فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 44 (بهار 1394)

Considering the social networks، recognizing the most important obstacles in front of the teachers as well as achieving some strategies for using them in education were the chief aim of this study. The qualitative and the analysis of qualitative data methods، based on the grounded theory، have been used in this study. This theory is consisted of three main elements as: concepts، contents، and issues. Using purposive sampling، 54documents were studied carefully and their significant points were noted down. According to the similarities، some codes were assigned to the similar cases. These codes، then، were used to discover the extracted issues. Depended on the sources and the documents، the primary category was determined. Establishing the relationship between the primary and the secondary category with related concepts، the grounded theory has been designed. According to the theory obtained from the theoretical documents and the resources، some of the most important obstacles recognized as: lack of suitable technical facilities، lack of educational infrastructures، and inadequate knowledge of the teachers. Three strategies have been designed; among which acquiring the technical skills is the most important strategy and establishing dynamics interaction in teaching and cognitive skills related to the social networks are the second and the third ones، respectively. In the light of recognizing the obstacles and introducing the needed strategies، social networks can have a great impact on both teaching skills and learning.

Studying about the educational science students'' perceptions about teaching at universities is what being focused in this research: some of the data are presented in this paper. The method used was a phenomenological- qualitative type. To collect the data، deep semi-structured interviews as well as group discussions were used. The time allocated for the interviews varied from 50 to 60 minutes. The Participants were consisted of M. A Educational Sciences students at Isfahan University and Islamic Azad University of Khorasgan، which they made up a total of 23 people. The Interviews were recorded with MP3 Devices and، then، they were written down to be analyzed contently. The results showed that the challenges of teaching are consisted of two main components and five subcomponents. The technical inefficiency (including teaching methods، time management) and Professional incompetence (including knowledge، content and evaluation) are recognized as the main components.

The aim of this study was to analyze the sex education curriculum for male students at junior high school and to examine the null curriculum at this stage. To do so، semi-structured interviews as well as available documents in the very schools had been utilized. What being indicated from the findings was that the educational system could not fulfill the needs of the students in this regard. To determine the necessary subjects in this area، the previous studies and the experts'' opinions were reviewed. Then، a researcher-made questionnaire was distributed amongst a number of faculty members of the departments of educational science، psychology and counseling at Isfahan and Shahed universities to determine the degree of the importance of the subjects listed in the questioner. With regard to standards based on what have been done in educational organizations، the prevailing conditions and the ideal one were compared. The Findings showed that most of the areas had been neglected.

the present communities، likewise in Iran، the present study was carried out with the aim of studying the impact of teaching philosophy to the children on nurturing the research spirit among the preschool students. The semi-experimental method of the immediate post-test type along with a control group was applied in this research. The statistical population of this research consisted of 12 preschool students in a kindergarten in Tehran and the statistical sample (6 people) were selected purposefully as the experimental group. The experimental group received 15 sessions of philosophy teaching and in the last session، both the experimental group and the control group were filmed. The video، then، was given to 5 experts in order to reply to the respective questionnaires (Ranking students based on their research sprit). The Collected data، using descriptive statistical methods (Frequency Distribution Table، Graph of a frequency distribution، Dispersion and central indices) were analyzed. The parametric t-test for two independent groups (Due to distanced scale measurement، normality of the distribution، and existence of two independent groups) and non-parametric Mann–Whitney U test were، also، used for testing the research hypotheses. What being indicated from the findings was that that teaching philosophy to children not only has a great impact on the students'' cognition (curiosity، question making، reasoning، critical thinking، creativity، interest in experimenting and experiencing) but also has a high effect on their emotion (interest in clarity، enthusiasm، partnership، independence، self-assurance، self- assertion). In general، implementation of this program has had a great impact on the research spirit of these children.

