فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 63 (زمستان 1398)

Teachers are considered as the most effective human resources and forces of the Education Organization in the implementation of the aimed changes. Analyzing the teachers’ lived experiences from the recent changes created in the evaluation system of the educational achievements in the primary schools has provided a proper background to promote the evaluation system of the educational achievements. This study aims at exploring and analyzing the teachers' reactions to the changes created in the evaluation system of the educational achievements in the primary schools. The present study has been conducted on the basics and principles of the qualitative approach of the interpretive phenomenology, with the participation of 14 male and female teachers teaching in the district two in Tehran based on the purposeful sampling and through using the semi-structured interviews and was finally analyzed based on the method of Diekelman et al. (1989). The results showed that teachers generally have no positive attitude towards the nature of the descriptive evaluation. From the teachers’ point of view, the changes in the evaluation system has created a situation in which the education system has employed a demanding and increasing expectations on the teachers leading to the formation of the negative opinions towards the teachers in the society. Teachers' perceptions and reactions to these changes in the evaluation system has been summarized in three main theme: "professional competencies", "problems in the education system” and "expectations of the education system" and also in nine sub theme. It seems that the focus and interest in making changes, regardless of the conditions of change, and especially the appropriateness of change with organizational maturity, have brought various and varied challenges to the educational system and its continuity can have devastating effects on all components of the educational system.

The main purpose of this study was to design a comprehensive model for teaching quality evaluation through descriptive-survey. The statistical population was comprised of full-time faculty members at Razi University (N = 224). Simple random sampling method and Bartlett's table were used (n = 132).Validity of questioniare were calculated with a panel of experts and its reliability by Cronbach's alpha coefficients (0/83). In data analysis, mean and standard deviation and inferential statistical methods including factor analysis and stepwise regression analysis using SPSS14 software were used. Based on findings, Razi university faculties were not so satisfied from the existing quality of evaluation. The most important threatening factors of evaluation were strictness or leniency of the scoring, a serious failure of forms, and accuracy of students. Appropriate method and time of evaluation, competent persons for executing evaluation, and appropriate method of feedback were most important elements of evaluation quality system. The most important factors of evaluation of teaching quality in factor analysis were behaviors of professor, teaching management, personality characters, innovation in teaching, and ability of raising mentalities. Finally, a comprehensive model of teaching quality was presented.

This aim of study was to develop a curriculum framework for legal literacy education in secondary schooling system. Research approach was a qualitative case study method. Analytical approach of the study was based on the re-contextualization technique. research participants were 15 judges, lawyers, Law and curriculum specialists which selected by a purposeful sampling and Criterion-based method. Criterion for participants adequacy was theoretical saturation. Research tool for qualitative data gathering was a semi-structured deep interview. Validation of qualitative data was studied through credibility and reliability by applying triangulation technique. Whith regard to qualitative method of research,thematic analysis method was applied and thematic network of the legal education curriculum framework based on basic, organizing and global themes,by using N-Vivo software was formed. Findings showed that there are nine organizing themes in nine curriculum components (goals,content, learning activity,materials, teaching-learning strategy,time, space, grouping and evaluation) and 31 basic themes that should be considered in the curriculum framework of legal literacy education in the secondary schooling level.

The purpose of this study was to investigate the role of technology-related competency components in the curriculum.This research was done in two qualitative and quantitative sections. In the qualitative section, using the method of analysis of the subject, with the exploratory inductive approach, the components of the technology-related competence are identified from articles and documents, and coded using Maxqda12 software, and by the Atrium Sterling method template was designed. Sampling was done through targeted sampling and continued to saturation (22 articles). In order to determine the content validity of the experts, the Holstein coefficient was used to assess the reliability (0/818). In a quantitative, descriptive-survey method, an initial questionnaire was first made and the content validity of the questionnaire was verified by 10 professors and experts. Its reliability is also 0.85 by Cronbach's alpha. The final questionnaire after the implementation was analyzed among the students of technical and vocational schools with SPSS19 software. The sample size was considered to be 384 in Cochran's formula. The results showed two main components that the role of knowledge component (t=12.3365, p <0.01) and skill component (t = 229.5 and p <0.01) were too moderate in terms of technology-related curriculum. The results of Friedman's test revealed the role of the knowledge component of the competencies associated with technology in the curriculum above skill roles.

