Background: The lessons over other art lessons can be paid to promote creativity and thinking. they attempt to create art and beauty can be the real world and the fantasy world filled with selfless passion to create.Purpose: The purpose of this study is to investigate difference of creativity between the art and non-art students.Method: The study group in this study is 30 art students and 30 non-art students that have been selected by simple random sampling. Statistical society art students are from Sharaf high school of Malakshahi town in Ilam province and statistical society non-art students are from Hadis high school of the mentioned city too. to measure and compare the creativity rate of these students, the Torrance creativity test was performed on them. this study tries to compare creativity between art and non-art high school students with the Torrance standard test in Ilam city.Result (s): Hypothesis of this research based on existing a significant difference between art and non-art students are approved.R This hypothesis with T-test comparing the averages of two independent groups was studied. The significance rate of this hypothesis is 0.044 and less than 0.05 and shows the difference between these two averages. means that the mentioned art high school students compared to non-art students are more creative.

Nowadays, the most important assets of an organization are smart and knowledgeable   staffs who lead their organization to a sustainable comparative vantage by creating modern organizational processes. Innovative attempts in an organization are resulted from investment on learning process and upgrading human resources management and knowledge management. Through creative knowledge management and innovative application of information technology, Organization can provide this possibility that its staffs rely on their own experience in organizational problems which requires a new solution and help the organization with their progress in learning.The present research was aimed at doing a survey and comparison between knowledge management and organizational learning in smart Schools and Normal Schools. The population included all the managers and teachers working in smart and Normal Schools in Tehran. Using cluster random sampling, the samples were selected including 127 managers and teachers from smart Schools and 221 manager and teachers from Normal Schools according to Morgan Table. The research instruments were two questionnaires, one for each variable. The validity of two questionnaires was calculated by expert professors. They were, then, administered to 35 managers and teachers to calculate the reliability through Alpha Cronbach formula (0.87 for Knowledge Management Questionnaire and 0.79 for Organizational Learning Questionnaire). The findings of the research resulted from the application of t-test showed that smart and Normal Schools are different regarding the relationship between learning and knowledge management in the way that the mean score of the managers and teachers in smart Schools was higher.

The purpose of the present study was to compare the degree of intellectual capital among elementary school teachers of both ordinary and intelligent Schools in Sari. Considering its purpose, this study is applied and considering its method, it is descriptive-survey. The population of the study consisted of all teachers working within Sari City's Intelligent elementary Schools (n=79) and all teachers working in the same city's ordinary elementary Schools (n=535). Based on Krejcie-Morgan's table, the sample was calculated to be 66 teachers from intelligent Schools and 226 teachers from ordinary Schools. This sample was chosen based on stratified random sampling and by considering their gender. Bontis' Intellectual Capital questionnaire was used to gather the data. The validity of this questionnaire was investigated and validated and its reliability was calculated as 0.889 using Chronbach's Alpha coefficient. The data for this study were analyzed using independent groups t-test and one-way ANOVA. The results showed that there's a significant difference between ordinary and intelligent Schools' teachers regarding their intellectual capital. The intellectual capital mean for intelligent elementary Schools' teachers was significantly higher than the intellectual capital mean for ordinary elementary Schools' teachers. Furthermore, there's a significant difference between various dimensions of intellectual capital such as human, structural and relational dimensions between ordinary and intelligent Schools' teachers. In other words, the mean for various dimensions of intellectual capital for intelligent elementary Schools' teachers is significantly higher than ordinary elementary Schools' teachers. There wasn’t any significant difference between teacher's intellectual capital in terms of their gender and educational degree.

The aim of the present research was to study the effects of the school type on self perception of students with various levels of intelligence. Level of performance and the type of Schools in which the students study have significant effects on their self perception from this perspective, educational experts in any community. are confronted with the question  Whether students should be classified according to their abilities of not. if they are separated, what will be the effect on the self perception of the students? In order to achieve this goal, 455 students boys and girls based on in junior high- school (Normal and gifted Schools) were selected and their IQ, that was measured by Otis test were classified in three groups: Normal, gifted in ordinary Schools, and gifted in gifted Schools. Then the self-perception of success and failure questionnaire was administered to them and the self-perception of the three groups was compared.The results showed that the three groups were significantly different on factors of effort, task difficulty and chance. But the three groups were similar on ability factor. Also, the differences on internal, external, stable and unstable factors were compared.

Purpose: Managers are one of the important elements of an organization, for this reason, in order to draw the future of the organization, it is necessary for the planners to specify the conditions of their selection and appointment. Therefore, the current research has been done with the aim of identifying and analyzing the components of selecting future principals.Method: In this research, comparative and benchmarking method is used as a prospective approach. This approach is based on the belief that today's advanced organizations/countries can be considered as a model for the future of another organization/countries in their respective subjects. For this, first, the fields of comparison and benchmarking were determined using Brody's four-step comparison method; then the countries of Canada, Finland, Australia, South Africa, and Japan were selected according to the qualitative balance value in the international advanced TEAMS test, human development index, life quality index(health, instruction, and welfare), education quality index, and other scientific-scholarly indexes; finally, by extracting the criteria for the selection and appointment of principals through content analysis and comparison with Iran, the proposed framework for Iran has been presented.Findings: A total of 61 components for the selection of secondary school principals were identified from among the studies conducted in the selected countries in this article. By extracting the commonalities and differences of each of the components among the countries, it was found that the highest index of manager selection and appointment belongs to Japan and the lowest one is related to Finland.Conclusion: There are similarities between the components of selection of principals of secondary Schools in Iran and selected countries. In Iran, special attention should be paid to important components such as adherence to religious principles, appropriate personality traits, creativity and innovation, motivation to develop capabilities, professional growth, power of supervision and accountability, social image, leader skills, and purposefulness and foresight.

