مجله پژوهش های برنامه درسی
سال چهارم شماره 2 (پیاپی 8، پاییز و زمستان 1393)

The aim of this study was to develop and validate the assessment scale of qualitative model of teaching-learning processes management in elementary schools (QMTLPM). This research has been a sequential exploratory mixed method for instrument developing. In the qualitative section, potential participants were academic experts; 20 faculty members were selected by key experts purposeful sampling. In this section, key concepts, phrases and words related to factors, criteria and indicators of QMTLPM were identified through interview and study of sources by alignment (triangulation), in this way initial qualitative data was achieved. By thematic analysis initial framework was developed and validated by qualitative validation criteria. To ensure the reliability of initial framework, reliability test was done. In the quantitative section, professors of teaching methodology and educational psychology at Farhangiyan University of Iran formed the statistical population. From 64 university campus, 32 campus were selected by random simple sampling method. Two teachers were selected in each campus. The developed scale in qualitative section were used to collect data. This scale included 6 factors,16 criteria and 72 indicators. In the quantitative section, to assess the validity of the initial scale and in order to reach to the final scale, the face and content validity, factor analysis and Cronbach's alpha coefficient were used to calculate the reliability. The results showed that the scale is valid and reliable and in conclusion, the final scale consisting 6 factors (physical environment, Psycho -social environment, Preparation, instruction, integration and evaluation), 16 criteria and 70 indicators was confirmed.

Implementing a new educational system and establishing the sixth-grade in elementary schools was one of the major novelties in Iranian educational system. The study of practical problems arising from the implementation of the new design should also be considered one of the most important issues. Thus, this research purpose was to investigate the pedagogical problems of the sixth-grade’s teachers and students in Sarepole Zahab, Iran. The study was a descriptive survey; its population consisted 80 teachers of sixth-grade in the academic years of 2012-2013. Research instrument was a close-response researcher-made questionnaire for teachers dealing with the practical problems. The questionnaire’s reliability and content validity were found to be desirable. Findings showed that the main problems were rooted in pedagogical content, teaching methods, assessment methods in addition to inappropriate instruction-allotted time and space. It was also revealed that problems of rural schools were more serious than those of the urban schools. Sixth-grade practical problems in mixed schools were found to be more serious than other schools.

In its most current application, education, leads to rationality and conveys the fostering of thought by emphasizing the uniqueness of this human dimension, which reflects the main difference between human and animal, as well as humane manifestations. Therefore, the main question arises here is the “type and the nature of rationality encompassed the curriculum and educational planning”. Actually, it is the curriculum, in each educational system, which determines the educational content by which the students gain their knowledge, acquire their skills and constitute their value system. The nature of each educational system is determined by the nature and the type of rationality existed in its curriculum. In this research an attempt has been made to recognize, firstly, the types of rationality in a historical manner and then to evaluate the application of each type in curriculum development. The results revealed that types of rationality could be recognized and classified in three different categories of theoretical rationality, communicative rationality, critical rationality and formal rationality.

This study was aimed to develop and validate a teaching–learning comprehensive system in higher education. The study was a mixed method researched and benefitted from sequential exploratory type which was formulated and accredited primary theoretical framework using triangulation method (aligning multiple data approach) holding three dimensions of a) collecting literature reviews, underlying principles related to the research variable, b) the studies done in the scope of learning and teaching and c) key informants’ views. Then, at the quantitative stage, the reliability and validity of the formulated framework was scrutinized and confirmed using confirmatory factor analysis and Cronbach Alpha. Findings resulted in developing the learning – teaching comprehensive system in higher education, consisting conceptual, structural and functional themes. Conceptual themes encompass the subthemes of subject and context, nature and quality, the principles of learning and teaching. Structural themes encompass the subthemes of strategic orientations, teaching-learning system design and teaching-learning culture. Functional themes also include subthemes of the process performance, leading and managing of the process and assessing of the effectiveness of the teaching-learning.

For the purpose of the study to achieve, the teachers’ content analysis the elementary course books of social studies were considered. The study was done in Uromia, Iran; 223 teachers of social studies of the 3rd, the 4th, the 5th and the 6th grades were put under investigation. The data collection instrument was Likert-scale questionnaire for teachers to comment. To check the ethnic and cultural issues in the above-mentioned course books a checklist of ethnicity and culture was prepared. Descriptive statistics were estimated and to analyze the study’s hypotheses, an analysis of variance (ANOVA) was run. The findings showed that the ethnic and cultural awareness in social studies course books was mediocre. Moreover, social studies teachers believed that the content of the third-grade course book is more considerate about cultural issues than the fourth and the fifth-grade course books. Also, the sixth-grade course book, especially in the last chapters, valuable ethnic and cultural information about the history of Iranian ethnicities are offered to students.

The purpose of the present research was to study and understand the moral education based on the elementary school teacher's view points. This research was conducted using the qualitative paradigm. The data collection was done through in-depth interview using purposive sampling method with saturation point principle. The data analysis was done using the inductive content analysis. The results revealed that the effective factors in moral education from teachers’ viewpoints were the students’ specifications (including their age), the school (including the teacher and teaching methods such as practical, informal and integrative education, the family, and the cooperation and coordination between the educational elements. Moreover, it was found that the parents, the contradictions and dualities between educational elements, the virtual world and the mass communication, the education and training, teacher, peer groups and curriculum were the obstacles of teaching moralities.