فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 60 (بهار 1398)

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.

Existence of racial, ethnic, linguistic, cultural diversity, in different countries committed their educational systems to respond decently & worthly to plurality & diversity of their communities and are considered decently in educational curriculum. Multicultural education, is an approach that, is adopted in response to cultural diversity in a society and its educational system. This study was aimed to investigate quiddity and reasons for considering the multicultural curriculum and identify its components. Research method was Qualitative and from the type of content analysis. To collect information all available sources of multicultural education in print and electronic libraries (valid databases) were used & was analyzed using the inductive category. The findings of this research along with specifying the necessities of multicultural education (Social Realities in Iran Society- the necessity to respect the human dignity of all human beings- The lack of multicultural education in the current educational system- Globalization & training requirements resulting from it- the need for training familiar teacher with the educational system of Multicultural Education) showed that,attention to multicultural education curriculum, at global and national situation is an inevitable necessity. At the end of the study,the components of multicultural education were identified. In summary, the following were noted: Anti-racism education, acceptance of diversity & plurality, peaceful coexistence with other groups, regarding educational justice, flexibility in educational programs, variety in using of teaching methods, and so,variety in using of educational materials, to protect minority languages.

The main purpose of this inquiry is to identify the key elements of global citizenship education curriculum in the elementary schools of Iran's educational system. The method used in this inquiry is qualitative, which is in turn of a phenomenological type. The statistical population consists of teachers, experts and specialists in the field of global citizenship who have been selected purposefully through the snowball technique. Selection of sample individuals continued until the data saturation. 34 people have been interviewed in total, including 18 teachers and 16 experts and faculty members. In order to analyze the data obtained from interviews, Graneheim and Lundman’s method has been employed. The data has been gathered through semi-structured interviews and has been analyzed during the coding stages which has later been presented in 9 general categories including: necessities and needs, goals, contents, teaching and learning methods, the role of teachers, evaluations, materials and resources, location and time. Moreover, Lincoln & Guba’s method has been used in order to establish validity and reliability with using four criteria of validity, transferability, reliability and verifiability. Finally, the application of Philosophy for Children program in global citizenship education has been investigated and suggestions for the further development of global citizenship education have been proposed.

The purpose of this paper is to provide solutions for improving the professional competencies of teachers and determine their effectiveness. In this mixed method study, the strategies were extracted through the study of authoritative internal and external resources and the review of the views of the experts. They were classified in four categories based on "Teacher Education Curriculum Architecture in Iran". They were classified under four headings: Competencies related to subject knowledge, Competencies related to educational knowledge, Competencies related to subject-oriented training, and Competencies related to general knowledge. The views of some people of four groups including faculty members, teachers of teacher training students, outstanding teachers, student teachers about the status and priority of the effectiveness of the solutions were collected and analyzed. The average solution rates for all responses were the same in all cases (with the exception of two cases). These results show that there is a similarity (at least on the basis of statistical analysis), about the identified strategies, between the views of experts (university professors) and stakeholders (teachers and student teachers). This shows the alignment of the fields of "opinion" and "action" which makes it easier to plan the professional growth programs for teachers. Also, the "acquisition of competencies related to subject knowledge" strategies with the highest average of 84/15 have the highest ability and the "acquisition of competences in the subject-oriented training" with the average of 52/95 have the least ability.

The purpose of this study was to determine the validation of the components obtained about the College student’s curriculum. The present research has been accomplished in both practical and analytic approaches. The study type is basic research, in terms of approach it is analytical and also an exploratory mixed-type projects in which one qualitative and one quantitative techniques were utilized. Performing open-ended interviews with some experts in the field of “Education & Learning Programming” at university of Tehran, the 3-stages Strauss and Corbin method was used in qualitative part based on grounded Theory method. In the quantitative part, an analysis of the confirmatory structure and Friedman test was used. Based on 100 observation points, the theoretical framework was tested using AMOS software. Four main criteria obtained: (1) Features of the curriculum (overt and covert); (2) The main components (college student, faculty and university as an organization); (3) Stages of formation (basic factors and motivating factors, i.e. triggers); and (4) The obstacles and challenges through the formation and Confirmatory structure analysis results confirmed these components.

the general purpose of the research is analyzing a conceptual framework for building a educational package of cognitive and neuropsychological plays in children with dyslexia, through using cognitive and neuropsychological factors of dyslexia. Through using available sampling method, all researches performed up from2001 to 2017 have been analyzed. Data were analyzed using content analysis method and Nvivo software. Data analysis showed 8 organizing contents: Cognitive-perceptual deficits, deficit in memory skills, deficit in attention, and deficit in phonological processing, deficit in central cohesion, deficit in the naming and processing rate, deficit in motor skills and deficit in executive functions. Also 38 basic contents were appeared for building an educational package of cognitive and neuropsychological plays in children with dyslexia.In order to assess the validity and appropriateness of the proposed model a questionnaire was desined and distributed among the experts who had knowledge and expertise in the field of learning disorders and coding reliability was confirmed using the Holstee method.

The purpose of this study is to investigate content knowledge(CK) and pedagogy content knowledge(PCK) of the primary school teachers and its relation with the students’ problem-solving ability at mathematical fractions. Therefore, 256 teachers of the fifth and sixth grade were selected randomly, and measuring scale of CK and PCK was administered on them. Also, measuring scale of the ability of solving fraction problems was administered on 5179 students of the same teachers. The result shows that; 1) The primary school teachers lack right and adequate CK and PCK at mathematical fractions; 2) Students’ ability at solving fraction problems was poor especially on conceptual problems; 3) There is positive and significant relationship between CK and PCK with students’ problem solving ability at fractions. Mean structural analysis between male and female teacher's shows although the mean of CK and PCK of the male teachers is higher than that of female teachers, there is no significant difference between them. It was proved that there is positive and significant relationship between CK and PCK with instructional experiences and academic degrees of the teachers. The result of this study emphasizes special attention to reviewing and revising pre-service and in-service training of the teachers.

