goals

The present study aims to design and validate evaluation scales for curriculum programs for undergraduate students in Primary Education at Farhangian University. Based on its objective, the research is applied; based on data type, it is mixed (qualitative-quantitative) and exploratory; based on data collection time, it is cross-sectional; and based on the data collection method and nature, it is descriptive-survey research. The statistical population for the qualitative section of the study consisted of experts, 20 of whom were selected based on purposive sampling. The fuzzy Delphi method was used to select the experts. The statistical population for the quantitative section of the study included all secondary school teachers in Hormozgan Province, a total of 450 teachers, from which 360 teachers were selected based on the Cochran formula and using stratified and cluster sampling methods. Delphi technique and model fit assessment questionnaires were used. The validity and reliability in the qualitative section were assessed using quality criteria (credibility) and were confirmed. In the quantitative section, content, face, and construct validity were used for validity assessment, while reliability was evaluated using Cronbach's alpha and composite reliability, both of which were confirmed. The data analysis method in the qualitative section involved the Delphi technique. In the quantitative section, Pearson correlation method was used with SPSS-V23 software, and structural equation modeling (Confirmatory Factor Analysis) was performed using factor loadings for each indicator of the components and their respective components with Lisrel-V8.8 software. The results showed that the components of the evaluation scale model for curriculum programs for undergraduate students in Primary Education at Farhangian University were identified in 5 dimensions and 16 components, which include the dimensions of logic and objectives (3 components), content and learning activities (3 components), teacher roles and materials/resources (4 components), grouping and assessment/evaluation (3 components), and location and time (3 components). Furthermore, based on the positive mean differences, it was inferred that the status of the components was overall desirable, but slightly above the average. Additionally, the model validation results indicated that the alignment, understandability, generalizability, and controllability of the model were credible according to experts, and it was confirmed with a 99% confidence level. Finally, based on both quantitative and qualitative approaches, the final model was presented.

The ultimate goal in education is human happiness. Imam Khomeini (RA) considers education and training in the shadow of practicing the enlightening teachings of the religion of Islam to be the true path for man to achieve happiness and has given many orders in this regard. The current research titled education and training in Imam Khomeini's (RA) perspective, emphasizing the theory of human happiness, has explained the goals, principles and methods of education and training based on happiness. The current research is an applied developmental-exploratory type and content analysis method. Data collection is done by field and library methods. The researcher made a data collection tool, a form and a questionnaire. The findings of the research indicate that the goals of education based on happiness in the view of Imam Khomeini (RA) are: wisdom, virtue, closeness to God, God's satisfaction, mercy, solitude in heaven, cultivation. The principles include: giving priority to cultivation over education, honor, moderation, perfection, truth-seeking, dignity, tranquility, comfort. Methods include: refinement, moving on the path of God, acquiring knowledge, reforming affairs, sincerity, advice, benevolence, reminder, fearlessness (divine care), meditation, calculation, Enjoining good, tolerance, asceticism and simple life.

The present study aims to identify and analyze the educational foundations of mosque-centered schools, seeking to answer the following question: “Which foundations do these schools adhere to and what goals and principles do they follow?”

To examine the above-mentioned questions, this research utilized a descriptive-analytical approach and employed a comparative-inductive content analysis method to have a case study of Hazrat Rouhollah Educational Complex in Mashhad.

The findings of study included educational foundations, goals, principles, and educational methods obtained through the content analysis of documents within this educational set. Educational foundations were classified into macro and micro levels. Macro-level foundations (policy-making) were presented in the field of structure (inefficiency of present educational systems) and in the field of approach (the centrality of the mosque in education, prioritizing teaching over education, the scientific-moral authority of the educator, and the priority of role of the family in education). Additionally, micro-level educational foundations (implementation) in the field of educational content (prioritizing the realm of doctrinal-worship-moral education, and the realm of various aspects of human being and the necessity of attention to them) and in the field of educational methods (observing gradual progression and adapting content to the learner, diversity in the learner’s capabilities and attention to them) were identified.

The findings at both macro and micro levels can be utilized in educational systems.

