فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 28-29 (بهار و تابستان 1390)

New generations of distance education emphasizing on Information and Communication Technology (ICT) facilitate the processes of international cultures and ideas and provide way for further internationalization and globalization of higher education and its curricula. The present study investigated distance education approach, as a strategic approach for internationalization of Iranian higher education curricula through 12 personal interviews and 2 focus groups with Iranian administrators and professors of higher education and non-Iranian students. The study results indicated that in the current globalization process, Iran's acquisition of scientific authority need to address the process of internationalization of higher education and curriculum. Distance education approach, in addition to its interactive relation with internationalization of curriculum, have had some effects on most factors involved in this process, including professional improvement of professors and expansion of universities international cooperation. Due to its flexibility and productivity, it can provide resources and reduce restrictions, as well as facilitating grasping opportunities like various higher education applicants in the region. Applying this approach to learning, especially as blended learning approach, is a strategy for internationalization of higher education curricula.

This project aimed to design ICT-based curriculum model and assess its impact on cognitive, affective performance, and skills of high school students. This study has been done through the descriptive survey and quasi-experimental method. Study population included all students (N=128934) and teachers (N=12890) and 60 curriculum and ICT specialists in Tehran in 1387. 120 student, 120 teachers and 60 specialists of ICT and curriculum were selected using multi-stage sampling method. data collection was done by a 52-item questionnaire (with 5 options) in 6 subscales, data analysis was done through descriptive and inferential statistics (ANOVA test, Tukey post hoc test and t-test). Results indicated that there was difference between the view of students, teachers and specialists in philosophical, social, psychological fundamentals. There was difference between their view about basic concepts of ICT curriculum model, basic knowledge, and skill, principles of content selection and organization. There was no difference between their attittude toward teaching method, and evaluation. The Levels of foundation, concepts and terminology, knowledge, attitude and skills of students who trained in ICT curriculum is significantly higher than students who did not receive this training.

The purpose of this study was to compare academic achievement of popular and isolated students. Four secondary boy-schools in Shiraz were selected by cluster random sampling method. Sociometric test was given the third grade students of selected schools (including 490 boys). They were asked to choose the person to whom they would like to play or go picnic. Thirty-six students who did not select any of the classmates were defined as isolated individuals. Thirty-six students who had the highest scores of sociometric test were defined as popular group. The average of the student's scores in first and second grade was considered as a criterion of academic achievement. The mean scores of two groups were compared by independent t-test. The results showed that mean scores of popular students were significantly higher than the isolated ones (P<0.001).

This study aimed to compare the teaching skills of teachers graduated from Islamic Azad University, government and Payam-noor university. Teachers of persian language and literature who was employed formally in ministry of education and were teaching persian literature in academic year of 1386-1387 in Shiraz. 90 teachers (38 males and 52 females) and 900 students were selected through stratified random sampling. data collection was done by 28- item questionnaire (Likert-type with 5 option) in four sub-scales (before training, before and during training, during, during and after training). teachers graduated from Islamic Azad University had the highest mean score. difference between the skills during education (p=0/005), during and after training process (at p=0/009) was significant between the teachers graduated from Islamic Azad University, government and Payamnoor university. There was no significant difference between teaching skills before, befor and during training process and graduation University.

This study aimed to assess the effects of meta-cognition on educational achievement of the Azad university students in special texts in English language. After the final examination, 32 students with the higher grades and 32 students with the lower grades from the 128 students of the 4 classes were chosen and their meta-cognitive skills were compared. In this research, meta-cognitive skills were considered as independent variables, academic achievement as the dependent variable and sex as the control variable. The result showed a significant difference between strong and weak group according to the meta-cognitive levels. In addition, the sub-scales scores (awareness, cognitive strategy, planning and self-control) were significantly different in two group.

