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.

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.

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.

Purpose: The present research was conducted to explain creativity, based on self-management and creative self-efficacy by mediating of Educational engagement in elementary school students with learning Difficult. Method: The research method was a descriptive-correlation method with a path analysis design in the form of structural equations. The statistics society was included of students in 4th to 6th grads with learning problems that were engaged to educate in primary schools of Arak city in the academic year of 1400-1401, which were selected 200 boys’ and girls’ students (100 each gender) with learning problems as the research sample by using the purposeful sampling method. Data gathering tools were include Colorado Questionnaire, Shaffer's creativity questionnaire, Karwowski creative self-efficacy, Houghton and Neck's self-management, and Wilborn's Educational engagement, which were completed by teachers and parents of students with learning Difficult. The collected data were analyzed by using Pearson's correlation coefficients and path way analysis in SPSS and AMOS software. From structural equations modeling method was used to investigate the research model fitness.  Results: The findings showed that the research model have an agreeable fitness. Also acquired coefficients between variables parameters showed that meaningful direct effect of self-management dimensions and creative self-efficacy on Educational engagement and creativity. In this means, by increasing the self -management and creative self-efficacy, there is a positive change in the degree of Educational engagement and creativity in students with learning problems. So, the relationships between the variables of the model drawn in this research were confirmed.

current research is to critically analyze the discourse of world peace in the textbooks of the Iranian Educational system based on the theory of identification by L& M. For this purpose, the textbooks between the years 1357-1392 (primary period and first period high school) have been analyzed. This article has been done with the combined method of analyzing the discourse of Fairclough, L &M and focusing on the following questions: What was the status of the world peace discourse in the Educational documents of this era? What subjects are these Educational materials trying to create? What role have the dominant political discourses in this era played in shaping the identity of these subjects? The findings show that the discourse of world peace in Educational books and documents has been rejected due to the demarcation between Islamic and non-Islamic, internal and external. Power processes have tried to create militant and vengeful subjects with a military identity. The factor of persuasion of the subjects is the axiomatization of the ideologies of the revolution with an Islamic nature. Also, the Educational content by inducing specific defense ideologies has formed pacifist identities in all individual, interpersonal, social and international dimensions.

The purpose of the current research was to investigate the obstacles to the implementation of school-based management in Iran's Educational system based on the interpretive structural modeling approach. The research method was a modeling study. The statistical population of the research was specifically the academic staff members of the university, 25 of whom were purposefully selected from the desired cases. The data collection tool was a researcher-made self-interactive questionnaire. In order to measure and evaluate the validity of the questionnaire, the criterion of content validity was used. The content validity of the questionnaire was 0.96. The data analysis was done with interpretive structural modeling method. The results of the research showed that 9 factors play a role as barriers to school-oriented management. Also, the results showed that financial obstacles (the cost of school-oriented management), socio-cultural obstacles and political obstacles (political focus on schools by the central government) as key independent variables have high influence power and low dependence. Also, the results showed that the lack of belief in the professional competence of school administrators, the lack of infrastructure facilities, the emphasis of upper management on the supervision and control of schools, and the lack of cooperation of local communities with school-based management as the linking variables with the greatest power of influence and the greatest power of dependence. and the centralism in the education system of the country and the lack of legal powers to school managers and staff as dependent variables have high dependency power and low influence power.

Introduction: The incidence of End-Stage Renal Disease (ESRD) varies markedly according to the age, race and sex of the population as well as the geographical characteristics of the place where they live. Low socio-economic status is associated withthe occurrence of several different chronic diseases, but evidenceregarding renal disease is scant. This study was performed to determine the relationship between the level of patient’s family education and income with the etiology of ESRD.Materials and Methods: A cross sectional study was conducted on 62 patients (30 Boys and 32 Girls) with chronic renal failure who were under dialysis treatment. A control group consisting of 400 students was also enrolled in the study. Socioeconomic data were obtained from both groups by using a questionnaire. Meanwhile, the cause of renal failure and the kind of dialysis were also determined for the patients. Socioeconomic features were compared in both the patients and the control group by using student T-Test, Chi-square, Fisher Exact Test and logistic regression analysis.Results: In the dialysis group, there were remarkably more children from families with either one parent or without any supervisor, as compared with the control group) P<0.001).The level of family education in the dialysis group and control group was 10.6 and 13.3 years of schooling, respectively (P<0.001). Dialysis patients were either tenants or were living in houses smaller than the control group’s (P<0.001). In addition, the household’s monthly income for the case group was lower than that of the control group and only 3% of the patients were living in the socioeconomic areas of high classes (P<0.001).Conclusion: The dialysis patients’ families had lower socioeconomic level in comparison with the healthy population. The high prevalence of ESRD in these families may be related to the lack of access to hygienic facilities, the parents’ lack of sufficient knowledge and inattentiveness which may lead to delayed diagnosis of the disease, and incomplete treatment of the primary disease which may, in turn, develop ESRD.

Objective(s): To determine application of the PRECEDE model for increasing coping behaviors against anxiety in Tehran firemen.Methods: This was a quasi experimental study. 118 firemen (59 in experimental group and 59 in control group) from Tehran fire stations were selected as the subjects of the study through a multistage sampling. Data collection tool was a questionnaire developed by author including demographic characteristics and PRECEDE model components.Results: Comparing to the control group, after Educational intervention in the study group, the mean scores of knowledge, attitude, self efficacy (predisposing factors), skill of the relaxation (enabling factor), behavior increased significantly (P<0.0001) and use of 3 Educational resources (enabling factor) in area of relaxation increased significantly (P<0.03). Also, verbal persuasion and positive experiences after doing relaxation (reinforcing factors) were reported by experimental group.Conclusion: The finding of the study illustrates effective application of PRECEDE model in increasing predisposing, enabling, reinforcing factors and coping behaviors against anxiety in Tehran firemen.

Background and Objectives: The purpose of the present study is to evaluate the internal and external efficiency of the master course of curriculum planning in the Nasibeh Campus of Farhangian University. Methods: The present study was an applied onein terms of its purpose and a descriptive survey in terms of its implementation. The population of the study included the current and graduate students of the curriculum planning master’s at Nasibeh Campus - attending the university from 2015 to 2019 (N=36). As the population was small, the census sampling technique was implemented. The internal efficiency of the course was evaluated based on the documents available in the Educational files of the students and graduates. Furthermore, the external efficiency was investigated using a researcher-made questionnaire. The validity of the questionnaire was assessed using face and content validity criteria. The reliability of the questionnaire was determined at 0.89 using Cronbach’s Alpha. The internal efficiency was evaluated using standard formulas. Moreover, the analysis of the questionnaire data was carried out using SPSS Statistics. Findings: the findings of the present study showed that the mean grade of the courses was 17.72 (88.6%). In the investigated period, the rate of loss was 2.57, the average length of the course was 4.96 semesters, the rates of passed and failed credits were 99.65% and 0.35%, respectively, and the rates of passed and failed courses were 99.69% and 0.31%, respectively. Furthermore, the rates of individual pass and fail were 99.65% and 0.35%, respectively. On this basis, the coefficient of internal efficiency was determined at 82.1%. The external efficiency of the course was determined at 53.1%. Thus, as 46.9% of the external efficiency was not fulfilled, it was concluded that the external efficiency was not convenient. Conclusion: External efficiency indicates the real value of Educational courses in terms of social effectiveness. The absence or defect of external efficiency is synonymous with the loss of human and material resources in an Educational system.