Introduction and goal: Improving the school increases the capacity of teachers and leaders and ultimately improves students' learning outcomes. The purpose of this study is to provide a model for promoting pedagogical coordination and educational leadership for school improvement.Research

In terms of purpose, the present research is applied and according to the method of collecting descriptive-correlational information based on structural equation modeling using the path analysis method. The statistical population of this research includes all the primary school teachers of the first district of Urmia city in the number of 1113 people, using the Karjesi and Morgan table, 290 people were selected as a statistical sample by cluster sampling method. The standardized distributed leadership questionnaire of Hulpia et al. (2009) consisting of 40 items was used to collect data. After confirming the formal and content validity of the research tool by a number of experts, five components, educational coordination, educational leadership, common goals, joint work and participation in decision-making were extracted through exploratory factor analysis and the reliability of the research tool was calculated using Cronbach's alpha method as 0.953. The relationship between the variables was tested through structural equation modeling with the path analysis method.

The results showed that educational leadership explains 20%, joint work 18%, common goals 41% and participation in decision making 21% of the variance of educational coordination.

In this study, the relationships between the variables of educational leadership, joint work, common goals and participation in decision-making are confirmed, which together create coordination in the school, which ultimately improves the school and increases students' learning.

The general purpose of this research is to express the philosophy, foundations, goals and principles of education in Iran. The main question of the research is that education is explained based on what principles? How has education been in the past and in the new? It should be said that the process of education takes place informally from birth to the end of life through human teachings in various environments. But the major part of it is entrusted to the official institution of education and education, therefore, education can be considered from three angles: a- education as an "institution" b- education as a "production and product" C- Education as a "process".The previous article, which was carried out with a descriptive, analytical and library method, and came to the conclusion that education and training in the past consisted of information and skills that could be applied, and the duty of education and training is to transfer this information and skills. to the new generation, preparing students for responsibility in the future and success in life; But the main goal in new education and training, in addition to playing this role, is to discover the relationship between education and training and personal experiences.

The purpose of this research is to compare economic education in the primary school curriculum in Germany, Japan, Sweden and Iran. This research has been done in a descriptive-analytical approach and with a comparative survey method in educational systems based on Brady's point of view. The research community includes information and data provided in English and Farsi from 2005 to 2020 in the databases and citations of foreign databases and internal databases, as well as the international network of financial, educational and training sites of the countries under study. The sampling method was purposeful and the collected data was analyzed based on the mentioned pattern in four stages of description, interpretation, comparison and comparison. The findings of this research showed that in the field of economic education, between the educational system of Iran and the countries of Germany, Japan and Sweden in terms of educational goals (consumption pattern, financial attitude, acquisition of economic and financial skills and qualifications), educational materials related to The field of economic education emphasizes and focuses on the organization of content and topics, methods of teaching economic concepts and methods of evaluating differences. The results of the research indicate the revision of Iran's educational system in the field of economic education of students, especially in elementary school, in terms of educational goals, curriculum, and teaching and evaluation methods, so that it can provide a suitable platform for the internalization of authentic religious and moral values. Providing economic and professional training based on the Islamic standard system.

The present study aims to explain the nature, goals and functions of the higher education system based on the knowledge research approach. This research is analytical-inferential in terms of purpose and descriptive-survey in terms of data collection. The statistical population includes all professors and specialists in the field of education in the field of higher education, 440 people. Using Krejcie and Morgan table, the number of samples was calculated 201 people and were selected through simple random sampling method. The data collection tool was a researcher-made questionnaire. Factor analysis and Chi-square test were used to analyze the data.The findings show that there is a significant difference between the views of professors and experts in the field of education in the field of higher education in the nature and functions of the higher education system based on the knowledge research approach. There is no significant difference between the views of professors and experts in the field of education on the goals of the higher education system based on the knowledge research approach. There is no significant difference between the views of professors and experts in the field of education in the field of knowledge research functions of discovery, application and teaching. However, there is a significant difference between the views of professors and experts in the field of education on the function of integrated research in higher education based on the approach of knowledge research. According to the research approach, Iranian higher education needs a general review in the formulation and implementation of promotion, reward, balancing regulations in all faculty members according to the functions of research, discovery, training, application and integration.

The main purpose of this study is to investigate the views of Islamic intellectuals in the field of women and to extract its principles and educational goals.

The method of this research is analytical-inferential.

