mehdi sobhaninejad

The purpose of the current research is to explain the situation of education and training, which has been investigated and studied from the perspective of John Dewey and the theoretical foundations of the fundamental transformation of Iran's education system.

George Brady's comparative research method, which includes four stages of description, interpretation, comparison, and comparison, has been used. The primary source of information collection is the writings of John Dewey and the theoretical foundations of the fundamental change document, and the secondary sources are the articles that have been explained and investigated on this issue.

The findings of the research show that; The philosophical antecedents of situation orientation in education and training are based on John Dewey's view based on the rejection of any pre-determined basis and rule, the position implies a general and comprehensive matter, which is of intuitive understanding and cannot be explained by reasoning, but the situation in the basics The theory of the transformation document is subject to criteria and is not based on pre-determined rules in the process and results, and in fact, it draws a unified and monotheistic vision in a situation-based pluralistic process for education. The theoretical foundations of the transformation document are It seeks the connection between the making,finding and geing situation. The common point in Dewey's point of view and the theoretical foundations of the transformation document is the rejection of any presuppositions and predicted rules, as well as attention to the holistic view of the concept of situation, but what can be pointed out as a point of distinction and difference is the theoretical foundations of the transformation document. It has a trans-situational, unitary and monotheistic approach, also the situation is subject to criteria in the basics, but John Dewey's view lacks a trans-situational view and is enclosed in the empiricism approach.

According to the results presented in the comparative study of the situation from the point of view of John Dewey and the theoretical foundations of the document of transformation, at the end of the article, references were made for the education system of Iran.

The field of education constantly grapples with challenges and decision-making regarding its adaptability to specific situations. In contemporary times, curriculum and education have captured the attention of intellectuals, who have focused on the interplay between action and theory. A cross-disciplinary dialogue within the humanities has the potential to enrich the literature in this domain. This paper, from the perspectives of Hannah Arendt in political thought and Joseph Schwab in education, concentrates on researching the relationship between theory and action.

Employing Coombs and Daniels' philosophical analysis approach, this research addresses inquiries about the connection between theory and action.

Despite conceptual differences between Arendt and Schwab, the research reveals a conceptual distinction between theory and action, both broadly and specifically, within the realms of education and curriculum. Both scholars view this distinction as leading to inefficiency or estrangement from life and society.

Schwab proposes a dialectical approach between theory and action, utilizing the metaphor of flight. In contrast, Arendt emphasizes the need to differentiate thinking from action for optimal functionality. The term "tactful flight" symbolizes the minimal common ground in these two perspectives, highlighting the nuanced interplay between theory and action in education.

The research with the aim of explaining the philosophical bases and components of the education of thoughtful students was done in the philosophical-educational school of Islam. The research method was conceptual and inferential analysis. The ideas of two great Islamic philosophers and theologians, namely Allameh Tabatabai and Martyr Motahari, were selected and analyzed as examples. The findings showed that the foundations of ontology, anthropology, epistemology and values of the philosophical-educational school of Islam contain fields such as; The reality of having a material and spiritual world, the emergence of man by the wisdom and power of the Almighty, the fact that man is composed of the soul and the body, the superiority of man over other beings in existence, the natural guidance of man, understanding the characteristics of God's actions and discovering the unknown with reason, activity, theoretical and practical reason in man, the importance of natural tendencies in the perfection of man, the limitlessness of man's pursuit of perfection, the dependence of mastery over destiny on the use of thinking, the association of revelation with thinking to respond to the material and spiritual needs of man. According to these principles, the four steps of consideration, thinking, rationalization and reaching the destination were drawn for the education of the student of thought. Taking advantage of the framework identified in different elements of the curriculum can be the basis for recognizing, analyzing and solving individual and social problems by students.

