Purpose: The purpose of this research was to compare the sense of belonging to the school, the perception of the school atmosphere and the academic vitality of elementary school boys in non-profit and normal schools in Qain city. Method: The method of this research was descriptive and comparative. The statistical population of this research included all elementary students of non-profit and normal schools in Qain city in the academic year of 2023-2024. From among the statistical population, 114 students (57 regular students and 57 male students from non-profit schools) were selected as the research sample using available sampling method. In order to collect research data, Barry, Betty and Watt (2004) School Belonging Questionnaire, Reddy and Rhodes (2007) Perception of School Atmosphere Questionnaire and Martin and Marsh (2008) Academic Vitality Questionnaire were used. In order to analyze the research data, multivariate analysis of variance (MANOVA) was used. Findings: The results of the research data analysis showed that there is a significant difference between the variables of feeling of belonging to school, perception of school atmosphere and academic vitality in non-profit and normal school students (p<0.005). In other words, the sense of belonging to the school, the perception of the school atmosphere, and the academic vitality of non-profit students are more than the students of normal schools.Conclusion:The results of this research showed that the scores of normal students in the studied variables are lower than those of non-profit students, so normal schools should provide training to strengthen academic variables

Background and Objectives: Understanding how a learning environment works effectively is essential to designing an architectural environment. Effective learning environment is an environment that, along with other factors that influence children's education, such as curriculum, teachers, etc. has an important impact on child education. The physical environment does not actually change the behavior, but it can affect the learning process. Therefore, in this study, we explain these principles and their relationship with learning. Method: The present study is an applied one and a survey method. The statistical population of this study is elementary school teachers in Rasht, 300 of whom were selected by random sampling. The KMO index in this study was 0. 939 which indicates the adequacy of the samples. Confirmatory factor analysis and regression were used to analyze the data. Findings: The results show that there is a direct and significant relationship between architectural system factors including: flexibility, light and nature and learning system factors including: fundamental, behavioral and motivational factors, most of which related to the effect of nature factor with regression coefficient 0. 610, which can increase children's motivation for purpose and vitality, which are effective factors in promoting learning. Discussion and Conclusion: The results of the research confirm the impacts of designing and adjusting the environment on children's learning. Based on the research findings, it can be concluded that the environment is considered as an important factor in the creation of learning contexts.

Purpose: This study aimed to determine the factors affecting Service Learning (SL) in Elementary school students in Tehran. Methodology: The present descriptive survey research was conducted in terms of the goal as basic with mixed approach, exploratory categorization. In the qualitative part, in addition to using specialized texts in the field of SL, Teachers and specialists active in the field of service learning were interviewed; participants in quantity part included elementary school teachers in the same city. In the qualitative section, the sample included 30 people who were selected by targeted sampling method, considering 5-15 people for each variable, and in quantitative one, 309 people were randomly selected via singlestage cluster. To collect data in the qualitative part, analysis of texts related to service learning, and semi-structured interview, and in the quantitative part of the study, the researcher-made questionnaire were used. Findings: For data analysis in the qualitative part, content analysis and in quantitative, exploratory factor analysis were administered. The results showed that five factor categories affect the implementation of service learning in schools, which were respectively (based on factor load value) at the following: 1) professional and general competence factor of teachers, with 25 indicators and factor load of 0. 694. 2) The atmosphere factor of School, with 8 indicators and operating load 0. 680. 3) Curriculum development, with 34 indicators and factor load of 0. 631. 4) Educational leadership, with 12 indicators and factor load of 0. 0670. 5) School relationship with community, with 7 indicators and operating load 0. 646. Conclusion: In general, in order to increase students' orientation of service learning, the competency and capability of teachers should be improved through new software methods and technology, furthermore, the school space should be appropriately enriched in terms of content, curriculum and educational programs to meet students’ basic needs and to establish effective relation between the school, and influential factors in the society.

In the last few decades teaching values of citizenship has become an international mental concern and has formed a new view in education.An interest in teaching values of citizenship in commensurate with the culture and beliefs specific to each society has been established due to the need of training responsible and knowledgeable persons and also because of a continuous increase in communication, emergence of different cultures, and presentation of a variety of citizenship patterns, which in case of not being relevant to the national culture, they will damage the concept and act of responsible and active citizenship. In this scenario, finding an identity and coexistence on an international scale is sometimes difficult for the adolescent.The aim of the present study is to identify the system of values of citizenship, which is to be incorporated into the curriculum by considering the culture of this country and training and teaching at the elementary level.The type of this research study is applied and in terms of methodology is a survey research. Since the participants should all be experts, the population under study consists of experts who are conversant with the issues of training, education, and curriculum design.Thirty one subjects were chosen from the population through simple random selection procedures.In order to collect the needed data, questionnaires were designed and then validated by experts.The findings indicate that based on the students' age and grade, the values can be suggested and confirmed and then assigned to seven main categories to be taught at elementary schools. The categories are: personal identity, cultural identity, norms, religious identity, international identity, democracy, and participation.Incorporating these values into appropriate teaching methodologies for different levels, different age groups, and the intended values are identified in this study.