What was concluded in this study based on the theoretical foundations of Islamic intellectualism in the field of women in the field of education are: five educational foundations, one general goal and five intermediate goals. The extracted educational principles include: the high position of rationality in understanding religion, justice as a fluid and dynamic concept, hermeneutic approach to religion, emphasis on the fundamental equality of human beings in law, emphasis on freedom. The goals also include a general goal, which is the fundamental equality of men and women based on the inherent dignity of human beings, and five intermediate goals, including: legal equality, educational equality, intellectual development, women's liberation, and women's independence.

Islamic intellectualism, by crossing gender divisions, portray their appearance, identity, women's rights and education based on signs such as morality, fairness, customaryism, interpretation of religious texts, and change based on the requirements of the time.

The aim of the present study was to identify the goals and activities of the Iranian teacher training internship program. The research method is applied in terms of purpose and mixed (qualitative-quantitative) in terms of data collection method. The statistical population of the qualitative section includes experts and internship experts in teacher training, who were selected by targeted sampling of 18 people. The statistical population of the quantitative sector also included students, teachers and graduates in the field of continuous bachelor's degree on the campuses of Farhangian University of Tehran Province (6102 N =). A total of 278 multi-stage clustering methods were considered for sample size. The data collection tool is a semi-structured interview and questionnaire. Content validity was used to determine the validity of the interview questions and the questionnaire and Cronbach's alpha coefficient was used to estimate the reliability of the questionnaire. The results showed that in the field of internship goals, the highest priority is related to "linking academic theoretical issues with the workplace related to the disciplinary commitment disciplines" and "improving professional skills and competencies of teachers in all dimensions". In the field of learning activities, "Practicing special activities such as storytelling and final reporting" and "Learning how to implement theoretical knowledge related to the field in teaching and learning activities in the classroom" received the highest priority. The results of this study can be used as a framework in the process of internship planning in the fields of teacher training at Farhangian University and other universities

The purpose of this study is to critique the goals of the domain of religious and moral education approved by the Supreme Council of Education. The criticism has been launched in the dimensions of the foundations and the methods for reaching the goals. The findings of this study show that the philosophical foundations of these goals are the theory of religious good and evil or the theory of divine command which is in conflict with the pre-religious ethics, the signs and evidence of which exist in the Islamic religious sources, and the relevant theoretical views are contained in the theoretical foundations of the document of The Fundamental Change. Also, these goals lead to a moral education emcompassed in the religious education while this type of moral education will not be effective in today's conditions.

The concept of self-sacrifice is one of the highest effective and motivating moral values able to affect the atmosphere of a society widely and guarantee the permanence and consistency of human societies. However, while there is no serious dispute about the necessity and importance of the concept of self-sacrifice, there is disagreement about what it is and its operational meaning. In response to this situation, this article intends to explain the concept of the moral value of self-sacrifice based on the verses of the Qur'an, to suggest goals and educational content related to this concept. The research methods used in this article are descriptive semantics and content analysis. The results of the research show that self-sacrifice is a central social moral value and it's most important pillars are relationship and relationship with another. According to these two dimensions, self-sacrifice is a special form of a person's relationship with another person in which the person prioritizes the needs and desires of the others. From an educational point of view, in order to institutionalize the value of self-sacrifice in learners, it is desirable to use a competency-based goal setting model and an integrated approach in content development.

The present study is aimed towards identification the indices of desirable goals with regard to the Humanity Courses for universities and the extent to which these indices are taken into consideration. In the present study, exploratory mixed-methods research was used. In the quantitative section, Phenomenology method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we administered quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in curriculum and goals. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed in the qualitative analysis, the structural and interpretative method was administered in the quantitative analysis, descriptive and inferential statistics was also used to assess the data. The results indicated that the interviewees outlined ten indices as the salient indices of goals and it can be argued that the recognized indices can be used to assess and revise the goals of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention to the goal indices seem to be less than desirable which seem to require far more significant attention.