The purpose of this research is to investigate the factors affecting the formation of leading Schools, so that it can be used in Iran's education. For this purpose, first, according to the research background and theoretical foundations, a conceptual framework was presented in the field of the components of an efficient and progressive school. Due to the nature of the subject, this research is an applied and developmental research and its method is of a mixed type, and includes quantitative and qualitative methods. According to the obtained information, the statistical population is about 3000 people. The sample size is estimated to be 344 people using Morgan's table. Stratified sampling method was used for sampling in this research, and 84 managers and 260 teachers participated in this study. The tool of this research is a researcher-made questionnaire. To analyze the data and answer the research questions, the correlation coefficient test and factor analysis were used. The results of the research showed that the components of management and leadership, research factors, educational factors, human resources, budget and infrastructure, technology and equipment are the main components of the formation of leading Schools, and the component of educational factors has the largest contribution.

Objective: Separating disabled children from the community not only imposes high costs on society, but also makes profound affective problems in the children, prohibits development of their capabilities and  adjustment to Normal environment. For past several decades, the integration method in education has been highly considered. The integrated education has also been implemented in Iran for students with visual, auditory and disabled disorders, but the acceptance of this education from Normal students has not been so far investigated. Method: 502 Normal students of integrated Schools and 120 students of Normal Schools in Tehran were selected by cluster random sampling from students at grades three to five, and their acceptance was tested by the Acceptance Scale, and the information was analyzed. Results: Partially hearing students were more accepted than disabled students both in the integrated and Normal Schools, and in general, the acceptance was better in integrated Schools than Normal Schools. Also, the acceptance of partially hearing boys was better than their girl peers. Conclusion: It appears that the integrated method for disabled children, especially those with mild disability, is beneficial and crucial to better scholastic achievement, adaptation with Normal children, Normalization in the community, and recognition of their special needs.

2Various researches have shown that Iran's educational system does not pay enough attention to cultural differences and mostly promotes the dominant and official national culture in an engineered way. The focus of these researches has been focused on the inputs of the educational system. The current research, relying on the mixed exploratory method, tried to examine both the inputs and educational processes in order to test the truth of this claim, whether such a claim is consistent with the reality in the educational system. In this way, in the qualitative part, first the teachers' lived experiences of the criteria that were considered for their selection and employment were analyzed (inputs), and then in the quantitative part, the teacher's success in the classroom was analyzed. It was predicted based on the mentioned criteria (processes). The findings of this research showed that scientific identity and ideological identity are valued in the recruitment of teachers, and because of this, criteria such as personal success, special privileges, and religious and moral foundations are put forward. However, it is only the teacher's personal success that can predict his success in the classroom. This shows that the ideological identity is only manifested in the inputs and is practically not institutionalized in the classroom and teaching processes. In this way, considering Iran's educational system as ideological does not match the realities of the educational system.

Background and Objectives: Currently about the study of students and experts TPACK teachers of scientific Schools Smart and Normal and naturally talk about it and think separately about international opinions and using the knowledge of students and TPACK trained teachers and also TPACK trained teachers and also presented in Ardabil. In this research, using the knowledge and ability of TPACK teachers and its relationship with respect to student’s technological anxiety has been published.  Methods: The statistical population in this study included all teachers and high school students in Ardabil. Sampling in this study was done as a criterion. Thus, the total number of Normal and smart Schools considered for conducting the research was 16 Schools. From the mentioned Schools, 160 people were randomly selected to test the TPACK skills, and according to that, three students from each class of those Schools were randomly selected to test the technological attitude of 480 people. The research tool was that a standard questionnaire based on TPACK and technological anxiety was used to collect information.  Findings: In the study and analysis of research hypotheses, analysis of variance was used to express the difference between the mean score of student’s technological anxiety and the level of knowledge and skills of teachers' TPACK, which was presented in the form of four hypotheses. Conclusion: The results showed that knowing the factors of technological anxiety can help teachers to improve the curriculum and the effectiveness of teaching methods so that students are successful in their learning.

The study was conducted to explain the difference between the mean score of technological trust of students and the level of knowledge and skills of TPACK high school teachers in Ardabil. This study is quantitative in terms of applied purpose and in terms of data collection method and descriptive in terms of the nature of the research. This study included all teachers and high school students in Ardabil. The research tool was that two questionnaires were used to collect information, one from TPACK questionnaire and the other from technological trust questionnaire. Univariate analysis of variance was used to analyze the research hypothesis after combining the school type variable with TPACK knowledge and skills. Regarding the hypothesis of expressing the difference between the mean score of students 'technological trust, although the interaction between school and educational knowledge, school and educational content knowledge has a significant relationship with student's technological trust. From this research it can be concluded that by increasing the level of knowledge and skills of TPACK teachers can help improve the technological trust of students.