textbooks

The purpose of the current research is to identify the components of national Solidarity for use in the content of textbooks. The research paradigm is interpretive, the approach is qualitative, the research strategy is qualitative content analysis (induction), and the field of study includes teachers of ethnicities and experts. A semi-structured interview was used to collect data. The sampling method was purposeful and continued until the theoretical saturation stage, and interviews were conducted with 14 experts and 18 teachers. The data format was based on audio and for data analysis two steps of open and axial coding were used. In the first step of coding, 451 initial codes, and 87 subcategories were obtained. In the second stage of coding, 16 main categories were obtained after categorization. The extracted categories are language homogeneity, diversity in introducing celebrities, territorial symbols, legitimizing cultural pluralism, rethinking and writing women's texts, strengthening trust, distributive justice, merit-based, strengthening national identity, paying attention to the multicultural economy, introducing ancient artifacts, consolidation of political legitimacy, redefining educational policy, strengthening National-transnational compatibility, creating social security, and reforming media policy. Based on the findings, the necessity of a review and a more comprehensive look at the components of national cohesion is felt.

This research was conducted with the aim of investigating the current role of education system in helping the process of political development. The research method is descriptive and quantitative content analysis with practical approach. The research population includes textbooks in the field of educating and learning humanities as well as special objectives and programs of secondary school in the first academic year of 2020-2021. Due to the nature of the research and limitation of the statistical population, the entire research population is considered as a sample. The measurement tool was a researcher-made content analysis checklist and the research results were analyzed using descriptive and inferential statistics indicators through SPSS software. In a summary and based on frequencies obtained from this research and data analysis, it can be concluded that: the textbooks in the field of educating and learning humanities and the goal and special curricula in terms of creating and cultivating the examined concepts and components for political development to students have been inappropriate and very weak and therefore it can be said that they do not provide the necessary ground for the political development of students. Also, studies showed that even with this minimal attention, a logical trend was not followed while distributing the components. This means that the authors of these textbooks and policymakers have not paid special or targeted attention to the issue of political development whether in terms of conceptualization or in terms of knowing the components mentioned in this study.

Paragraph 6 of the General Policies on Population lays emphasis on the promotion of nutrition literacy within society. The present study aims to evaluate high school textbooks in terms of attention to the food and nutrition literacy factors. The research method here is content analysis. The statistical population incorporates all textbooks of the high school cycle. No sampling has been done for this research, in which the entire population has been surveyed. The measuring tool is the content analysis checklist developed by the researcher. The validity of the tool is determined using the face and content validity method and expert opinions while its reliability has been measured at 96% using the Scott's Pi statistic. The results have been examined using descriptive analysis indicators while the Chi-squared test has been used to compare the frequency of food and nutrition literacy factors in the three disciplines of humanities, natural sciences and mathematics. They showed that attention to the food and nutrition literacy factors in high school textbooks is far from enough with some factors having been neglected in the books. The findings of this research also showed that the frequency of food and nutrition literacy factors in the humanities’ textbooks was significantly lower than in the natural sciences and mathematics textbooks.

Achieving the lofty goals of the Iranian Islamic model of progress requires a planning for the strategies to achieve the measures in the country's organizations and institutions.The current research was done with the aim of finding the appropriate requirements and solutions of the school institution to comply with the measures from the perspective of sociology.Using the qualitative method, 45 teachers with experience in public schools were interviewed in depth. First, the school-related strategies have been designated and then the basic requirements and the solutions to achieve them have been extracted based on the existing needs.the results show that the most important basic requirements include Hiring and constant training of motivated teachers who believe in the ideals of the Islamic Republic of Iran, paying attention to the content presented at schools (both formal and informal) and revising cultural and religious activities. Also, the most important solutions include adding Constitution book to schools' curriculum, rewriting secondary school's religious books based on common questions, redesigning competitions based on each grade needs, strengthening the spirit of political participation through competitions and the appropriate addition of Nahj al-Balagha and Sahifa Sajjadiyeh in the books of all grades in secondary schools.