Education, as the highest authority and organization governing school sports in the country, is responsible for its development and promotion. The success of education in this field is tied to the diffusion of sport in schools. Sport not only benefits health, but also contributes to the economic, cultural and social characteristics of a region and country. Attention to physical education and vitality of students is one of the most important issues in education and every year there are various programs aimed at emphasizing the importance of sport and sport activities for the general public. The development of equity in sports planning in schools enables institutionalized sport in all areas. While there are no sports facilities and equipment in many schools today, this has led to the growth of injustice on the path of physical education development in schools. Many problems have arisen due to the lack of attention to school sports, especially in deprived areas of the country. The loss of talent and the lack of cultural programs in these areas have led to some form of poverty in these areas. With this in mind, the need for comprehensive research to strengthen the status of school sports, especially in deprived areas of the country, is well understood. The lack of research in this area has led to major ambiguities in the planning and development of school sports in deprived areas of the country. Therefore, the present study was designed and implemented to determine the incidence of exercise in deprived areas. The method of this research is mixed (qualitative and quantitative). The statistical population of the present study in the qualitative section consisted of elites and people with knowledge of school sports in deprived areas in Kermanshah province. These included some physical education teachers and physical education managers who worked in deprived areas of Kermanshah province during their service. The statistical population of this research includes all the teachers of sport in the deprived areas of Kermanshah province. When the statistical population is uncertain, Cochran's sample size formula will be used in the case of statistical uncertainty. According to this formula, under these conditions, the sample number will be 384 (Sarani and Elahee, 1395, 57; Drunk and Fakhraei, 2014, 117). Accordingly, 384 sports secretaries were identified as the research sample. In order to study these areas, first a list of deprived areas in Kermanshah province, according to the meeting of the Cabinet of Ministers in 2009, was determined and based on random cluster selection, 3 cities were selected as target cities and then 384 secretaries. Exercises were identified from these areas. According to government approval in Kermanshah province in 2009, there are eight deprived cities including Qasr Shirin, Javanrood, Sarpol Zahab, Gilan Gharb, Paveh, Thales Babajani, Dalahoo and Ravansar. The target areas were identified and the questionnaires were distributed among the sports teachers present in these towns and villages around the cities and after they were completed. Finally, 361 completed questionnaires were collected from sports teachers in these areas. The data collection tools in this study included semi-structured interviews in the qualitative section and in the quantitative section a researcher-made questionnaire based on the Wisbord model with 2 demographic sections and 22 questions. The main questions of this research were identified after reviewing the research background and reviewing the opinions of a number of experts using an open questionnaire. The questions in this section were designed on a five-point Likert scale. The face and content validity of this questionnaire was evaluated using the opinion of academic experts and exploratory factor analysis was used to assess the construct validity of this questionnaire. Cronbach's alpha coefficient was used to determine the reliability of the questionnaire. The reliability of the questionnaire was 0.81. Statistical methods used in the present study include Smirnov clomograph test to determine the normality of research data, exploratory factor analysis test to check the construct validity of the questionnaire and sample t-test to check the status of each component. Research findings. Data analysis was performed in SPSS software version 22 and PLS. Open, axial, and selective coding was also used in the qualitative part of the research. The qualitative results of the research showed that 22 complications were extracted from the interviews that were classified into 6 categories including goals, structure, rewards, useful mechanisms, communication and leadership. The results showed that among the sporting events in schools in deprived areas of the country, the goals with the impact rate of 0.969 were the most important. To evaluate the model performance of the present research, the fit indices of the Structural Equation Approach (PALAS) approach were used. Sample Tatech test results showed that the rate of complications identified in the study included the Weisbord model in all dimensions and domains below the mean level of 3. Given the significance level of less than 0.05, it can be stated that these conditions are in undesirable conditions. Meanwhile, the state of play related to sports goals in schools in disadvantaged areas is in a disadvantage compared to other conditions. It seems that the lack of clear goals as well as the lack of clarity in some aspects of the school sports structure have led to the lowest level of importance of sports in schools in disadvantaged areas. This is due to the lack of appropriate culture for the performance of sports among students. This has led to the focus of school principals and education officials on addressing problems and shortcomings in the non-sporting areas of schools, and on the other hand, even in some cases, channeling many of the budgets and privileges related to sports. Lead the non-sport areas of schools.

The purpose of the study is to investigate the goals and activities appropriate for learning internship course for undergraduate students of law.

This study adopted a mixed approach. In the qualitative section, interviews were conducted with 28 people that were selected using a purposive random sampling method. The statistical population of the quantitative section of this study was a small number students in and graduates of law, 114 of them were selected by stratified random sampling method. The data were collected through semi- structured interviews and researcher-made questionnaires. Content validity was used to determine the validity of the interview and the questionnaire, and to determine the reliability of the questionnaire, Cronbach's alpha coefficient was used. Descriptive and inferential statistics were used to analysis the data.

