have the most important effects on children's education. Of socio-economic factors, household place of residence, the level of the head of household's education, the household expenditure on cultural services and the quality of the household housing affect children's chance in enjoying higher levels of education. In addition, marital status of the head affects the probability of the existence of a deprived child in the family. The mother's behavior toward the child, compared to that of the father, shows to be more influential on children's EDUCATIONAL performance and levels of education.

The purpose of the present study, which is descriptive-analytic, is to investigate and assess the level of development and explanation of the gap between the cities of Ardebil province in terms of EDUCATIONAL indicators. Information about 53 indicators in the form of physical facilities EDUCATIONAL and EDUCATIONAL spaces, EDUCATIONAL facilities for students, Students 'academic achievement, economic productivity indices, human resource indices by referring to the statistical and libraries' annual reports, institutional indicators, non-cognitive indices and process indicators were also collected through a questionnaire. Information about the province's education and training, population and housing censuses, statistical yearbooks, and computer data from Iran's Statistics Center have been gathered. SPSS software version 20 and Excel2016 have been used to perform computations. Using Vicon models and the entropy weighing method, the ranking of education and training areas of the province has been carried out. Then, through statistical models such as regression analysis and analysis of variance, ANP network analysis process has been used to analyze the factors affecting the development of education areas in Ardabil province. Finally, the most influential indicators were identified. Based on the findings, Ardebil city ranked first in the first rank and in the city of Aslandoz.

Postmodernism represents skepticism toward metanarratives and universal ideologies that dominated the modernist era. The study focuses on three key postmodernist concepts - alternative assessment, process syllabi, and self-directed learning. Alternative assessment emphasizes evaluating the learning process over summative testing. Process syllabi focus on the learning experience rather than rigid outcomes. Self-directed learning enables student responsibility in setting learning goals and processes. This paper examined the effects of postmodernist EDUCATIONAL concepts on improving Iranian EFL learners’ autonomy. A quasi-experimental pre-test/post-test design was utilized with 60 intermediate level Iranian EFL students divided into an experimental and control group (n=30 each). The experimental group received instruction utilizing the three postmodernist concepts over 14 weeks, while the control group received traditional modernist instruction. Autonomy was measured using a validated questionnaire before and after the intervention. The results showed the experimental group demonstrated significant increases in autonomy compared to the control group. Paired sample t-tests revealed significant differences between pre-test and post-test autonomy for the experimental group across all three postmodern concepts - alternative assessment, process syllabi, and self-directed learning. This suggests postmodernist concepts that decentralize instruction and emphasize student process over outcomes can enhance Iranian EFL learners’ self-direction and responsibility for language acquisition. The study implies EFL syllabus designers and instruction should transition to postmodern models centered on individualized assessment, flexible syllabi, and student-guided learning to boost autonomy. Further research can expand sample sizes and explore additional postmodernist concepts across diverse demographics.

Dear Editor, Neighborhood characteristics can affect people's activity. For example, some neighborhood characteristics may cause people to spend more time at home and not perform outdoor activities. Therefore, this may lead to obesity by reducing physical activity and increasing sedentary life and food intake. Research shows that neighborhood characteristics are at least as important as individual characteristics in determining the likelihood of obesity. When the design of a neighborhood hinders physical activity, it causes obesity. In other words, environment structure influences behavior and health outcomes (1). . .