نشریه برنامه درسی و آموزش یادگیرنده محور
سال دوم شماره 1 (پیاپی 5، بهار 1402)

The purpose of this study was to describe the perceptions and lived experiences of English language teachers about the inefficiency of English language teaching in high school in Tabriz.

The present study is qualitative and has been done with a descriptive phenomenological approach. Participants in the study were all English language teachers in the first secondary school of Tabriz in 5 districts that were selected by purposive sampling method and its volume continued according to the nature of qualitative research until the theoretical saturation of the data (18 people). Data were collected through semi-organized in-depth interviews. The validity of the present study was internal validity, for which data analysis was performed by researchers to reconstruct reality. The data and their interpretation were then provided to the teachers themselves who participated in the study to confirm the accuracy of the data and its interpretation. To increase the reliability of the research, the interviews were conducted with a previous program in a suitable atmosphere and observing the interview conditions with the necessary guidelines and away from bias and personal opinion. Smith (1995) method was used to analyze the data.

Data analysis showed that the main causes of inefficiency of English language teaching from the perspective of English teachers include structural inefficiency of the English language teaching system; English textbook inefficiency; Student inefficiency; Teacher inefficiency; Parental inefficiency; The inefficiencies of the authorities and the media and the solutions were that these themes are derived from 75 themes.

Therefore, it can be concluded that in order to improve the conditions of English language teaching in high school, the structure of the educational system and its elements should be changed.

The purpose of this research is the comparison of the impact of the face-to-face and the virtual education methods on learning and retention of primary school male students in Farhang School.

The present research method is quasi-experimental.It is worth mentioning that in the present study, the sampling method was non-random (available and voluntary) and the method of replacing students in experimental groups was random. The research data were studied through a researcher-made test, learning and retention in Persian lessons and the data were analyzed using SPSS 22 software.

Accordingly Pre-test, post-test research design was used.The results show that in Pre-test there is not significant difference between Rotational learning of advanced control group of both face to face and virtual education but in Post-test there is significant difference between learning of face to face group and virtual group.Similarly, there is a significant difference between the retention rate of the virtual group and the retention rate of the face to face group.

According to the findings it can be concluded that virtual learning when implemented properly can have a positive effect on learning rate.

Therefore, the present study was conducted to identify the feasibility of the integrated curriculum in the courses of experimental sciences, social sciences and physical education of the elementary school from the perspective of teachers and curriculum specialists.

The method of this research was descriptive survey. The statistical population of the study includes all curriculum specialists, permanent members of the Iranian Curriculum Studies Association (500 people) and elementary school teachers in Hamadan (2149 people) who are teaching in the academic year 1399-1400. To select samples for curriculum specialists, 92 people and in the teachers' section, 270 people participated in the present study through online calling and available methods due to corona traffic restrictions. Data collection tool was a researcher-made questionnaire feasibility study of integrated curriculum whose validity was obtained through Delphi validity and its reliability was obtained using Cronbach's alpha of 0.89. Data were analyzed using mean, standard deviation, Kalmogorov-Smirnov tests, analysis of variance, one-sample t-test and chi-square test.

Descriptive and inferential analyzes of the data using the mentioned tests show that the group of teachers and experts both emphasized that the combined method in all three areas of objectives, content and teaching method can be combined. Therefore, it can be said that there is no difference between the opinion of teachers and the group of experts and has confirmed the theory that this approach motivates students to learn better and continuously and the necessary capabilities for life in the 21st century in Nurtures them.

The main purpose of this study was to determine the role of hidden curriculum on referral thinking and self-directed learning in students. The present study is applied and because it examines the relationship between the three variables is of the correlation type.

The statistical population includes all tenth grade female students in Buchan city. In this study, based on Cochran's formula, 235 tenth grade female students in Buchan city were selected as a sample by sampling multi-stage clusters. Were. To collect information from Taghipour and Ghaffari Hidden Curriculum Questionnaires (2010); Ehring et al.'s (2010) reference thinking and self-directed learning scale were used in Fisher et al.'s (2001) students. Research data were analyzed by regression analysis using SPSS 23 software.

The results showed that there is a significant relationship between hidden curriculum with referral thinking and self-directed learning and hidden curriculum has the ability to predict referral thinking and self-directed learning.

There is a significant relationship between hidden curriculum and referral thinking and self-directed learning.

The purpose of this study was to investigate the attention to resistance indexes (production and consumption management) in fifth and sixth grade elementary school textbooks.

The research was applied in terms of purpose and in terms of nature, descriptive-quantitative using the content analysis approach. The statistical population of the study consisted of fifth grade (6 books) and sixth grade (8 books) textbooks using purposive sampling method. In total, 1655 pages of textbooks were analyzed. The data collection tool consisted of a coded list based on the resistance economy indices and components, first extracted from the statements of the Supreme Leader, and then approved and modified based on past research and the views of relevant experts. Experts familiar with the field of resistance economics also validated the validity and Scott's formula of reliability was 0.86. Shannon entropy method was also used to analyze the textbook contents.

The results of the analysis showed that in general, the "consumption management" index paid more attention to "production management". Also, the analysis of resistive economics components based on Shannon entropy showed that the components of "saving and not wasting" with the coefficient of 0.33; "not declining the community property" with the factor of 0.32; 0.26% and "support for domestic production" with a significance factor of 0.07 rank first to fourth in the textbooks, but in terms of "consumption of domestic production"; "production of quality goods"; "self-sufficiency in the production of critical products" with zero significance factor was overlooked.

The aim of this research was to offer an analysis of the Concept of Curriculum as Content and theories of content selection in the field of curriculum studies. The method of this study is referencing to the historical and experts' views about selecting appropriate content for general education. The evidences revealed that there is a goal displacement in the practice of curriculum planners. In the other words, content as an instrument for attaining ideal purposes is transformed to an independent and inherently invaluable goal. This hypothesis is perceptible from the philosophical thoughts of Herbert Spencer to Elliot Eisner. Spencer introduced the concept of science as the human effort for understanding the whole nature of phenomena. Dewey avoided dictating content to teachers and tried to explain an interdisciplinary method for instruction on lessons such as geography and history. Hurst accepted the logical and psychological inconsistency of disciplines for school instruction. Eisner treated content just as a medium for achieving higher order goals of education. There is a critical view point about conventional and traditional conception of content in the theory and practice of Neill, Bruner, Phenix an Bloom. These experts tried to explain principles such as mastery, interest, depth, and structure in developing content, instead of mere selection of content according to disciplinary considerations. Critical pedologists like Apple, Giroux and Doll disclosed the ideological and economic aspects of classic perceptions of content and signify the limitations of this approach with regard to the oppressing teachers and learner's innovations.