The results of the research showed that in the field of goals, the priority should be given to linking academic theoretical issues with the field of work related to the field of law and the promotion of specialized skills. In the field of learning activity, the practice of specific activities, such as the writing of lawsuits and the legal regulation of contracts, and the acquisition of the practice of theoretical knowledge in the field of law, received the highest priority. The results of this research can be used as a framework in the universities internship planning process.

This study examines the theory of intellectual education from the perspective of Allameh Ja'fari and Kant in the context of the goals and principles of intellectual education for use in education. Allameh Ja'fari, as a Muslim thinker, views rational education as the cultivation of human thinking to transfer from ordinary life to reasonable life. Intellectual education also has a kind of goals and principles that have one ultimate goal and several intermediate goals. The ultimate goal of rational education is to bring humanity into the worship of God and to serve God as its intermediate goals, including self-realization and the overcoming of reason over the self and the conversion of raw emotions into pure emotions. The principles of rational education are: the principle of supreme reasoning, the principle of the balance of reason and emotion, the principle of continuity and learning and the principle of purity of heart. Kant, on the other hand, holds that, because of the self-fundamental characteristic of reason, one must consider himself not only in the field of theoretical reason but also in the field of practical reason. The goals of his rational education are to perfect all human powers, the continuous development of man and human perfection, the transformation of the natural man into the moral man, and the guiding of man towards true freedom. In his view, the principles of rational education are observing the principles of freedom, discipline, activity, harmony, experience and foresight. The purpose of this article is to investigate the differences between the two systems of rational education and to analyze the epistemic and educational aspects of each on the type of human education.

The purpose of this study was to explain environmental education based on the philosophical principles of education in the Islamic Republic of Iran. The method of this qualitative research was Frankena's inference type. Based on Frankena's deduction pattern and through combining goals and foundations, certain principles were derived. The statistical population of the study comprised the philosophy of education in the Islamic Republic of Iran and all sources related to environmental education which were purposefully selected and thoroughly examined. The data analysis methods included categorization, coding and interpretation which were continuously and simultaneously carried out with data collection. The findings of the study indicated that the goals of environmental education based on the philosophy of education in the Islamic Republic of Iran include: understanding the presence of God, the world of nature and man, awareness of the purposefulness of nature, commendation of the nature holiness, understanding the order and balance of nature, understanding the metaphysical and physical aspects of man based on his relationship with the environment, understanding and fostering an environmentally responsible behavior. The foundations of environmental education are: nature as a manifestation of God, the purposefulness of nature, the sanctity of nature, the orderly nature, man (a combination of body and soul as well as intellect and senses) perceiving the nature, the freedom of man, the sense of belonging to a place in man, the inherent value of nature independent of the human mind, nature’s being founded on the principle of a just system, environmental aesthetics in humans. And finally, the principles of environmental education are: the attitude of "az-oui" (We belong to Allah) toward nature, belief in nature’s ultimate, respect for nature as a sacred creature, the preservation of the harmony of nature, the harmony of the body and soul in relation to nature, the bond of senses and mind in relation to nature, observing laws in the environment by humans, the discovery of environmental identity, observance of the right to a healthy environment, environmental justice, the achievement of a comprehensive environmental attitude, beauty of nature as the motive for environmental protection.

The aim of this study is to investigate the relationship between job ranking of employees and their performance in education office in Zanjan. This is an applied research and data collection was of survey type. After studying the literature, the variables of the study were identified and research hypotheses were formulated. The dependent variable was measured through a questionnaire whose reliability was calculated through Cronbach’s Alpha as .83. The sample of this study included 248 employees of education department in Zanjan who were randomly selected. Coefficient of correlation used in data analysis revealed that there was significant relationship between employees’ performance and their job ranking. Finally, based on the obtained results, suggestions were presented to further researchers.

To improve the quality of education in Iran any contradiction between the regulations and objectives needs to be rectified and correspondences strengthened. To this end, based on the views of Bourdieu and Merton, educational and administrative documents related to secondary schools were analyzed. The analysis had two steps: first the goals and regulations within both the fields of education and administration were identified, and then compared to identify contradictions/correspondence. The results are indicative of massive contradictions within the educational documents between regulations and objectives. The heightening of the levels of morality and being knowledgeable contradicts elimination of pre-requisites, lowering of the passing criteria, and lack of appropriate instruments of control. Such contradictions give rise to many educational problems that bar schools from reaching their expected outcomes.