Exploring Elementary School Teachers’ Experiences of the Self-Management Experience on Cyberspace: A Phenomenological Study

Background: The spread of coronavirus in Iran, caused virtual education in cyberspace to replace face-to-face education. On the other hand, one of the main tasks of teachers in the process of virtual education is to share management information and self management. Therefore, the present study aimed to explore the lived experiences of Shiraz (public) elementary school teachers of self-management in cyberspace. Methods: In this qualitative study, Husserl’s phenomenological method was used. Participants in the study were 17 teachers with teaching experience in the central and suburbs of Shiraz. They were selected by purposive sampling and criterion sampling approaches The data was collected by a semi-structured interview. To measure the initial validity of the data, the credibility criteria (the triangulation method was used and tried to collect sufficient data from different resources to create believability) and reliability (this criterion is referred to the stability of results at different times and conditions and is equivalent to reliability in quantitative research) was used. After encoding the data, the thematic analysis method was used to form a network of self-management themes in cyberspace. Results: Results classified as follows: The organizing themes were: 1) self-management skills related to students’ challenges (student participation in e-learning, encourage unmotivated students in cyberspace, etc.) 2) Self-management skills about the challenges of colleagues (formation of virtual groups between colleagues for co-thinking between teachers, content production by consulting colleagues with each other, etc.) 3) Self-management skills about management challenges (online planning to set the timing of online teaching, managing student attendance in the online classroom for students who did not attend online class, etc.) 4) Self-management skills were divided about educational challenges (producing attractive content to prevent students ‘cyberspace boredom, online student evaluation, etc.) Conclusion: An exploratory model was formed in a global theme called teacher self-management in cyberspace

Is there a role of coral bone substitutes in bone repair?

Xenogeneic bone graft materials are an alternative to autologous bone grafting. Among such implants, coralline-derived bone grafts substitutes have a long track record as safe, biocompatible and osteoconductive graft materials. In this review, we present the available literature surrounding their use with special focus on the commercially available graft materials. Corals thanks to their chemical and structural characteristics similar to those of the human cancellous bone have shown great potential but clinical data presented to date is ambiguous with both positive and negative outcomes reported. Correct formulation and design of the graft to ensure adequate osteo-activity and resorption appears intrinsic to a successful outcome

The Relationship between Learning Styles and Capability of Future Research with the Moderating Role of Research Self-Efficacy

One of the main tasks of the educational centers is the training of human resources equipped with future knowledge, who, in addition to daily life problem solving can also think of innovation and invention. The purpose of this study was to investigate the direct and indirect effects of learning styles and research self-efficacy of students on their future research capability.To this end, 220 students of public universities in Shiraz were selected by cluster sampling method and evaluated by Wark's learning styles questionnaire (1998), research self-efficacy (Salehi, 2011) and future research capability (Parsa et al., 2011). Correlation coefficients showed that there is a correlation between dimensions of learning styles as the exogenous variables of the model with research self-efficacy and future research capability. Moreover, among learning style dimensions, auditory and reading-writing styles had direct and significant effects in increasing the capability of future research. In addition to direct effects, research self-efficacy could interfere with the relationship between learning styles and future research capability. The results of this research show that learning styles and research self-efficacy can affect students' learning outcomes. Therefore identifying obvious and hidden variables in the classroom can lead to raising the level of knowledge and the learner's capability to create knowledge and predict the future

Relationship between learning styles and research morale among Iranian second grade high school students

Consideration to the learning styles benefits students to participate more enthusiastically in the class activities and to be more confident in answering questions asked by the teacher. This study aimed to investigate the relationship between learning styles and research morale among students of the second grade high school in Shiraz, Iran. Population of the study included all students of the second grade high school in four areas of Shiraz in the academic year of 2015- 2016. A number of 345 students were selected using multi-stage cluster sampling method. Research tools included the Kolb’s learning style questionnaire and the research morale questionnaire by Mohammadsharifi (2013). The results were analyzed by SPSS and Lisrel Software’s. Results showed that the dominant learning style among the students was a convergent learning style. No difference was seen between research morale of male and female students. Among all learning styles, convergent and divergent styles had a significant association with research morale. Moreover, there was a significant multiple correlations between convergent, divergent, assimilation, and accommodative learning styles and research morale. The finding revealed that the two learning styles of convergent and divergent were stronger predictive of research morale. This study may confirm the role of learning styles in developing research morale and approve the hypothesis that in learning, both convergent and divergent styles should be considered