Ancient texts such as “Kelileh and Demneh” have a great place and importance among students due to their content and educational concepts. The linguistic structure (technical prose) and the stylistic feature of “Kelileh and Demneh” are such that most audiences have difficulty communicating with this work. The purpose of the present study is to review the book “Kelileh and Demneh” Sharh Hossein Haddad by Qadyani Publications. This book, which has been described and compiled based on the correction of Minavi and Hassanzadeh Amoli, in addition to its advantages and positive components, is not without its drawbacks. In this research, by using the method of content analysis and collecting information in the form of library documents, while criticizing and reviewing the book “Kelileh and Demneh” Sharh by Hossein Haddad, a comparison with other versions of Kelileh has been carried out, and the book has been reviewed from two perspectives: form and content. The results of the research showed that there are problems and content objections (in the field of vocabulary, Arabicization, allusions, etc.) in the above-mentioned description that should be considered in the new edition. The lack of attention of the commentator to the Arabic text of “Kelileh and Demneh”, contenting himself only with the old versions of the work, not referring to important sources in the field of Arabic and Persian dictionaries, dictionary of allusions, etc. caused such problems in the book.

Teaching Arabic language in schools encountered more challenges in comparison to other courses due to cultural and political reasons as well as the families and students’ viewpoints about it. A survey of students’ attitudes towards learning this language would be an effective step in policymaking and the compilation of textbooks in this regard. This study used the descriptive-survey method to analyze attitudes toward learning the Arabic language among twelfth-grade students of Kerman in the fields of literature and humanities, experimental sciences, and mathematical sciences. Moreover, this study investigated the attitude differences among the students in three fields of humanities, experimental and mathematical sciences, as well as attitude differences toward learning the Arabic language between the twelfth-grade girl and boy students of Kerman. The sample consisted of 337 girl and boy students studying in twelfth grade in Kerman. The results showed that the attitudes of most of the students in three fields of humanities, experimental sciences, and mathematical sciences towards three variables of interest in learning Arabic, the importance of Arabic course among other courses, and the content of Arabic course were negative; nevertheless, mathematics students showed more interest in learning Arabic in comparison to other students. Girl and boy students’ attitudes did not show any significant differences.

The purpose of this article is to study the content of elementary school textbooks with the approach of social indicators of Islamic lifestyle. Social indicators include effort, moderation, family commitment, peace of mind, avoidance of extravagance. The method of the present study is descriptive and content analysis. The statistical population includes all elementary textbooks published in 1400. The research sample includes six volumes of Persian books, five volumes of heavenly gifts books and four volumes of social studies books that have dealt with these indicators. The findings of this article show that the frequency of social indicators of lifestyle in textbooks is 70 for first grade, 149 for second grade, 294 for third grade, 132 for fourth grade, 211 for fifth grade, and 164 for sixth grade. In general, the research findings indicate that in the textbooks of the first grade of elementary school, the least attention is paid to the indicators and the highest amount of attention is related to the third grade. Among the social indicators, uterine reconciliation and avoidance of extravagance had the least attention.

The main purpose of this article is to analyze and critique the content of a historical work entitled "The History of Educational Administration Viewed Through Its Textbooks". This book represents the reality of educational administration in a relatively long period of time in the mirror of public textbooks in this field and is a unique and valuable book by choosing a different tool for reviewing the historical course of educational administration. Therefore, while analyzing the structural, content and methodological features of this historical monument, its strengths and shortcomings were identified and extracted. The most important points in this book are the classification of historical courses in educational administration compared to similar classifications, the use of polysemous words in writing historical courses, ambiguity in distinguishing general and specialized textbooks of educational administration and internal inconsistency of the content of each course. Also, as a result of coping with the text, the quality of the Persian translation of the book was evaluated in terms of replacing the specialized Persian and correct equivalents, text, and psychological text, as well as the rules of writing and editing.

