ضرورت طراحی برنامه درسی توانمندسازی معلمان کلاس‌های چندپایه در استان گلستان

Abdollahi, B. (2023). Psychological Empowerment: Dimensions and Validation on the Structural Equation Model. Quarterly Journal of

Research and Planning in Higher Education, 11(1), 37-63. https://journal.irphe.ac.ir/article_702518.html?lang=en

Akdaş, M. S., & Kalman, M. (2021). Challenges affecting teaching-learning processes in multi-grade classes: A comparison of pre-pandemic

and peri-pandemic periods. Advances in Global Education and Research, 4, 1-13.

https://digitalcommons.usf.edu/m3publishing/vol3/iss2021/17/

Alimohammadi, G., Jabbary, N., & Niazazari, K. (2019). Professional empowerment of teachers in the future perspective along with a model.

Journal of Educational Innovations, 18(1), 7-32. https://noavaryedu.oerp.ir/article_88531.html?lang=en

Alvarez, M. G. (2018). Can character solve our problems? Character qualities and the imagination age. Creative Education, 9(2), 152-164.

https://doi.org/10.4236/ce.2018.92012

Bazrafshan Moghadam, M., Shoghi, M., & Rahmankhah, R. (2016). The Place of Educational Supervision in the Fundamental Reform

Document of Education (FRDE) in the Islamic Republic of Iran. Foundations of Education, 5(2), 23-43.

https://fedu.um.ac.ir/article_34614.html?lang=en

Dladla, S. (2020). Multi-grade teaching: A case study of a multi-grade primary school in a rural context in KwaZulu-Natal

https://researchspace.ukzn.ac.za/items/fdc676a1-4b7b-4ea0-ae22-2b673a33ce0e

Hamidizadeh, K. (2022). Analysis of education in multi-grade classes of COVID-19 pandemic conditions: A case study in Markazi Province.

Journal of Research in Educational Science, 15(55), 120-132. https://www.jiera.ir/article_145984.html?lang=en

Hidari, A. (2021). Evaluating the management of multi-grade elementary school classrooms from the perspective of educational leaders.

Journal of Pouyesh in Education and Consultation (JPEC), 1399(13), 2-18. https://educationscience.cfu.ac.ir/article_1401.html?lang=en

Izan, M., Shahri, A., & Ahmadialiabadi, A. (2022). The effect of the combined planning approach (central and group) on the level of social

skills and academic progress in mathematics of students in multi-grade classes in Piranshahr city. Educational in Basic Science, 8(28),

63-74. https://www.magiran.com/paper/2512056/the-effect-of-the-combined-planning-approach-central-and-group-on-the-levelof-social-skills-and-academic-progress-in-mathematics-of-students-in-multi-grade-classes-in-piranshahr-city?lang=en

Mojouni, H., & Rahimi, H. (2024). Investigating the relationship between digital leadership and creative performance mediated by

psychological empowerment in teachers. Journal of Research in Educational Science, 18(64), 35-54.

https://www.jiera.ir/article_198099.html?lang=en

Mortazavizadeh, S. H., Nili, M. R., Isfahani, A. R. N., & Hassani, M. (2017). Teachers' lived experiences about teaching-learning process in

multi-grade classes. Journal of Education and Learning, 6(4), 354-363. https://doi.org/10.5539/jel.v6n4p354

Msimanga, M. R. (2020). Teaching and learning in multi-grade classrooms: The LEPO framework. Africa Education Review, 17(3), 123-141.

https://doi.org/10.1080/18146627.2019.1671877

Mutambala, E. (2020). The implementation of multi-grade teaching by school managers and teachers in primary schools: A case of Kaputa

Desert, Zambia https://dspace.unza.zm/items/79dcb0fb-899c-4773-9068-c6d79dd37bcd

Taherizade, S., & Shabany, R. (2019). Localized curriculum, undeniable necessity for multigrade classes. Research in Curriculum Planning,

63(16), 66-77. https://sanad.iau.ir/en/Journal/jsre/Article/669709?jid=669709

Zeinalpoor, H., & Zeinalpoor, D. (2023). Pathology of training in multi-grade classes, exploring opportunities and threats (Case Study of

Makoo City). Study in Teaching Humanities, 8(29), 1-19. https://www.sid.ir/paper/1030078/en