Once considering the viewpoints of the curriculum counterparts، this study was conducted to study about the influence of Klein’s curriculum components on the 1st year high school students’ math course drop out. The mixed-research method had been used for this study. The data were collected by means of a questioners distributed amongst the 365 students and 120 math teachers as well as the interview with 15 specialties of the curriculum planning and text book developing. The quantitative data analysis had been done by one-sample T- test، two independent-samples T-test، and Friedman tests. Inductive coding، also، was used for qualitative data analysis. The results showed that according to three above- mentioned groups، all nine Klein’s curriculum components are operative in math drop out. The first four polarities، from the teachers'' points of view، have been categorized as: learning activities، teaching- learning methods، instructional materials and resources as well as Instructional time. These factors، however، from the students'' points of view، are classified as instructional time، evaluation، learning activities، and teaching- learning methods، respectively. No significant difference was found between the teachers'' and students'' viewpoints regarding the influences of instructional materials and resources، instructional space، and learners grouping on math dropout; however، such influence considering the objectives، content، teaching- learning methods، learning activities، Instructional time، and evaluation are found to be significantly different.

The present research has been an attempt to compare academic performance and academic self-efficacy of bilingual and monolingual elementary school students the target population comprised 152 male and female 4th and 5th grade students studying at Marefat School in Babolsar. The sample size was equal to the population، and the data was gathered through Dortaj''s (2004) academic performance questionnaire، and Morgan-Jink''s student efficacy scale (1999). Cranach''s alpha was calculated for the two instruments as 0. 75 and 0. 70 respectively. Data analysis in descriptive statistics included bar chart، frequency percentage، frequency charts and in inference statistics one-sample Kolmogrov Smirnov test، Mann-Whitney U test، and T-test. The results revealed that among academic performance elements، there has been a significant difference only in the planning component. And also among academic self-efficacy، between female bilingual and monolingual students there was a significant difference in the academic talent factor..

The present study which is of a descriptive - survey type aimed to identify the Shiraz school teachers’ beliefs about the value of curriculum orientations. For this purpose، a classified random sample including 368 teachers at Shiraz Schools، in academic year of 2011-2012، were selected. They، then، answered to a curriculum orientation questioner which its reliability and validity had been calculated and verified. One sample T-test، repeated measures analysis of variance، multivariate analysis of variance as well as Bonferroni and Scheffe post hoc tests were used to analyze the data. It was، therefore، resulted from the findings that all of the six curriculum orientations، from the teachers'' point of view، were highly valued; however، the behavioral orientation has been considered as the most invaluable one. Furthermore، it was determined that the teachers at different school levels thought significantly different about the importance of curriculum orientation; while، such difference was not found neither between the teachers with opposite genders، nor between those with different years of experience.

The main purpose of this study was to evaluate the extended of compatibility of the intended، implemented and learned curricula، based on the natural sciences lesson at the 2rd grade of junior high school in Neirin City. To find out what the managers''، teachers'' and students'' viewpoints were about the intended، implemented، and learned curricula، the researcher-made scales had been designed based on the three above-mentioned groups. Both the validity and the reliability of the scales had been verified through face validity and Coronbach alpha. In order that the data to be collected، the statistical sample، relating to intended curricula (the manager and the teacher) and the learned one (the student) was selected by means of the random and clustering sampling method. Once the data were analyzed، the fallowing results were found: there was a sort of compatibility between the intended and implemented curricula، no compatibility was found neither between the intended and learned curricula nor between the implemented and learned one. Considering the content variable، the intended and implemented curricula were not compatible. The same was found regarding the teaching-learning variable. However، these two factors showed a sort of compatibility once a valuation variable was taken into consideration.

