مقایسه اثربخشی روش های تدریس بارش مغزی و حل‌مساله بر تعامل معلم و دانش آموز

Abdollahi, B., & Safari, A. (2016). Investigating the Essential Barriers to Teacher Professional Development. Educational Innovation, 15 (2): 134-99. [in Persian].

Akbari, R. (2018). Investigating the effectiveness of active and traditional teaching methods on learning first year high school students in Qeshm city. New research in the humanities. 41(1). 155-164. [in persian].

Anajafi, F. (2008). “Investigating and comparing the effect of teaching and teaching methods of innovation and brainstorming in fostering creative thinking of fourth grade elementary school girls”. Master Thesis, Allameh Tabatabai University. [in persian].

Armstrong, J. M., Haskett, M. E., & Hawkins, A. L. (2017). the Student–Teacher Relationship Quality of Abused Children. Psychology in the Schools, 54(2), 142-151.

Azimi, F., Ghorbanalipoor, M., & Farid, A. (2013). The effectiveness of teaching problem-solving skills in achievement motivation and happiness of girl students in high school in Khoy City in the academic year of 2012-2013. Journal of Research in Teaching, 1(2), 35-42. [in persian].

Basak, T., & Cerit, B. (2019). Comparing Two Teaching Methods on Nursing Students' Ethical Decision-Making Level. Clinical Simulation in Nursing, 29, 15-23.

Behrangi, M.R., & Kurdloo, M.(2017). The effect of experimental science teaching on metacognitive learning with educational management model. New Approach Quarterly in Educational Management,8(1). 89 – 116. [in persian].

Biabangard, I. (2010). Research methods in psychology and educational sciences. Tehran; Doran. [in persian].

Fisher, D.L., Fraser, B.J., Wubbels, Th., & Brekelmans, M. (1993). In D.L. Fisher (Ed.), The study of leamingenvironments, 7: 1-12

Furnham, A., & Yazdanpanahi, T. (1995). Personality differencesand group versus individual brainstorming. Journal of educational psychology, 73-80.

Ghanirad, M.A. (2006). Student interactions, motivation, and discipline. Research and planning in higher education. 12(2). 1-22. [in persian].

Ghorbani, A. (2015). Phenomenological analysis of teaching patterns and its effect on classroom architectural design. Educational innovations. 55(1). 113- 138. [in persian]. 

Glover J.A., & Bruning H. R. (2002). Educational Psychology (Its Principles and Application). translated by kharrazi A, Tehran, University Publication Center.

Hajazi, E., Ghazi Akbari, M., Gholamali Lawasani, M., & Moradi, A. (2014). Teacher relationships with students and school conflicts: The mediating role of basic psychological needs. Quarterly Journal of Applied Psychological Research. 5(1). 19-40. [in persian].

Hamidizadeh, K., Fathivajargah, K., Arefi, M., & Mehran, G. (2019). Multicultural education: Reflection on the Best Practice of successful teachers in schools. Journal of School Administration, 7(1), 1-19. [in persian].

Hill, A. J., & Jones, D. B. (2018). A teacher who knows me: The academic benefits of repeat student-teacher matches. Economics of Education Review, 64, 1-12.

Holdaway, A. S., & Becker, S. P. (2018). Children's sleep problems are associated with poorer student–teacher relationship quality. Sleep medicine, 47, 100-105.

Hoque, M. E. (2016). The effect of the teacher-students interaction: An evaluation of an EFL classroom. The Journal of EFL Education and Research, 1(1), 23-27.

Hunter Gehlbach, Maureen E. Brinkworth and Anna D. Harris. (2012). Changes in teacher–student relationships. Journal of Educational Psychology. 80: 690-704.

Kohsari, S., Anayati, T., & Malahi, M.(2015). “A Study of Teacher Communication Behavior Models with Students in Gorgan, First International Conference on Management, Economics, Accounting and Educational Sciences, Sari, Ayande Saz Research and Consulting Company”. PayameNoor University of Neka. [in persian]. 

Kramol, A. (1993). chainging the curriculum, university of London press.

Liu, P. P., Savitz-Romer, M., Perella, J., Hill, N. E., & Liang, B. (2018). Student representations of dyadic and global teacher-student relationships: Perceived caring, negativity, affinity, and differences across gender and race/ethnicity. Contemporary Educational Psychology, 54, 281-296.

Zee, M., & Roorda, D. L. (2018). Student–teacher relationships in elementary school: The unique role of shyness, anxiety, and emotional problems. Learning and Individual Differences, 67, 156-166.

Mellew, M. (1996). Can creativity be nurtured in young children. Early Child development and care. 13(2), 149-157.

Myers Ch. (2004). Teaching Critical Thinking. translated by Abili Kh,Tehran, Samt publication.

Narang, A., Velagapudi, P., Rajagopalan, B., LeBude, B., Kithcart, A. P., Snipelisky, D., & Sinha, S. S. (2018). A new educational framework to improve lifelong learning for cardiologists. Journal of the American College of Cardiology, 71(4), 454-462.

Pennings, H. J., Brekelmans, M., Sadler, P., Claessens, L. C., van der Want, A. C., & van Tartwijk, J. (2018). Interpersonal adaptation in teacher-student interaction. Learning and Instruction, 55, 41-57.

Safai Moghadam, M., Rahmani, B., Pakseresht, M.J., Marashi, S.M. (2016). Fundamentals and Principles of Islamic Ethics: Teacher's Relationship with Students. Journal of Fundamentals of Education Research, 6(1). 23-45. [in persian].

Saif, A. (2002). Educational Psychology (Psychology of Learning and Instruction). Tehran, Agah Publication. [in persian].

Wang, F., Leary, K. A., Taylor, L. C., & Derosier, M. E. (2016). Peer and teacher preference, student–teacher relationships, student ethnicity, and peer victimization in elementary school. Psychology in the Schools, 53(5), 488-501.

Yarmohamadian, M.H., & Shafie Pour, F. (2013). Designing an Model for Examining the Factors influencing the Perceived Efficiency Relationship between Student- Teacher in Smart Schools. Research in Curriculum Planning. 10(9). 16-26. [in persian].