نشریه تدریس پژوهی
سال ششم شماره 4 (زمستان 1397)

The main purpose of this study was to design moral education curriculum model for the elementary school of the Iran's educational system. This study used a qualitative research approach and was conducted based on the classical grounded theory. The statistical population consisted of teachers and experts in the field of moral education that was selected through snowball sampling. A total of 22 people, including 10 teachers and 12 moral education specialists, were interviewed. Semi-structured interviews were used to collect data. The data from interviews were analyzed during three stages of open, selective and theoretical coding, and the conceptual model was formed based on the drawing of the ratio between the main categories or elements of the moral education curriculum. Findings show that the conceptual model of moral education curriculum in two dimensions of why and necessity of moral education and how to develop a moral education curriculum and consists of categories such as necessity and need, approach, goals, content, teaching-learning methods, role of Human resources, evaluation, materials and resources, time and place are formed. The center of gravity or the axial category of this model is its comprehensiveness competency based approach which based on two main attributes namely adjustable attention to the dimensions of knowledge, insight and skill and inclusion of its territory to all school living have been affected the other elements of the curriculum.

Human beings have always been involved with moral questions. Some of these questions come up when we engage in professional work. Professional ethics codes will help us to answer these questions and behave ethically. This research aimed at identifying teachers’ ethical codes of teaching by looking at their memories of classroom events and their ethical (re)actions. As an applied research, researchers used ante-narrative strategy based on pragmatic presupposition to analysis teachers’ narratives about ethics of teaching. 19 teachers selected by sequential sampling from Sanandaj trained elementary teachers in this research. By analyzing their antenarratives, three functional codes (support, guidance, and empowerment) and two metacodes (respect and secrecy) were identified which can be classified as “responsibility for the students' life” because all those codes derive from events that (triggered the ethical action) has little relevance to teaching and learning activities.

This study employed a survey design to assess elementary teachers, knowledge of and attitudes towards educational research. Among all the primary school teachers of Malayer, 169 people were selected through cluster random sampling. A researcher-made test (45 questions) was designed and administrated to assess teachers' knowledge of research methodology with σ = 0.68 and an attitude scale (19 items) was used for evaluating of teachers' beliefs and attitudes towards educational research with σ = 0.82. The data was analyzed using descriptive statistics (frequency, percentage, mean and standard deviation) and the research hypotheses were tested by chi-square and Friedman tests. According to the results, although the level of teachers' knowledge of educational research is weak and poor, but their attitude towards the importance of educational research is in the average level. From the perspective of teachers in the study, teachers' inadequate understanding of the nature and process of educational research and their lack of motivation and interest are among the main factors preventing teachers involved in research activities and studying the results of studies.

The purpose of this study was to present the pattern of organizational factors affecting the transfer of learning to the workplace. The research is carried out in the framework of qualitative approach by using grounded theory method. The statistical society included specialists of training and human resource development of Islamic Azad Universities of the west of Iran which 15 people of them were sellected by purposive sampling method. Semi-structured interviews were used to collect data; simultaneous analysis of interviews was performed using three stages of open, axial and selective coding. The results of interviews analysis represented 25 components including organizational structure, organizational capabilities, financial and physical resources, knowledge sharing culture, exaltation culture, openness culture, organizational policies and laws, job characteristics, organizational status of education, development of organizational learning culture, development of participatory and teamwork culture, institutionalization of experience and expertise in the organization, career management, performance management, review and refine the laws and regulations, creating opportunities for use, promoting scientific interactions, promotion of the unit's training position, reducing job burnout, developing personality abilities and creativity, increasing the effectiveness of organizational training and increasing organizational success that were presented in the form of a paradigm model.

The purpose of the present study was to provide a project-based distance learning model based on the constructivist learning approach. The research method was the Grounded Theory. The statistical population of the study includes documents from 2000 to 2016 on distance education, project-based education, and constructivist learning approach in published databases. Of the 92 sources, including the article, the book and the thesis, 36 sources were selected in the Theoretical sampling method. Data analysis was conducted in a thematic analysis method in order to extract the components of distance learning and the project-based learning model. Based on the findings of research on distance learning, eight main components including organizational, managerial, educational, ethical and cultural issues, Interaction and user interface design, evaluation and support were identified. Integrating these 8 components with the project-based education model, and endorsing the views of distance education educators and designers, led to the provision of distance learning project-based constructivist approach

The purpose of the present study has been to explain and clarify curriculum leadership, in order to offer views and strategies to facilitate dynamic implementation of the curricula. The present study is a qualitative philosophical research, using conceptual analysis. The domain of the study included related books, theses, researches, magazines, and investigations. Due to huge and bulky references, printed and online digital resources which were available and related to the issue, were used in the study. For data gathering from samples, note-taking was used. Data analysis method included concept analysis, concept interpretation, and theoretical deduction. The findings showed that by explanation and analysis of the concept of curriculum leadership in its main aspects i.e. its whats, curriculum leaders’ working domains, roles, and characteristics, also, styles, levels, strategies, and that who could take this role, a clear picture can be presented. Moreover, the results revealed that due to the need for effective implementation of the new curricula, and to shorten the distance between intended and implemented curricula,

The aim of this study was to investigate academic Buoyancy, locus of and Academic Excitement in predicting academic resilience in Lorestan University students in the academic year of 2017-18. The research method was descriptive and correlational. The population of this study was all students of Lorestan University in the academic year of 2017-18. The sample consisted of 400 students from undergraduate students selected by simple random sampling method.To collect data, academic Buoyancy questionnaire, locus of Control, academic excitement and academic Resilience were used. The data were analyzed by descriptive and inferential statistics. The findings showed that there was a positive significant relationship between academic Buoyancy, internal locus of control, and academic Excitement with academic resilience, and between the external locus of control and the academic resilience of one there is a positive and non-meaningful relationship. In general, the results indicated the importance of the variables of academic Buoyancy, locus of control, and academic Excitement in predicting academic resilience. Therefore, if the amount of predictor variables can be increased, the level of academic resilience change can be significantly increased.