The current research was conducted with the aim ofdesigning a moral education curriculum based on Javadi Amoli's point of view.The research method was analytical-inferential. All the first-hand works of Javadi Amoli constituted the necessary documents for designing the curriculum, from which the materials related to the philosophical foundations and elements of the curriculum were purposefully selected.Materials related to philosophical foundations and ethical propositions were extracted and deduced in seven steps by the model proposed by Claizi (1978) and were manifested under the elements of the curriculum.The results showed that the curriculum of moral education is the activities that are expected to create knowledge, traits and moral behaviors in the teacherand includes four elements: goals, content, teaching-learning methods and methods of evaluating academic progress.The following goals are of two categories: the final (the teacher reaches the position of divine successor and closeness to absolute perfection) and intermediate (knowing the various aspects of oneself, knowing God, thinking before doing an act, following the truth in matters and moral judgments, knowing and acting on responsibilities, Strengthening will power, seeing beauty in God's actions, getting ready to serve the people,The knowledge of worldly and hereafter results of intentions and moral actions) was regulated.The content should serve the goals and should have guidelines such as variety of formats, derived from the Quran and traditions, influenced by the atmosphere of the times, taking into account the history and literature of Iran and Islam, wise fit, firmness and tenderness. Teaching methods are mostly logical, deductive and emotional. The evaluation methods also include self-evaluation, teacher's opinion and judgment, active participation of parents and team evaluation of academic progress, which are particularly reassuring and all of them are set and introduced in the service of moral learning of the teacher and are far from linearity and anxiety.

This study proposes the foundations and principles of the emergent curriculum in preschool. For this purpose, we address the conceptual and documentation analysis of this curriculum. Hence, using the research method of “regressive inference”, the foundations of the emergent curriculum have been deduced. Firstly, all instances of emergent curriculum were extracted from 60 valid national and international documents (including books, articles, written and electronic thesis) from 1994 to 2020. Then, the collected data were classified in three stages; including open coding, axial and selective data in order to analyze them. Approximately, 31 selective codes were recognized. In addition, the principles were inferred by use of the “progressive inference” method. Since, this research investigates the effective documents in order to understand the research problem, its employed sampling is considered purposeful. To validate the results, the coding steps were carefully reviewed about 10 times in interaction with curriculum planning and philosophy of education experts. The most important findings about nature are that emergent curriculum is a flexible, dynamic and multidimensional spiral phenomenon with different cross-sections. The main foundations are that child is a flexible creature with comprehensive dimensions, social identity, and unique talents. Knowledge is exploratory, dynamic and innovative and corresponding to children’s interests. Some of its basic principles include a holistic view of the child and attention to individual differences; providing the possibility of exploration; Relation to the phenomenon under study, hypothesizing.

The purpose of this study was to explain the components of the competency development system of high school teachers from the perspective of education experts

This research is qualitative in nature and Grounded Theory. The statical population includes all education experts of public universities in Tehran, and twenty-two of them have been selected as the sample by purposive sampling method. Individuals’ views were obtained through semi-structured interviews and Smith (1995) coding method was used for data analysis. The test-retest method was used to test the validity of the research. Thus, 5 interviewers were asked to provide feedback to the researcher on their conversations and express their views on the concepts and dimensions of the interviews. Also, 5 experts were used to encode the data. To increase the reliability of the research, methods such as performing a systematic process of documenting, recording and writing data in all interviews, and methodical analysis of data and logical extraction categories and larger abstract concepts were used based on the coding method.

Based on the research findings, the competency development system of high school teachers from the perspective of education experts can be divided into four dimensions of training courses (including formal education methods, non-formal education, practical learning and e-learning). , The dimension of developmental relations (including coaching, mentoring, study lesson, activity  in associations and groups, observing how other colleagues work, building work relationships with colleagues in other schools, attending social networks and active presence in teacher council meetings). dimension of feedback processes (including getting feedback from students, feedback from principals, feedback from colleagues and feedback from parents) and self-development activities dimension (including action research methods, self-reflection, optimization, study of academic journals, and modeling for themselves

The present study examines the culture of learning in children with special needs (deaf and hard of hearing) with the use of teacher’s narration

The research was conducted by narrative analysis. The data collection tool is taken from the prepared form by the researcher, the results are obtained from diaries, biography, recording personal experiences of teachers with special needs (deaf and hard of hearing) within one academic year. In this research, first the text has been read entirety and were codified while reading the main concepts. then the codes have been placed in different categories according to their connotation and semantic sharing. Then, the main concepts were chosen according to the closeness of the categories and in the last step, a conceptual framework was presented after reviewing themes.