Focusing on the male students in the second grade of high school in Hamedan city، this research had been conducted to identify the effectiveness of the inductive teaching method on the learning levels: (remembering، understanding، and applying). It was، also، designed based on the experimental type (Solomon''s four groups). All the students in second grade of high schools in Hamedan had been chosen as the statistical population، based on the cluster sampling. To collect the data، a researcher-made questioner، including 30 multiple questions (with content validity) was used، the first ten of which focused on the remembering (the extent of learning) and the rest measured the understanding and applying (the depth of learning). Randomly selected، 80 students had been categorized in four groups of 20 students (2 control groups and 2 experimental groups). At first، the pre-test was taken and after passing seven sessions of education، all four groups were given the post- test. In order to analyze the data، MANOVA was used. Based on the findings، it was determined that inductive thinking method had significant effect on the extent of learning (remembering); however، there was no significant effect regarding the depth of learning (understanding، applying). It can be، therefore، said that this very teaching method can increase the extent of the learning but not the depth of learning levels.

This research was carried out to focus on clarifying of the teacher''s perceptions about the effective teaching. Since numerous teaching methods have been proposed، it seems to be impossible to identify a specific method as the most effective and beneficial one. As it is said that teaching is an art; hence، certain way of teaching seems to be very hard to introduce. The method being applied was of a qualitative andphenomenological type. 38 educators having sufficient experience in the Education in Guilan Province had been purposefully selected to be interviewed. The Conversations were recorded and written down and، then، by means of the Colaizzi method was analyzed sentence by sentence. The results showed that 10 main factors for having an effective teaching are as: motivation، teaching method، used instruments، specific plan، being excellence، products، learners'' feedback، Solidarity، thinking.

The present study aims to contently analyze the «Life Skills» textbook of the 5th grade of primary schools، based on the principles of curriculum contents selection. It، also، provides corrective strategies expressed by the curriculum planning experts. The descriptive method is employed and the data have been gathered by means of a researcher-made questionnaire which includes 30 closed- answer questions and 3 opened-answer questions. The questioner along with the book has been given to the curriculum planning experts، who have been chosen based on the random access sampling method. What being shown from the findings is that curriculum planning experts believe that the principles of importance، validity، profitability، learning ability، students'' eagerness and attention to the structure of knowledge are highly considered in selecting the contents of the very book; while، principle of flexibility has، to some extent، been observed. Inductively analyzing the data by means of one-sample t-test indicates that curriculum planning experts believe that observing the principles of importance، validity، profitability، students'' eagerness and attention to the structure of knowledge and learning ability are statically meaningful; however، the same cannot be said for the principle of flexibility. once analyzing the opened-answer questions، curriculum planning experts came to these conclusion that: a) nine subjects should be added to the contents of the book، the most important of which is proper relationship. b) Three subjects should be omitted، mainly the subjects about sorrow، sadness and anger. C) Seven other subjects should be more emphasized on، among which problem solving has had the highest frequency.

Providing a suitable instrument for the course evaluation was the primary purpose of the present study. What being indicated from this research is that some necessary features are acquired for the course evaluation instruments as: A) the points which help the students in learning including learning condition، learning sources، supportive services، and teaching quality; B) the motivation level and the degree of the students'' involvement with the learning tasks. C) the students'' general satisfaction of the course. Provided instruments، then، were used so as to evaluate the teaching courses «the methods of using learning courses». All the university students majoring in teaching primary education in Shahid Rajaie Center at Isfahan University were chosen as the statistical population. Considering the Likert scale، a researcher-made questionnaire including 10 closed-ended questions was used، focusing on the learning objectives، learning experiences، learning sources، learning tasks، educational feedbacks، activities volume، teaching quality، motivation، thought and general satisfaction. Two open-ended questions، also، have been used regarding the course improvement. The face and content validity of the questionnaire were determined by the five faculty members and in order to determine the reliability، the Coronbach alpha method was applied; the coefficient of which was 0. 92. the findings showed that there was not a significant difference between the two teacher- student groups'' mean scores، with low or high records، in those ten features. The mean score of the two groups indicates that the students in either of the groups had the highest emphasize on presenting educational feedbacks. In order that the open-ended questions to be analyzed، the method of itemizing was applied and course improvement techniques، also، have been categorized considering 3 items as: the professor، course and the students.