In addition to the role of textbooks in conveying information and understanding the curriculum, they can effectively socialize and institutionalize social values. Textbooks and their illustrations have a lasting effect on learners’ attitudes and behavioral patterns by inducing content and concepts. One of the categories worth studying to understand these functions is how gender is reflected in textbook images. Therefore, in the present study, the images of elementary school books of the Pahlavi period have been examined in terms of gender and gender roles. This descriptive-analytical study aims to evaluate the role of textbook images in redefining gender roles and gender modeling of learners. The findings of this study show the effect of the presence of gender stereotypes in terms of the role and position of the two sexes in the family and the social system. The gender structure of the textbook images of the Pahlavi period indicates the limitation of the presence of women in the historical, political, scientific, and intellectual fields.

The purpose of this study is to Analysis of the content of textbooks in the Iranian education system based on the level of attention to the components of cultural competence.

this research which with library approach and with using method of quantitative and qualitative content analysis, and the analytical unit, context, exercises, questions and the images were considered.

The results showed that in the whole of analyzed textbooks, 6864 cultural competence components were detected, of which 2258 cases were related to Persian books, 2137 cases were related to heaven gift and religion and life books, 1432 cases were related to social science books, 333 cases were related to culture and art books, 273 cases were related to thinking and lifestyle books, 71 cases were related to human and environmental book, 137 cases were related health book, and 223 cases were related to family and lifestyle management book. the second elementary school with 2105 cases and first elementary school with 1211 cases had the highest and lowest components.

The results showed that although in the textbooks to the characteristics of cultural competence have been considered. But the extent of addressing the components of cultural competence in different periods was unbalanced.

The purpose of this study is to investigate the amount of educational content of social studies in the first grade of high school to the symbols, components and elements of national identity. The research method is descriptive-analytic-content analysis. The statistical population of the study included all the books of social studies of the first grade of elementary school, which, through a series of checks, all their content (as a unit of analysis) in terms of attention to symbols And the components of national identity were examined. The results of the research show that the attention of the reviewed books has been incomplete and transient in strengthening national identity. Means that Some of the symbols, such as monuments and national celebrities, are overrated and some like national flags and anthems are either ignored or neglected. Among the lessons, the pages and images of these books have been neglected.  Considering the importance of the issue of national identity and its impact on creating convergence and cohesion in society, the use of this research can be considered as one of the important missions of the educational system to be paid special attention to policymakers and authors of textbooks.

A proper textbook has special features and criteria which make it distinguished from other books. Since textbooks have determining and key rule in the learning process, content analysis of textbooks has prominent significance. So, this article is going to clarify how much “Exegetical Methods of Quran” is adaptive with features and criteria of textbooks? The mothed is used here is descriptive-analytic with relying upon content analysis techniques. Studying the book and comparing with criteria of textbooks show that this book is totally adapted with criteria of novelty and perfection content. But, from perspective of superficial criteria of textbooks, %67 of goals, %65 of exercises, %50of preadvance-organizers and %10/63 of summaries are not in the suitable condition.

Textbooks content along with istruction prepare students to accept roles tailored to their gender characteristics. The purpose of this studu is Content analisis of Iranian primary school textbooks based on gender roles with an emphasis on occupations. The method used for the content analisis in present study is Shannon's entropy and the unit of analysis is text, questions, exercises and images that investigated in all of 3725 pages were reviewed. Statistical population was 9 textbooks subject matter  including Persian texts (reading), Persian texts (writing), Sciences, Heavenly gift, Quran texts, Mathematics, Social studies, Thinking and research, Occupations and technology. Also sample was eight textbooks subject matter  including Persian (read), Persian (writing), Science, Heavenly gift, Quran, Social Studies, Thinking and research and  Occupations and technology. The results showed that in elementary school textbooks reproduced out-of-home and income-based jobs for men and home-based job reproduced for women.