The findings indicate that in the field of understanding the learning culture of children with special needs, components of; The student's learning, communication with him, paying attention to the learner's mental capacity and teaching adaptability play fundamental role to student. Mutual interest and tendency of student and teacher, effective communication with the learner with special needs, elimination of mental and behavioral one-sidedness is among the significant cases.

The purpose of this study was to elucidate the conceptual framework of the dimensions and components of the curious curriculum and to investigate the extent of the conformity of the content of the curriculum of Iranian primary school level with it. The research method was descriptive and along with, the documentary and content analysis were also used. The research approach was theoretical and applied. The research population consisted of two parts: the theoretical texts of the curious curriculum and the content of 36 volumes of Iranian primary school textbooks (including 3924 pages) at the academic year 2020. Due to the nature of the subject, sampling was ignored and the entire research population was investigated. The research tools were note-taking form and a researcher-made content analysis checklist. Data was analyzed using Shannon entropy analysis process. The most important results showed that: 1. curious curriculum dimensions can be summarized in nine dimensions of open-mindedness, exploration, eagerness to learn, self-direction, creativity, innovation, inquiry, collaborative learning, and spontaneity; 2. The content of primary school textbooks does not match the dimensions and components of the curious curriculum; Among the nine dimensions of the curious curriculum, the spontaneity dimension had the highest coefficient of importance and the open-mindedness dimension had the lowest coefficient of importance. 3. In the content of primary school textbooks, among the sub-components of the nine dimensions of the curious curriculum, the highest importance was given to the component of teacher-student participation and the lowest importance was given to the sub-component of group activities. Based on the results obtained from the research, it is suggested that in the future editions of primary school textbooks, more attention be paid to the less-considered components.The results showed that :- The dimensions of the curious curriculum can be summarized in nine dimensions: open mindedness, exploration, eagerness to learn, self-direction, creativity, innovation, inquiry, participatory learning, and spontaneity1:Among the nine dimensions of the curious curriculum the most important factor relates to the spontaneity and the least to the dimension of open mindedness.2:Among the sub components of the curiosity curriculum, the most important factor was related to the component of Teacher and student participation and the least important factor was related to the component of group activity preparation.Based on the results of the study, it is suggested that educational policymakers and curriculum planners should pay more attention to the less-considered components in future editions of elementary school textbooks

The aim of present study is the design and validation of the moral education curriculum  model in the first period of secondary school With Emphasis on the fundamental reform document of education in the Islamic republic of Iran. The method used in the research is the Granded Theory and  the statistical population of  the study includes: a) all documents related to theoretical foundations of the subject and evidentiary documents (including " Theoretical Foundations of the Fundamental Reform in Formal General Education System of  the Islamic Republic of Iran", " Fundamental Reform Document Of  Education " And "the National Curriculum of the Islamic Republic of Iran"); and  b) all curriculum specialists of the public universities of Tehran and the experts of the study groups of the country's research and planning organization. For sampling of documents, has been used of the census method and for the selection of specialists has been used of targeted sampling. To collect data from documents review was used information tools and for data collection  in pattern validation  was used a researcher-made questionnaire (with content validity and reliability of 0.82). Data related to pattern design with qualitative (descriptive-interpretive) and derived data A questionnaire (related to validation) was also analyzed by descriptive statistics (frequency distribution tables, percentage and mean). Based on the results of the research, at first the proposed model of the first level educational curriculum was designed with the emphasis on fundamental reform document of education and then assigned to the curriculum specialists and experts of the relevant groups in the planning and writing office for validation and after receiving, analyzing and Applying the views of specialists was confirmed and finalized the credibility of the desired pattern.