This study aimed to assess effects of training critical thinking, problem solving and meta-cognitive on student's self-learning. Fifty undergraduate student of Islamic Azad university of Khorasgan were selected randomly and then they divided randomly into experimental and control groups. Test group were trained about critical thinking, problem solving and meta-cognitive in 6 sessions. Fischer et al' scale (2001) was used as an instrument for measuring self-learning before and after training. Data analysis was done using analysis of covariance. Research findings indicated a significant impact of teaching critical thinking, problem solving and meta-cognitive on the total scores of self-learning and its components (self-management, willingness for learning, and self control). According to the data analysis, teaching critical thinking, problem solving and meta-cognitive will increase total score of self-learning and its components (self-management, willingness for learning, and self control).

290 students were selected (out of 1127 students) by classified sampling according to Morgan classification in analysis of sexuality and academic discipline, in order to compare the impact of inductive and analogical teaching methods on student's math scores. Pre- test and post- test was conducted and data analysis was done by dependent t-test, independent t-test and ANOVA. Findings indicated that there are significant didifference in both methods between pre-test and post-test, But there was no significant difference based on gender. In addition, there was significant difference between various academic discipline and using analogical teaching, but there was not any significant difference between applying inductive teaching methods in various majors.

This study investigated factors influencing the development of perceived responsive curricula in smart schools. All smart school teachers in Tehran in the academic year 1390 1388 were considered as study population. In this descriptive correlation study, 360 teacher were selected through multistage clustering sampling. Three researcher- made questionnaires (factors influencing responsible perceived curricula, component of the perceived responsive curricula, motivating students in smart schools) were used. Content validity was obtained. Cronbach's alpha coefficient was 0/93, 0/89 and 0/87 respectively. Pearson correlation and structural equations model is used for data analysis. Findings indicate that among the seven studied variables attention to individual differences (0/307), attention to mastery learning (0/263), and attention to research-centeredness (0/219) had the highest total effect on the perceived responsive curriculum. Based on the findings of the study Chi-Square, GFI, AGFI, P-Value and RMSEA are 115/422, 0/963, 0/921, 0/000, and 0/055 respectively. Therefore studied model is acceptable

This study aimed to assess the impact of web-based learning (weblog) with a problem-solving approach on reflective thinking development in English language students of Islamic Azad University of Ardabil. Reflective thinking questionnaire designed by Kember et al. (1999) based on mezirow theory (1991) was used for data gathering. A pre-test and post –test was conducted for both experimental (N=15) and control groups (N=15) who were selected by cluster sampling method. Results showed that there was a significant difference between the two groups concerning understanding, reflection and critical thinking (t-test, a=0.05). Therefore, this study confirmed the positive effect of web-based learning on student's reflective thinking development.

This study investigated pictures and content of social sciences textbook' in first, second & third grades of secondary school in the academic year of 1388-89 (2010-2011) in Iran. It aimed to identify present citizenship educational approaches in textbooks which are transferred to pupils through hidden & formal curriculum. The overall aim of investigating these approaches is to define "good citizen". integrated different views (rule –oriented, participatory & critical citizens) was used for analyzing citizenship educational approaches.. Their characterisitics are as follows: (a) rule- oriented citizen: active, law-obedient, responsible. (b) Participatory citizen: interested in participating in social activities, and cooperating in society development (c) critical citizen: critical of political, economic & social structures, interested in social justice with a motivation for social change. Social sciences textbook were used as tools. description criteria is citizenship education and the unit of registration is paragraph. analysis of textbooks reveals that most content (45/5%) is dedicated to the education of rule–oriented citizens. Then there are participatory (36/06%) and critical citizens (18/44%) respectively. There is 119 pictures in books, which 65% is in the first year, 53% in second year and 32% in the third year textbook. justice and equality is one of considered issue for educating about critical citizens. Results show that 53 percent of pictures in the first year, 1/8% in second year and 8/7% in the third year have female symbols. Lack of emphasizing techniques for understanding picture message is one of critici.