The purpose of this study was to predict the Academic Achievement of Students based on Adult Attachment Styles, Self-Differentiation and Health Promotion Lifestyle in Undergraduate Students of Shahid Behshti University in the Academic Year of 2016-2017. In this descriptive-correlational study, a sample of 305 students from all undergraduate students of Shahid Beheshti University were selected by Accessible Sampling Method. Participants in the study, completed the Adults Attachment Styles Questionnaire (Hazan and Shaver, 1993), Self-Differentiation Revised Questionnaire (Skowron and Smith, 2003) and the profile of Health Promotion Lifestyle (revised version ll) (Walker, Sechrist and Pender, 1995). The results of Stepwise Regression Analysis showed that among the predictor variables, the total score of SelfDifferentiation plays the most role in predicting the academic achievement of the students and after that, are Secure Attachment Style and Self-Actualization component. In total, these three variables predict of about 0/19.4 of the variance of Academic Achievement. The Findings of this study indicate the importance of the initial experiences of people in the family environment and the quality of mother-child relationship and healthy growth of childhood on adulthood function

The purpose of this study was to design a water consumption behavior education course based on flipped learning method. The statistical population include the female students of the third grade elementary school of district 3 in Isfahan. Among them, five groups were selected through targeted sampling to achieve theoretical saturation. This research was conducted using the qualitative approach, the phenomenological method as content of the education course and thematic analysis method including 3 inclusive theme, 6 organizing themes and 21 basic themes were extracted as general and minor goals of the training course.Data analysis was done using subject coding. To determine the validity of thematic analysis and phenomenology,respectively,a standardized interview was conducted on the basis of the maximum control audit at the stage of taking notes of texts and observing the rules. The results were presented in the form of six lesson plans, as musical animations or displays in a software (compact disc). The results show that, using the identified components and using the new flipped method in education, students can be guided towards the correct pattern of water use.

In Iran's educational system, the "homeschooling" goes through its initial stages. At present, there are many uncertainties regarding the use of this approach. In this paper, the concept and position of the homeschooling and its necessity in the Iranian educational system were examined. The criteria for selecting these studies were to study the above issues during the years 1976-2018 for foreign documents and 2000-2015 in domestic works. To achieve this explanation, using a synthesis research methodology, a total of 83 studies were selected through systematic selection, content analysis and categorization. Then a combination of findings was presented in accordance with the principles of integration, rethinking and rearrangement of data. At the end of each section, aggregate findings and general conclusions are presented if necessary. The results showed that for two reasons, the lack of this approach in Iran is a learning vacuum, which is as follows: (a) The ideological reasons include: 1. The contradiction between the values of the home and the school 2. The conflict between religious values Home and school. B) Pedagogical reasons include: 1. Grading 2. Survival from education 3. Leaving school 4. The punishment system in schools 5. The school's central homework

The present research has a dual purpose. First, identifying and extracting components of the integrated curriculum, and, second, the validation of the proposed theoretical model from the perspective of the curriculum specialists and secondary school first-grade teachers. This research, regarding its nature, is a mixed (integrated) one and in terms of purpose, is an applied research method in which the ground research method has been used. The society of the study consisted of all curriculum specialists who are stable members of the Curriculum Association studies of Iran (500 members) and first-grade secondary school teachers teaching in the academic year 2018-2019 (183,000 people). To select the samples among the curriculum specialists, 35 were selected using non-random sampling method and among the teachers, 178 subjects were selected using the multi-stage cluster sampling method. Finally, 178 subjects were selected through targeted sampling. The data gathering tool was a researcher-made questionnaire whose validity was approved using Delphi's method and its reliability was confirmed by Cronbach's alpha (0.89) for the whole questionnaire and more than (0/83) for the four subgroups. Descriptive and inferential analysis of data, using chi-square test in alpha 0.05 showed that firstly, according to the viewpoints of the two groups under study (curriculum specialists and first grade secondary school teachers), all components related to the four elements and the proposed theoretical model has been appropriate and desirable. Second, the two groups agreed on the validity of the theoretical model of the integrated curriculum.

The purpose of this research is to investigate social strategies for prevention of misdemeanor by family, school and media. Social prevention includes measures affecting all kind of individual’s environments these environments play role in the socialization of a person, and have social functions. In this connection, school, family, and media are effective at a time juncture. The concern of social prevention is proper training & education. On the basis of theories of social process, delinquency is a function of individuals socialization. Social institutions (family and school) have one instructional and one educational function, if they do not perform their duties in the best possible way, the first defect will be made in the individual’s socialization, and in fact the way will be paved for committing a crime. the methodology in this research is a descriptive-analytic study of the type of qualitative and data collection method as a library of codified sources including laws, books, monographs, and articles that have been used to analyze these items after collecting the contents. the findings show that improving the educational system and the inclusion of law-making courses and rules of law in textbooks and the use of supportive and familysponsored programs and the right guidance of media programs can be effective ways to support children at risk.