 To focus on the issues of civilization and move towards a new Islamic civilization, because the condition for the survival of the Islamic Revolution and, consequently, the protection of Islamic culture in the process of civilization, is important. In the present article, the focus is on explaining the theoretical foundations for the educational theory of Islamic civilization by emphasizing the view of the Supreme Leader. Undoubtedly, many factors are influential in the formation and expansion of modern Islamic civilization, but the researcher in this study seeks to answer the question of what theoretical foundations for the educational theory of Islamic civilization by emphasizing the views of the Supreme Leader?

 The method used in this research is descriptive-analytical and based on data collection has been done by library method, so that the necessary data are extracted from written and electronic sources and then explained. The research that is done on history and civilization is a descriptive-qualitative research. In the present study, the method of data description and historical analysis has been used using sources and documentary methods and referring to the library and the Internet. Statistical analysis is not usually used in historical research. For this reason, in the present study, the most common method in historical research, namely content analysis, has been used.

 In the present study, by analyzing the orders of the Supreme Leader (Modzaleh Al-Aali), we can count the components for the new Islamic civilization and better understand it. The most important of these components are: spirituality, scientism, ethics, rationality, justice, unity, progress, continuous struggle and the dynamism of culture.

 The results of the study indicate that by examining the ideas of the Supreme Leader from an educational perspective, he considers two dimensions for the new Islamic civilization: one dimension of power and advanced systems with the aim of efficient use of resources, and the other dimension of spirituality that can be Equated to the effectiveness of achieving the goal; Because we strongly believe that in various endeavors, the ultimate goal should be to gain God's approval.

The present research aimed to identify the implications of the multicultural curriculum of Michel Foucault and Henry Giroux on the reforming and redesign of the elementary school curriculum in Iran. The research method is analytical-indactive, research field of all digital and print resources related to subject, targeted sampling method, the means of these phishing forms, the method of analysis qualitative content analysis and assessment the validity of the findings through Professional judgment. The results Showed that issues such as dialectical analysis of daily experiences, border education, educational justice realization, coexistence ability acquisition, critical awareness, prevention and resistance to the reproduction of social inequality, listening and paying attention to the voices of the various groups and races of the society, turning away from elitism moving towards the attention of the general culture, paying attention to moral discourses, etc. can be considered based on Foucault and Giroux's educational ideas along reformist policy making and redefining the elements of the curriculum elementary school in Iran. The final product or output of this kind of curriculum is individually a learner and socially an active citizenship at the local, national, and global levels.

This study uses two methods to provide conceptual analysis and Inductive a new explanation of the components of the hidden curriculum with an emphasis on Van Manen's phenomenology in order to improve the knowledge in the field of curriculum. This research includes applied research and the method of studying is analytical & documental. The results show; the hidden curriculum includes non-tangible learning, informal and implicit in forms of values, norms and attitudes. They are created and conveyed by the teachers, staff, processes and informal learning, teachers & student's interactions as well as the student's interpretations of events and organizational environment. Van Manen's phenomenological experiences help to make a very deep and fundamental learning in students. So it is an appropriate method in recognizing the scope of the hidden curriculum. Van Manen's phenomenology based on lived experiences in parameters of the certain hidden curriculum consists of students (problem-based, self-directed, self-exploration, flexibility, etc.) teacher (agent, effective in development of attitudes & motivation of students and manager in the class crisis contains specific lived experiences for students), content (a precursor to the inner experience of the students based on their urgent needs), teaching (intuitive and creative activity with unforeseen results in students) and evaluation (background for understanding some of lived experiences based on real nature of class, teaching, learning and student's assessment by the education system.

This study aims Evaluating the curriculum of Islamic courses sciences university to present Some quality guidelines is done . The study was a descriptive survey and its approach is applicable. Of among All graduate students at the Shahed University (1300 students) 297 students in random sampling method in sample research selected. data collection tools were of Questionnaire. The Data with used Descriptive and inferential statistics Spss software environment Were analyzed. The results showed that: The content of the curriculum(3.14) Moderate, teaching methods (3.61) and evaluation methods (3.28) Less than average. Updating the content of curriculum, Vertical and lateral communication between content using the new teaching methods, New Education Technologies can be used Teachers, Using the self assessment of evaluation, Encourage the students do researches of evaluation is quality curriculum of Islamic Public courses sciences.