The present study aimed to evaluate secondary school textbooks in terms of prevention components of substance dependence. The research method was descriptive and content analysis. The research population included all secondary school textbooks published in 1397. Sampling was not performed and all research community was surveyed. Data gathering tool was a researcher-made content analysis questionnaire whose validity was confirmed by relevant experts. The findings of the research showed that the frequency of the preventive approach components of substance dependence in the secondary school was 197 cases in the field of experimental sciences, 173 cases in the field of humanistic sciences and 165 cases in mathematic sciences. In the tenth and eleventh grades, insufficient attention was paid to the preventive approach components of substance dependence. Also, in secondary school textbooks, the elements of "crime and the laws related to substance dependence", "the history of substance use", "the role of colonialism in substance development" have not been mentioned. Accordingly, it is recommended to pay more attention to the preventive components of substance dependence in the secondary school textbooks (especially in the tenth and eleventh grades).

The purpose of thisresearch was to analyze the content of the High Schoolbooks in terms of the amount of attention to the components of social capital.The present research was applied in terms of its purpose and according to its nature, iscontent analysis . The statistical population of this study was the contents of all high Schoolbooks in the 2018.In this regard, religious, Farsi, Thinking, lifestyle and social studiesbooks, were selected through purposeful sampling in the seventh, eighth and ninth grade.The research tool consists of a researcher-made checklist for analyzing the content of social capital according to putnam theory. To estimate the validity of the checklist,the content validity was usedand its reliability was also achieved through Scott's method 89/54.For data analysis, frequency and Shannon entropy method were used.Findings showed that the institutioned component had.Finally, based on the results, suggestions were presented.

This article is the result of a study in which all school textbooks of Iran were studied in the academic year of 1994-94. In the study, a total of 92 textbooks including 12641 pages were examined using quantitative content analysis method. The purpose of this paper is to describe and analyze communications related to "social rights" and "citizen's assignments" in textbooks. We have used two "highlighting" and "planting" theories to explain the findings. The most important findings are the following: in contrast to the four social rights for citizens, they are assigned 15 assignments. In contrast to 44 citizenship rights that have been repeated in various textbooks, 658 have been given in textbooks. By examining the most important documents in the upstream country, the constitution, the 20-year vision document and the country's comprehensive scientific plan, we find that the ratio of the right to the textbook does not correspond to the upstream documents. Textbooks seem to be primarily aimed at "planting" the notion of citizenship, so that they are right.

The education system plays a key role in relation to education,cultural heritage and consequently, strengthen national identity but in case of inability and inefficiency of the educational system for training in cultural heritage and strengthening national identity,citizens,students can of national identity and cultural heritage alienated.This is due to the centralized system of curriculum and information and communication technologies such as the Internet and satellite will double role.Due to this,this article’s goal are that qualitative content analysis method to pay that in book school as one of the most effective public education programs to what extent the issue has been dealt with cultural heritage?In order to access research purposes,the literature review component of the built heritage,after research data with qualitative methods in school textbooks were collected.The results showed that despite taking a part of the PersianBook this period as a"national homeland"and the brief refers to nationalfigures, mythology,customs and national holidays in other books of this period;Because of the importance of the subject and also primary targets in this regard is still to be felt weakness and in the beginning we are and the need for more coherent training component of cultural heritage in order to strengthen national identity to be felt

Gender is an important cultural issue towards which there are different views in different cultures. Investigating the similarities and differences among cultures can shed light knowing that cultures. In this regard, educational systems play a vital role, either directly or indirectly, in familiarizing students with different cultures, and textbooks are recognized as one of the most important tools for framing students’ intellectual framework. This way, the specific purpose of the present study is to examine the representation of gender in Persian, English, and French textbooks written in a seventy-year old period (i.e. from 1938 to 2015). In this regard, nine textbooks including: 3 Persian textbooks written in 1940 (1319), 1984 (1361), and 2012 (1391); 3 French textbooks written in 1937 (1316), 1988 (1367), and 2012 (1391); and 3 English textbooks written in 1940 (1319), 1984 (1361), and 2012 (1391) were gathered and investigated. The results of qualitative content analysis and frequency measures showed similarities and differences regarding the representation of gender in the textbooks that seem to have been less visible. Moreover, in English and French textbooks, there are some traces of bias towards females. The results of the present study could open new vistas towards intercultural relationships among Iran, England, and French.