The curriculum planning of multigrade classes is a challenging topic in advanced and developing countries. In these countries, curriculum planning of multigrade classes is considered to be essential in terms of necessity, efficiency and practicality. This review article is based on a library methodology and review articles that are based on databases such as Irandoc, sid, Magiran, Noormags and Googol Scholar was searched and by presenting some theoretical concepts and the results of research in this field, the reasons for the need to pay more attention to the national curriculum into multigrade classes and the formulation of a special curriculum for these classes has been explained. The paper studies concluded that multigrade classes are one of the neglected aspects of the national curriculum, and given the existence of these classes in our country's formal education system, it is necessary to provide the necessary structures and supports for qualitative education in these conditions. Therefore, the provision of a localized curriculum for these classes is an indispensable necessity.

The purpose of this research was to design and validate Curriculume for merit-based training of police based on upstream documents, and for designing complementary (promotional) and special training courses for NAJA staff. The used method was combined qualitative-quantitative. The used instrument was a snapshot of the upstream documents In the first stage the subject coding method including the three “open”, “axial” and “selective” areas was used and in the quantitative section the CVR method (content validity ratio) was used to validate indexes extracted in the first stage. In the first stage of the research, data was collected using analysis, qualitative content of references and upstream documents including statements of supreme leader of I.R. Iran, constitution law of I.R. Iran, recruitment laws of NAJA, strategic planning of NAJA (2016), training script of NAJA, instructions and circulars and measures made by the NAJA chief. Data extracted from first stage was given to 15 specialists and experts in the format of a questionnaire and based on Lawshe table It was put as a statistical sample. The statistical population of the study consisted of 65 non-teaching faculty members and educational planners., indexes higher than 0.49 were chosen.Therefore, out of 267 indexes and 34 subcategories extracted from first stage, 31 subcategories and 153 indexes were approved. The suggested pattern was approved after validation and improvements by experts and specialists. The Which included 16 Courses education courses and 7 specialized courses The primary pattern of merit-based study program was designed based on the 4 Tyler elements of study program (Purpose, Content, Methods of learning and Evaluation).

Teaching philosophy has been proposed as an important program to train of thought in most countries in the world. The main objective of this study was to analyze the content of Persian elementary school reading books (with an emphasis on the stories) based on components of philosophical thought in the philosophy for children program. The data collection was performed by content analysis method based on a list of philosophical thinking measures including three concepts (reasoning, conceptualization and judgment) and twelve sub-components. The population consisted of reading books of first to sixth grade of Iran in 2016. To analyze the data, descriptive statistics were used. In analyzed books, a total of 578 components related to the concepts of philosophical thinking were identified. The results suggested that in the textbook under study the highest frequencies were allocated to the category of reasoning and judgment has obtained the lowest attention. Also among the textbooks under study the reading textbooks of fifth and sixth grade were more focused on the components of philosophical thinking and the lowest level was associated with the reading textbook of the first grade.

The aim of this research is investigation of critical thinking position in fiction literature of reading textbooks in Elementary course. To achieve this goal, content analysis method has been used. The results show in fiction literature of reading textbooks of the first elementary grade no reference has been made to the components of critical thinking, in fiction literature of reading textbooks of the second elementary grade, the most frequent components of the art of thinking about their thinking and the correct judgment (based on the criterion), in fiction literature of reading textbooks of the third elementary grade, the most frequent components of curiosity of thought and correct judgment (based on criterion), in fiction literature of reading textbooks of the fourth elementary grade, the most frequent component of curiosity of thought, in fiction literature of reading textbooks of the fifth elementary grade, the most frequent components of defining and clarifying the problem and in fiction literature of reading textbooks of the sixth elementary grade, the most frequent components of reasoning and correct judgment (based on criterion) have been belonged.