The purpose of this study is to strengthen the applied literature and present the objective computational sample of measure textbooks readability. This article is more than introducing existing methods. Measuring textbooks readability of the fourth and fifth grade of elementary schools reading books have been done by using the international prevalent computing methods of readability like: Flesch, Fry, Gunning, McLaughlin, Flesch–Kincaid, Powers-Sumner-Kearl to compare the results of these different methods then the validity of them was done. It is an analytical research in the type of evaluation. The findings showed that results of Flesch and Fry methods were similar and in both methods evaluated books were in accordance with their grades of elementary schools. The results of Gunning and McLaughlin methods in both grades of elementary schools were similar and they determined that “Reading Book” of the fourth grade is suitable for the first grade of the junior school and “Reading Book” of the fifth grade is suitable for the third grade of the junior school. The Powers-Sumner-Kearl and Flesch–Kincaid methods had less resolution as Powers-Sumner-Kearl method showed that both books in the fourth and fifth grades are appropriate for the second grade of junior school and the Flesch–Kincaid method illustrated that they are both appropriate for the first grade of high school. Therefore the Flesch and Fry methods have been the most coordinate with the current educational “Reading books” in the fourth and fifth grades of elementary school.

This study intended to explain the university social status and cultural reproduction for the purpose of the university applicable consideration based on the opposite factors of the hidden curriculum. This research was carried out based on the analytic-descriptive method; during which deduction was according to context analysis and re-contextualization. The research population was consisted of those theoretical textbooks which were related to the purpose of the study. Data, then, were gathered using indexing forms.The findings showed that the opposite elements of hidden curriculum in high education could be effective in establishing the position and attitude of social status and cultural reproduction of the student of special classes; whereas, it could be effective in disappointing middle and low class students from changing their present situation and condition. This happening which is under the effect of the opposite factors of high education hidden curriculum is conspicuous in some of the present research documents. Hence, at the end, a list of the practical sample considerations on the different dimensions of the opposite factors of the hidden curriculum is presented; among which are: making educational justice, emphasizing the critical and dialectic methods, decreasing the bureaucracy to display the capabilities of the different classes in the university activities (scientific, research, cultural, and student centered activities), emphasizing on the multicultural curriculum, focusing on the qualitative evaluation instead of quantities evaluation, applying active teaching strategies and changing the educational environments.

This survey was carried out with the aim of scrutinizing the cultural aspect of the passed regulations in the contents of the textbooks of the 2nd grade of Iran’s high schools, through a descriptive approach and via content-analysis. The society of the research encompassed all the 11 textbooks of the 2nd grade of high school in the educational year of 1392- 2014-2013(1393); in the meantime, Persian Literature, Theology, SocialStudies, Biology and Iranian Contemporary History were given more emphasis as samples due to their compatibility with the descriptive-analytic nature of the method used. The checklist content-analysis of the researcher was the assessment tool. The results of the research which were drawn through the descriptive analysis of the statistical indicators were as follows: 1- In the afore-mentioned books, cultural components were mentioned for 729 times. 2- The times of recitation in the first, second, third and fourth yearswere 169, 195, 128 and 237 times, respectively. 3- The highest frequency was witnessed in the Persian Literature book of the 4th Grade (220 times). 4- In the theology books of the first three grades as well as the biology book of the first grade, there was seen no implication to the passed objectives. 5- In general, there was little allusion to the above-mentioned cultural facet in the books of the 2nd grade.