The purpose of this study was to identify the effects of instruction through play on English academic achievement and self- assertiveness of language learners of 8 to 12 years old. Statistical population consists of two language schools located in the west part of Tehran that introduce the most number of courses for children in fall 1390. The method of this research was quasi-experimental with pretest-posttest design and control group. Participants were randomly assigned to experimental and control groups. In order to gather data, institute final assessment for academic achievement to be tested and assertiveness questionnaire of (AI),Gambrill and Richy (1975) were used. For analyzing data t –test was used to compare differential means of experimental and control groups, results showed that instruction through play leads to an increase in scores of English academic achievement and self -assertiveness of young language learners (α<0.05).

Increasing concern in various environmental issues and the need to respond to global societies transformed the use of information and communication technology into academic and academic systems into an active curriculum and curriculum. But prior to its application, the factors that affect the acceptance and use of this phenomenon should be identified. This research studies the provision of environmental education through mobile technology with research methodology, descriptive type of research based on prediction. The statistical population includes 2422905 students in Tehran during the academic year 1394, selected by stratified cluster sampling with proportional assignment. Out of the schools of this region, the 9th grade students were randomly selected to sample 350 people. To collect data, this study was conducted on the adoption of mobile learning from the questionnaire developed by Cheon et al. Validity of the questionnaire was approved by experts and experts. For reliability evaluation, Cronbach's alpha was used, which was more than 0.7 for research variables, indicating the internal reliability of the questionnaire. Data were analyzed by SPSS software and LISREL version 8.8. The findings of path analysis in the research of subjective norm, attitude and behavioral intention showed a significant role in students' desire to use mobile education technology in learning environmental education.

The main objective of this study was to compare learning health knowledge, attitude, and behavior through social media discussion vs classroom discussion. In this experimental design with control group, 40 girl students in 7th grade of secondary schools in Abadan were selected with cluster sampling and group's random assignment experimental and control. The experimental group received five sessions of presentations in class plus five groups discussion via social media. the control group received same instruction through classroom presentation and discussion. A researcher-made questionnaire was used. Questionnaire validity was confirmed by experts. Its reliability was approved by Cronbach test (calculated alpha for knowledge, attitudes, and behavior subscale was 0.73, 0.81, and 0.90). The pre-test and post-test data were analyzed by multivariate analysis of covariance (MANCOVA) method. Results showed significant differences between experimental and control groups on health knowledge, attitudes, and behavior. It revealed that for adolescents’ health education, discussion thorough social media is more effective than classroom discussion.

The main goal of this research is to study the effects of the research-oriented teaching method on critical thinking of graduated students in educational planning at sari-based Islamic Azad University. The present survey is semi experimental in term of data collection and applied in term of the goal. The statistical community includes all educational planning graduated students of Sari-based Islamic Azad University as 210 ones. The sampling method is simple random. In the present study, the standard test questionnaire of California Form B critical thinking skills (CCTST-B)(1990) (1990)have been employed. In order to determine the content and formal validity, the study questionnaires have been presented to some field-related exports, masters, guides and advisors to be reviewed that all of them confirmed the questionnaires’ validity to be used for the study. To further guarantee their reliability, 30 questionnaires have been executed before the final run randomly and their alpha-Cronbach has been estimated at 0.78 level. It should be noted that the course of advanced teaching method in the weekly program of Azad University of Sari was held one day a week and Wednesdays. In the first session, the implementation of critical thinking questionnaire Form B and Comic creativity was completed as a pre-test in both experimental and control classes. During the implementation period, the teaching-driven teaching with emphasis on the use of the teaching method of exploration as an independent variable, the researcher was fully associated with the professor and was present in the test class and when faced with the problem, he provided the necessary guidance, then at the end of the eighth session, the same questionnaires were completed as a post-test in both experimental and control classes. Research-based teaching has influenced the variable "critical thinking". Also, teaching-driven research among critical thinking components (interpretive skills, assessment skills, inferential skills, deductive skills, and inductive skills) did not only affect the component of interpretive skills and affected other components.

Academic Procrastination is one of the most common phenomena among students. Several factors associated with academic procrastination. The current study aimed to design a conceptual model of academic procrastination based on the immediate experiences of the students involved in this phenomenon. The research methodology was qualitative, grounded theory. Participants in the study were 30 high school students who were selected from five districts of Tabriz by purposeful and theoretical sampling method. Semi-structured interview method was used to collecting data. Analyzing data was performed on Corbin and Strauss (2008) model. The results of research identified 33 sub-themes and 12 main themes. The core category extracted from the themes, was the instrumental attitude toward learning. Extracted themes based on areas of the paradigm model assigned to context, process and consequence. Conditional-consequential matrix and conceptual model were drawn and then, factors related to academic procrastination and how they interact with each other was determined. The overall result of the present study was that the instrumental attitude to learning plays a mediate role between the context and the process factors. contextual factors are due to the instrumental attitude to learning as well as the process factors include poor planning, weakness in time management and low mindfulness lead to procrastination. The delay in doing the assignment has educational and emotional consequences.