This study aimed to investigate the position of environmental education in elementary school science curriculum. To implement this research and with regard to the nature of topic and its objectives was used content analysis method. In this regard was coded the content of elementary school science textbooks with inductive method and based components of environmental education on the based Wisconsin model. The units record, were sentence, and image. In the coding process components of environmental education standards were based including: 1)questioning and analysis, 2)knowledge of environmental processes and systems, 3)environmental issue investigation skills, 4)decision and action skills and 5) personal and civic responsibility. Territory this study was all content elementary school science textbooks that was approved ministry of education and by office of planning and writing textbooks published and in the academic year 1389-1390 has been validated. To ensure of coding validity was used of the second assessor that was observed credit amount equal to 0/95. Findings showed that attention to environmental education, most has been focused on questioning and analysis and then respectively relevant to knowledge of environmental processes and systems, environmental issue investigation skills and personal and civic responsibility. This while that in studied textbooks has not been attention to education of decision and action skills. Also attention amount of textbooks to standards education respectively has been in science textbooks of fifth, fourth, third, first and second grade. Failure to use appropriate of sentences and images in proportion whit children grade that through comparing available situation of record units with professional priorities obtained is other findings this study.

The research seeks to find out whether there is a difference in the level of learning and reminder from training to multimedia classroom technology, classroom, reverse, and classroom classes in elementary sixth science. The research method is quasi-experimental. The sampling method was a cluster sampling, so that at first, several areas of Karaj district 3 were randomly selected and then a school in that area was selected randomly. The statistical population of the study includes all 8304 elementary school students in the sixth grade of boys' elementary schools in the academic year of 1996-96 in the 3rd district of Karaj. The research tool was a researcher-made multi-test, whose validity was confirmed by the outstanding Kishiyur professors and its reliability was 0.81 by Cronbach's alpha method. Data was analyzed using descriptive and inferential statistics using SPSS version 20 software. The results showed that reverse learning method has a positive effect on students 'learning and learning, and other methods of classroom teaching, multimedia class, and traditional classes do not affect students' learning and learning.

The aim of this research was to investigate the effectiveness of mindfulness training on academic procrastination and self esteem of ninth graders high school females in Isfahan in 95-96 academic year.

The research was of quasi- experimental type with pretest, post -Test and control group. Population were consisted of all female ninth graders in Isfahan city. By using stratified cluster sampling method two district were randomly selected among six educational districts then two school from each district and two classrooms from each school were randomly selected. Data were collected by Solmomn and Rothblum Academic Procrastination (1984) and Cooper Smith Self esteem (1967) questionnaires. Questionnaires were given to all students.then 40 participants who had the highest scores on procrastination and the lowest scores on self esteem were selected and randomly assigned to two groups of experimental and control group. 8 sessions of mindfulness training,were held with experimental group.Results showed that there is a significant difference between the mean scores of experimental and control groups in any of the variables in post- test and follow up stage, indicating that mindfulness training program was effective to enhance self esteem and decrease academic procrastination in experimental group.

it seems that mindfulness training and practices can influence people by increasing awareness of the present moment by techniques such as paying attention to breathing and body, awareness of here and now, information précising.

The purpose of this paper is to study the effect of Problem Based Learning method on creativity increasing the boy students of fifth grade of primary school in Danesfehan during the academic year of 93-94. To do so both test and control group are needed. Therefore, focusing on control group, a semi-experimental method with pre-test and post-test is used.The study sample included 60 boy students of fifth grade (30 student for test group and 30 student for the control) that have been that within Buin Zahra Township’s school, one school was elected. Then two classes for the sample size was chosen: in that students randomly were selected for control (n = 30) and test (n = 30) groups.The pre-test of creativity was administered for both groups.Test group separately received Problem Based Learning method in during 2 month and then, creativity post-test was taken for two groups.In order to analyze the data, descriptive statistics (mean, standard deviation) was used and inferential part, the covariance analysis of variance was applied. The results are as follows: Problem Based Learning method has caused to increase the creativity of students.
Problem Based Learning method has caused to increase creativity’s components of students (fluency, originality, flexibility and elaboration).