In the study of Rational explanation and narrative role of leadership and the need for compliance from the perspective of the Imam Imam Reza (AS) is discussed. In this direction, the necessity Imam, Imam conditions and characteristics, how to choose the Imam, Imam and how to become a way of proving the Imamate of Imam Mahdi and the reasons for the movement of Imam Reza (AS) is discussed. The main findings are: 1. Some of the most important requirements Imam from the perspective of the Imam Imam Reza (AS), is that the land is not and never will be without an Imam. Otherwise, your people swallow down. No proof of God›s existence is not possible for you, because God the order being placed. Imam seeds dispersed a community, and that they had gathered under the special system, promotes communication and leadership, control of religion and the Muslims and the world of people and led to the reform of self and dignity from the faith. 2. Some of the main features of Imam including solvent God, God›s halal and haram, haram is, the commands to foot, the Imam as the moon is bright, clean of sin, as well as its unique and others It is not. «And the sum of his three features, his status with God, his relationship with the people and the character is spiritual and scientific leader. 3. Determine the Imam and the Imam can detect the identification and selection of people, because humans can recognize who is a top official in the scientific and spiritual trait is innocent of any crime. People can see with their own ideas and experience who has the authority to replace God. Only God knows the hearts of all human beings and knows that the most qualified staff to carry the burden of the loan and the reign of God is. 4. Some of the main ways to prove the Imams including their verification by the former prophets, correct and reasonable presentation with compelling reasons and coordinated in accordance with the teachings of the prophets of the past, they have a moral and intellectual elite and human behavior providing miracles to prove his prophet hood and a special relationship with God, you are registered. 5 reasons to accept the necessity of the Imam, according to Imam Reza (AS) is that if God is love and friendship Infallible Imams of the Prophet (PBUH) because it has been made obligatory on the faithful to the love and friendship, to abide by the Mission reward wanted, in the interests of and rewarding for you or your reward is God pulpit.

Abstract: The role of the factors of High education covert curriculum in socio-cultural reproduction has been explained in the present article. An Analytical–descriptive method has been used here and the conclusion is based on the conceptual analysis and the reconceptualization of the prior studies has been used. The findings showed that there is a very close link between the theory of socio cultural reproduction and the concept of social and cultural capital. Then, the factors of high education covert curriculum are (master, student, curriculum, teaching method, evaluation, rules and provisions and physical environment of the universities) followed by the reproduction of upper and lower social classes in the frameworks of being advantaged and disadvantaged negatively and positively from the educational opportunities and facilities of the universities. Objective crystallization of this happening which is under the effect of the factors of high education covert curriculum is significant in some of the research documents as well as the issues of educational opportunities in the high education system.

The purpose of this study was to investigate the importance of information literacy skills development between students with emphasis on considerations of implementation of information and communication technology in the educational system of the country. The research method is citation analysis. The research population includes the available documents (books، research projects، papers، the creditable sites) which is in the field of information and communication technology in the educational system. The study has examined the role of information technology in the development of information literacy. In this research، supporting documents of education in the field of information technology has been investigated and then the implementation of information technology in schools، and finally the major obstacles to the implementation of information and communication technology in education system of the country has been considered. Review of the documents، statistics and previous research shows that due to the lack of infrastructure for providing information literacy education in schools، information literacy among Iranian students is not in appropriate position and major work must be done to improve information literacy in the schools.

In this study, survey factors affecting the success of high school students in Yazd province ranked first to go to in the country University from 88 to 84 years. The research method was descriptive and survey during which the instruments are used. The study sample consisted of 381 students accepted in universities in the country during the 84-88 entrance of Yazd. which were selected by multistage cluster sampling. Data were analyzed using both descriptive and inferential methods. The results show that, the average impact factor of significance include: factor 3/56 (t=22/93; sig= 0/01), factor family of 3/28 (t= 7/29; sig=0/01), the religious factor 3/87 (t= 22/4; sig= 0/01), educational factors 3/24 (t= 5/63; sig= 0/01), cultural factors 3/27 (t= 8/94; sig= 0/01), economic agents 3/68 (t= 18/72; sig= 0/01), social factors 3/71 (t=22/66; sig= 0/01) and climatic factors 3/5 (t=12/51; sig=0/01) is (0/01 ≥ P). Inferential analyzes indicate that the effect of each of these factors in terms of demographic variables, significant differences were obtained. Ranked first in the ranking of the factors in order to enter university in the country, including agents, social, religious, economic, demographic, climatic, educational, familial, and cultural themes.

