nematollah mosapour

The aim of this study was to design a financial literacy curriculum model for elementary school students. To this aim, the qualitative method was used for analysis. In addition, 12 professors and specialists in the field of curriculum planning and primary education, economics and finance of Tehran universities with the academic rank of associate professor and professor were interviewed in 2020. And external audit method was used to determine the validity of the findings. The proposed model was designed consisting of five factors including curriculum context, objectives, content, method and characteristics of learners, and its theoretical basis is "Tyler rationale". The results of this study was the design of a valid curriculum model for teaching financial literacy to elementary school students, which has 21 characteristics as objectives, 26 characteristics for content, 19 characteristics for teaching methods and 8 characteristics for curriculum evaluation methods. The designed template can guide the process of planning, implementing and evaluating the curriculum.

The present study was conducted with the aim of explaining the background and strategies for implementing a financial literacy curriculum for the elementary school. Using the Foundationchr  Grounded Theory method, 12 experts in the field of curriculum planning and primary education, economics and finance were interviewed. Findings showed that social, economic, educational and cultural needs, policies and goals are the basis for developing and implementing a financial literacy curriculum in elementary school. The most important strategies for implementing financial literacy curriculum include educational and structural measures such as curriculum enrichment, providing access to educational resources, teacher participation in curriculum production, creating a platform for cooperation between financial organizations and the education organization, exchange of educational ideas between classes and schools, cooperation of organizations in the development of educational innovations in the field of literacy, continuous interaction with educational centers in the field of finance and development of financial education equipment.

The aim of the present study was to design a model to improve the performance of math teachers in order to improve the performance of eighth grade students in the Thames International Examinations.

This research is an exploratory research in terms of purpose and in terms of result, it is a developmental research. The study population included all faculty members (full time) of the curriculum in public and private universities in Tehran and curriculum planners of the eighth grade education textbooks and mathematics teachers of Shiraz in 1396, which by nonmethod 20 people were randomly selected as the sample size and referred to them in person. A questionnaire was used to collect data, which validity was examined by experts and reliability by Delphi method. In order to analyze the data from the approach Qualitative and structural equations and PLS2 software were used.

The findings showed that the proposed model includes components of teaching (teaching), teaching planning, guidance and counseling, management and educational leadership and assessment of learners, which improves the performance of math teachers in order to improve eighth grade students in exams. International Thames have an impact.

The results of model fit indicate the suitability of the model.

The purpose of this study was to provide a model of moral education in elementary school.

The research method was mixed with a qualitative-quantitative design. The statistical population of the research in the qualitative section included articles, thesis, documents and books from 1390 to 1398 and in a quantitative part, the teachers of the second elementary school were in Kerman. The study sample was based on purposive sampling method in qualitative part and simple random sampling method in quantitative part. The data collection tools in the qualitative section included articles, thesis, books, and in the quantitative section was a questionnaire. The content analysis method was used to analyze the data in the qualitative part and the second-order confirmatory factor analysis was used in the quantitative part.

Findings showed that 35 basic themes, eleven organizing themes and three comprehensive themes were identified in three areas of cognition, belief and moral behavior, then a questionnaire was designed to validate the model with 35 items. The reliability of the questionnaire was calculated using Cronbachchr('39')s alpha (0.95) and its validity was calculated based on the views of experienced faculty members and using the sigma numbering index of 0/85. The results showed that all themes with high factor load were approved, which indicated the high validity of the model. In the quantitative part, the findings showed that all themes with high factor load were approved, which indicated the high validity of the model.

According to the results of this study and focusing on the model of moral education, it is possible to help improve the level of cognition, belief and moral behavior of elementary school students.

Pedagogical Knowledge are useful, essential and essential lessons for students at teacher training courses, especially elementary teachers, when the content of these courses is tailored to the needs of the teacher's profession, they can play an important role in improving teacher performance. In this regard, the purpose of this article was to study the status Implemented Curriculum in Continuous Primary Education B.S courses at Farhangian University, in order to provide the strengths, weaknesses, and modifications needed for the specialized education group (elementary education). This study was performed by qualitative research method. The data of this study was obtained from semi-structured interviews with 31 faculty members of educational psychology courses, assessment of learning, principles and teaching methods, and 12 core student groups, using purposeful and theoretical sampling to saturation data (Based on the process of extracting variables and forming the theory), and the method The grounded theory suggestion, which include the coding paradigm (open, axial, and selective), the process of compilation and the results were analyzed. From the data of this research, from the total of three lessons, 628 initial codes, and finally, after several reductions and integration to achieve conceptual density, 503 initial codes were obtained from the interview with the participants, and in the subsequent analysis, the main class Called "Implemented curriculum quality". The choice of the word "Implemented curriculum quality" was due to the fact that it could explain a significant portion of the variety of data obtained. The results showed that a set of factors such as the characteristics of the causative conditions, the conditions of the intervener, the context, the teaching-learning strategies, and the methods of evaluation, and the consequences of these factors, affect the phenomenon and the main category, or "Implemented curriculum quality" is affected. The results are specific to this group and their generalization to other groups should be done with caution.

Different developments in recent years have provided protection for participative and interdisciplinary research from research and educational institutes and other organizations which invest in research. Because of the need for having a comprehensive look in solving problems and understanding complexities and also multidimensionality of problems which societies encounter some special ideas have evolved. Based on these ideas if researchers who are involved in one discipline, without being helped from experts of other disciplines, may come to ineffective solutions without sufficient consideration in all aspects of the problems. So research policy makers have come to these conclusions that: first, researches relating to social problems should be conducted with helps of researchers from other scientific fields. Second, researchers should work cooperatively and having interaction with each other. Third, their research finding should be so integrated that as much as possible a comprehensive and agreeable solution could be advanced. And finally, all above said will be achieved through interdisciplinary research. In this paper, based on validated scientific texts, authors have tried to provide a comprehensive look at the nature of interdisciplinary research in higher education. The basic subjects offered are: development of the ways of conducting academic research, moving of academic research to interdisciplinarity, consideration of academic disciplines for understanding interdisciplinary research, considering the nature of interdisciplinary research, early and late interdisciplinarity, and the motives of reflection of interdisciplinarity in policy making.