Introduction Teachers play a crucial role in the educational environment, serving as the backbone of educational systems worldwide. The quality of education relies heavily on teachers, highlighting the importance of effective teacher training for improvement. This research aims to explore the competencies of effective primary school teachers from the perspectives of both teachers and students.   Method This qualitative study utilized an interpretive paradigm and theoretical sampling. Data were collected through semi-structured interviews with 15 primary school teachers and 18 students in Chaharmahal and Bakhtiari province. The interviews were transcribed, coded, and analyzed. Initial codes were generated, followed by focused coding to identify more frequent and comprehensive codes. Ultimately, research categories were extracted through constant comparative analysis.   Results The findings identified three main categories of personality competencies, environmental perception competencies, and professional competencies are effective aspects of a teacher's existence.   Discussion The study shows that students value teachers' caring and supportive qualities, while teachers prioritize scientific and technical skills. This research suggests a need to reassess teacher training methods.

This article, through classical experimental design research approach, investigates the effects of Quranic-elementary schools teachings, as extracurricular programs, on the Quranic reading skill of the students. To this aim, the city of Bardeskan was selected for the study and the sample was divided into two groups, namely treatment and control. Each of the groups were tested before and after the classes on reading skills. The only difference was that the control group did not take part in the classes. The findings revealed that these educational courses had paramount effect on the reading skill of the elementary students. According the statistics used in the study- mean, standard deviation, network charts, non-parametric tests and especially ANCOVA, it was revealed that accent has showed the most effect. The findings also revealed significant difference in terms of gender. Therefore, it can be claimed that Quranic teachings has had positive effects on the elementary students and at least has achieved some of its goals.

The current research has taken place with the aim of understanding the activity of educational guidance teachers in fields of education (in various levels of pre-teaching, during teaching, and post-teaching), management (in the category of human relationships, evaluation of teachers’ work, and organizational responsibilities), and educational and experimental abilities from teachers view, in the form of a descriptive design through cluster sampling with the help of a questionnaire consisted of 64 questions (prepared with Likert style, in a five degree scale, with providing maximum validity and reliability for it). This research was performed on 322 teachers from the elementary school level in cities across province of Tehran. The results of this research show that from teachers’ point of view, guidance teachers are not only unsuccessful in acting upon their responsibilities in educational fields, but in some cases they have negative influence and activity as well. Based on the results of this research, two fundamental suggestions have been made along with detailed explanations in each case in order to improve the activity of guidance teachers. These suggestions have been made possible by using other assessments that have been done about the activity of guidance teachers, as well as the personal experiences of the researcher.

This research focuses on effective geography teaching in the elementary education sector of Iran. Nowadays, in education, there has been a shift of attention from teaching to learning. This perspective places learning at the core of all educational programs, policies, and strategies, necessitating a focus on effective and efficient teaching methods. The effectiveness of geography teachers' instructional methods leads to an increase in the quality of education and ultimately results in better learning outcomes. The aim of this research is to introduce types of effective geography teaching. The methodology employed is qualitative, specifically phenomenological. The predominant strategy for conducting the research is inductive. The findings indicate that methods such as geographical dialogue, multimedia and technology-based approaches, scaffolding, kind behavior, map-oriented instruction, inquiry-based learning, classroom presentations, brainstorming, observation, performance-based teaching, blended methods, questioning and answering, group participation, teacher motivation, exploratory learning, and flipped learning are highly effective in enhancing geography education. Consequently, it can be concluded that teaching geography as a theoretical-applied discipline has lost its efficacy when relying solely on conventional teaching methods, and the learning approaches must evolve in accordance with the spirit of the times. In this context, effective geography teaching plays a crucial role in students' understanding of the surrounding world, the development of spatial thinking, and their connection with the environment.

The prevalence rate of mathematics learning disorder among elementary students of Qom province in the academic year of 2006-2007 was studied. 3282 third, fourth and fifth graders, selected by partial sampling method from 7 educational districts, responded to the Mathematics Learning Disorder Diagnostic Tests (Malekpour, 1994; Faramarzi, 1996). The visual and auditory statuses of the students were also checked by referring to their health status files. Raven Progressive Matrices (Raven, 1965) was also used for students with scores lower than the cutoff point. Students with lower than normal intelligence scores and visual or auditory impairments were omitted from the sample. Results showed the prevalence rate of 2.92% which was significantly higher than the prevalence rate of mathematics learning disorder reported in DSM-IV-TR. No significant gender differences were observed but the prevalence rate of the disorder in district four differed significantly with districts one, two, three and six and districts one and six also showed significant difference. The implications of these findings regarding prevention, appraisal and diagnosis of the disorder, and intervention were discussed.