نشریه رویکردهای نوین آموزشی
سال هشتم شماره 1 (پیاپی 17، بهار و تابستان 1392)

Curriculum fields does not enjoy a stable professional identity. The uncertainty is rooted in the controversial nature of the missions surrounding the field. One controversy deals with the question of whether curriculum is part of the competencies expected from a curriculum specialists? or the historical evolution of the field has shed doubt on this supposedly clear function. The fact of the matter is that there no longer exists a consensus among curriculum scholars in this respect. The author has identified two contrasting views regarding this traditional mission which calls for further study and scruting. One group who totally reject this traditional mission are called reconceptualists. The second position is a more complex and intricate one which has been propagated by Elliot Eisner. The author contends that no concise formulation of the second position is yet been suggested. The position thus referred to embraces an innovative and novel approach to this conventional mission. Explication of this position is the main intention pursued in this article. The formulation presented here is gathered through a speculative inquiry approach. This position entails an integration on modernist and postmodernist views to curriculum.

This research aimed at investigating the art teachers'' orientations to art curriculum. This descriptive survey was applied. Research population included all art teachers teaching arts professionally or unprofessionally during school year of 2009-2010 in all guidance schools located in eight regions of Northern Khorasan State، Iran (N=484) 243 guidance school art teachers were selected by using stratified sampling method via sampling formula and asked to complete Filani''s curriculum orientations questionnaire. Three curriculum orientations named disciplinary، cultural and child-centered ones were investigated. Results showed that the subjects had disciplinary curriculum orientation and believed that art has disciplinary nature and should be included as a unique independent major in curricula (p<0. 0001). Despite the dominance of disciplinary orientation in Iran''s education system and the difficulty of educational administrators and policy-makers in consideration of Cultural - Centered curriculum orientation in art education، the identification of major damages and challenges in this field and proposing some remedies can be a turning point in focusing on art education in Iran''s curriculum and education system.

The aim of this study was to investigate the postgraduate students'' views regarding their current and desired participation in curriculum development and compare their views with the curriculum experts'' opinions. This study is a descriptive-analytical and both qualities and quantitative methods were used/ the population consisted of two groups. The first group consists of all curriculum experts and members of curriculum policy committee in University of Isfahan. The second group consists of postgraduate students at the University of Isfahan and Isfahan University of Technology. For the first group، purposive and network sampling methods were used. Stratified random sampling method was used to select postgraduate students. Tools for data collection was semi structured interview and a researcher made questionnaire. To determine the validity of interview and questionnaire، content validity was used and Cronbach''s alpha coefficient was used to estimate the reliability of the questionnaire. Qualitative data was analyzed with qualitative data analysis spiral and quantitative data has analyzed using descriptive and inferential statistics. Findings showed that postgraduate students believe that they do not have majority participation in curriculum development in the current situation and for some of them there is only minimal participation، that is be informed of the decisions taken. In the ideal situation، students are believed to be involved in curriculum development. However، they want the indirect participation by representatives of the students and outstanding graduated and do not want the maximum participation of all students in curriculum development. In the ideal situation، comparing the views of experts and members of Curriculum policy committee at the University of Isfahan with student''s views revealed many similarities and non-similarities are few.

he main goal of this descriptive-correlation research was nomination of contribution of critical thinking attitude and cognitive styles of learning in predicting of students’ academic performance. So، 301 students of Tabriz University’s undergraduate ones were chosen by cluster random sampling method and they reported average of their grades and accomplished California Critical Thinking Disposition Inventory and Kolb Learning Style Inventory. critical thinking attitude (Beta=0. 132) and reflective observation (Beta=-0. 136) predicted 5% variance of academic performance (P<0. 01). Also، There was a positive correlation between active experimentation and academic performance (r=0. 114، P<0. 05). There was negative correlation between critical thinking attitude and reflective observation (r=-0. 22، P<0. 01); this correlation with abstract conceptualization was positive (r=0. 16، P<0. 01).

The main purpose of the present study was to investigate how new technologies were integrated in educational and research programs of Isfahan University students. The research population included students from faculties of science، engineering and humanities. 400 students were selected by using stratified proportional sampling methods. The study was a descriptive one. For collecting data a researcher-made questionnaire called “communication and information technology integration questionnaire” (CITI) was used. The face validity and the content validity of the instruments were well established at the experts’ discretion. To examine their reliability، the Cronbach Alpha was used; the resulting coefficients were quite satisfactory 0. 89. T he research findings indicated that student use of technology in fields of education; research and communication is not desirable as well as use of communication and information technology in the context gender only in component of social communications there is signification difference between men and women (p ≤ 0. 05). Also there were significant differences in the educational usages of technology in academic، research and communication fields of students according to their majors and academic levels (p ≤ 0. 05).

this research aims to investigate the amount of the application of teaching organization components in the central libraries of Tehran state universities in 2011-2012. The research method was descriptive survey study and to achieving the research objectives a researcher-made questionnaire was used. It consisted of 35 closed questions for five component of teachable point of view، ideas، values، emotional energy، and edge. The statistical population consisted of 298 librarians in central libraries. The sample was estimated 173 by using Cochran''s formula and random stratified sampling method was used. In factor analysis of questionnaire using KMO and Bartlett test، sufficient of sample and factor exponent of variables was investigated and providing matrix of component، a fundamental variable of test was revealed. Using Cronbach''s Alpha the reliability of the questionnaire was estimated 0. 981 for the existing situation and 0. 974 for the ideal situation. Findings based on the observed t showed that all the components in the existing situation were lower than the average and in the ideal situation were higher than average (p<0. 001). The results of t2 Hotteling showed that in the existing situation the application of teachable point of view and ideas were more than other components and the application of emotional energy was less than other component (p<0. 001). But the respondents assessed the utility of values higher than other component and the utility of teachable point of view and edge were lower than other component (p<0. 001).

This purpose of the present study was to determine the psychometric characteristics of SNAP-IV scale. The statistical population included the elementary students in Isfahan during 2009-2010. The sample was 500 students and sampling was done by random clustering at various stages. Measurement tools were SNAP-IV ranking scale (parents'' form)، ODDRS scale، and parents'' canners questionnaire. Results showed that the item-total correlations were between 0. 38 and 0. 63. Results of factor analysis showed that SNAP-IV rating scale is in fact multi-dimensional (attention deficit، hyperactivity/impulsiveness، and opposing defiant)، which determines 0. 37 of the variance. The reliability coefficients for the total scale، attention deficit، hyperactivity/impulsiveness، and opposing defiant were 0. 89، 0. 83، 0. 82، and 0. 80، respectively. Coefficient of correlation of this test and Canners rating scale for attention deficit was 0. 72. SNAP-IV rating scale is considered to be a multi-dimensional tool that is suitable for evaluation and measurement of ADHD and ODD disorders.