The clinical curriculum of medical teachers has to be in line with the theoretical curriculum. The present study has compared five aspects of the teachers'' interaction between theoretical curriculum and the clinical curriculum. The method was a descriptive survey. From the stager and intern students of Shahed University، in the academic year 1391-92 (N=175)، and with recourse to Krjsy and Morgan table، 120 samples were selected. The researcher-made questionnaire on the interactive aspects of the professors (with reliability confirmed by the experts) was used. Two sections of clinical and theoretical education with recourse to Cronbach alpha presented a validity of 0. 97 and 0. 95. There existed a meaningful difference between the way of interaction of the professors with students، with their colleague، with people and with the two theoretical and clinical curriculums. The rating average of professors'' interactions in both types of curricula included the interaction of professors with the patients، with students، with themselves، with society and with colleagues. Thus، the differences in the various types of interactions in two curriculum types did not change the ratings. The decline in the interaction of professors with the students، society and themselves in clinical curriculum compared to that of the theoretical curriculum is the result of professors'' paradoxical actions. Interestingly، the interaction with the college in clinical curriculum increases، which by itself is the sign of a paradox between the teaching and practicing of professors and bears various meanings from students'' viewpoints.

The main question of this research was determined how extent of entrepreneurship elements considers in content of textbooks of secondary education of Kar and Danesh. The research method was document review and content analysis. In this research we examined the component of entrepreneurship in the10 textbooks of Kar and Danesh contain 7general books and 3complete skill in Academic Year 1389-1390. In this research we used researcher maid content analysis of checklist as a research tool and it contains 17 components and 82 indicators. We used descriptive statistic for result analysis. The main finding of this research these are: After literature review of entrepreneurship we understood the component of entrepreneurship divided in to three domains contains its cognitive, emotional and skill. The result obtained indicate that the extent of consider the components of entrepreneurship in the textbooks was different. Among the textbook of complete skill the book of entrepreneurship has maximize consider the entrepreneurship and among the general book the book of health and security has a minimum consider the element of entrepreneurship.

Globalization is a concept embedding social, political, and economic dimensions, which have been summarized by Mac. Luhan in the compression of time and place in to human affairs. The main objective of this study is to analyze the management of human resources, and the impacts of globalization on it. The research methodology is descriptive, and analytical. In this research no special tool of that kind which is used in field research was used.However; some forms were used for collecting information, and making conclusion on the basis of related studies. Whereas, the data of the research were qualitative, qualitative analysis was used for analyzing and concluding.The collections and findings of human resources are categorized beneath management in its general meaning, and its objective is to manage personnel to reach competitive status. Regarding the impacts of globalization on the activities and processes of human resources management, we have to outline the acceleration of activities and process of human resources by using electronic system of human resources management, incorporation of multinational companies, etc.

Computers and related technologies, with their altering potentials have changed education and consequently the teacher's role. The ability to use ICT in teaching needed sufficient knowledge and skills in its successful application. The purpose of the present study is investigating the components in applying information and communication technology (ICT) by teachers in the schools’ curriculum planning process. Methods used in this study was descriptive type of analysis - documentary. Population of the study is all documents related to the topic, including written (books, articles, etc.) and non-written (sites). The samples are selected objectively out of the mentioned population and according to the research questions. The collection tool was, Fish sampling forms and qualitative methods were used for data analysis. According to several studies conducted in the theoretical and research backgrounds, The the most important components of knowledge and skills for applying ICT by teachers were prepared in accordance with the statements of international experts., Then, in order to explain the preliminary and specialized components of knowledge and skills in application of ICT by teachers In in the following fields: curricula design and development, Implementation of curriculum and teaching, evaluation of curriculum and academic achievement of students.

The impact of economic globalization on Iranian education، and especially on its scientific and educational objectives in the high school curriculum، was assessed through the analysis of the available documents. The results indicate that the educational approaches need to be altered in order to increase the compatibility of educational products and the needs of the job market. Furthermore، the use of information and communication technologies، as well as vocational and language training programs need to be expanded. These findings go along with the already ratified objectives for the high school curriculum.