مجله پژوهش های برنامه درسی
سال نهم شماره 1 (پیاپی 17، بهار و تابستان 1398)

The aim of this qualitative case study research, was to design a curriculum framework for preschool teacher education in the education system of the Islamic Republic of Iran. Potential participants were three groups included subject matter specialists in the field of preschool, educational psychologists that familiar with the field of preschool education and curriculum specialists in the field of preschool education that by using the purposeful method and critical cases sampling technic in compliance with the theoretical saturation rule,participants that were the most familiar with the field of preschool teacher education curriculum were selected. The necessary information was collected through the study of documents and interviews with key experts and was analyzed by using the thematic analysis. In this process, the curriculum framework for the associate degree of preschool teacher education, was designed in 14 elements under the headings of logic and reason, aims, content, learning materials and resources, teaching methods, learning activities, the teacher's role, the learner's role, Instruction place, Instruction time, grouping learners, evaluation, executive implications and facilities, and diffusion, along with the components of each element were designed.

The purpose of this study was to investigate the effect of instructional dart game on learning of the basic concepts of math in the first grade in elementary schools. The research method was quasi-experimental (pretest-posttest design with reference group). The statistical population of the study was primary school students in Zarghan city in the academic year of 1395-1396. In order to select the target population of the study, a cluster randomized sampling method was first selected from schools with three or more classes in first grade and then one girls 'school and one boys' school was selected.  By random sampling, the four classes were divided into 4 groups (2 boys and 2 girls’ classes) and divided into two groups of experimental and reference for boys and two groups of experimental and reference for girls. A test that was made by the researcher was carried out; this divided the groups into halves. All groups were given a pre- test (first half of the test), after that, the experimental groups for girls and boys attended 10 training sessions with the help of the instructional dart, while the reference groups of girls and boys continued with their regular education. After the end of the training, all the groups were subjected to a post-test (second half of the test) and the data were analyzed by SPSS software. The data was analyzed by descriptive statistics such as mean and standard deviation, and then inferential statistics such as dependent t-test and independent t-test were used to interpret the data. The study of research findings and comparison of performance of experimental and reference groups of girls and boys in pre and post test showed that there was a significant relationship between the use of instructional dart game and the amount of learning of concepts related to addition and subtraction. The result showed that the instructional dart game affects the learning and development of the basic concepts of the first phase of mathematics.

Illiteracy and low education level are problems in developing countries including Iran. Although access to higher education has almost become pervasive in big cities and provincial capitals, illiteracy and low education level are yet a chronic problem in other layers of the society. The purpose of the current study is to assess and to compare the public attitudes toward community contribution in the adult literacy. The research design was descriptive in which two groups of subjects were selected based on convenience sampling from ordinary and elite Shiraz residents. All participants filled out the Lack of Public Participation Questionnaire (LPPQ) which was developed by the author. The results showed that the subjects in both groups have a neutral idea about the necessity of community contribution in the adult literacy. In other words, they had not systematically thought about this subject. Also, the results showed that women and the elite group see the public participation in adult literacy more necessary in comparison to men and the ordinary group, respectively. This study demonstrated that people explained their lack of participation in literacy by using some dysfunctional thoughts such as “Society needs to illiterate persons to do dirty jobs”. It seems that such dysfunctional thoughts are influenced by the existence of unemployed higher-educated graduates in the society.

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.

The present study aimed to investigate the experiences and perceptions of elementary school teachers in Tabriz from the integrated science curriculum. The research method is qualitative and phenomenological type. Participants in this study were all primary school teachers in Tabriz who were selected by targeted sampling and snowball. The sample size was compiled according to the nature of the qualitative research to the theoretical saturation of the data (16) .The data were collected through a semi-structured, deep-seated interview; the method of information analysis was the method of coding the subject and using the Smith method. The validity of the study was internal validity, which was done by two authors in order to rebuild the reality. Then, the data and interpretation were provided to teachers to confirm the accuracy of the data and interpretation of them. To increase reliability, the interviews were conducted with an earlier program in an appropriate atmosphere and adherence to interviewing conditions, away from bias and personal conduct. From the data analysis, 16 sub-themes were extracted and these themes were categorized in five main themes (integration conceptualization, integration training principles, integration learning principles, integration effects in syllabus, integration status). The findings of the research showed that the syllabus of combined science from the viewpoint of teachers has different concepts, principles, works and situations that indicate their perceptions of the integrated curriculum in practice and the quality of its implementation in the educational system.

The objective of this study was to examine the current situation of objectives, content, teaching strategies and assessment of the ESP curriculum of education disciplines and its distance to the desired situation.  This descriptive survey was done in Iran and data were collected with a researcher made questionnaire.  The validity of the questionnaire was approved by five English language and education experts.  The statistical population included graduates of four University of Iran.  248 students were selected as a sample through Cohen table.  The data were analyzed through SPSS software using one sample t-test, paired t- test, multivariate F test and Friedman test. The results showed that the current situation of objectives, content, teaching strategies and assessment of education disciplines was not satisfied and there was a significant difference between the current situation and the desired situation of objectives, content, teaching strategies and assessment of the ESP curriculum of education disciplines. At the end, an appropriate strategy was suggested according to the terms of Iran to achieve the desired situation of objectives, content, teaching strategies and assessment of the ESP curriculum.

During the last few years, there have been some changes in the educational system and consequently in the textbooks and teaching materials as well. And these changes are done to involve students more in the teaching and learning process. One of the textbooks being subjected to an enormous change is Arabic textbooks. The present paper is trying to explore the amount of activeness of Arabic textbook in the First grade in guidance school, in the previous system, and the one in the seventh grade in the present system, comparatively. Consequently, this paper, using content analysis technique based on William Romey’s method, analyses these books from the active and inactive perspective. The statistical population for Arabic textbook in First grade in guidance school is 2011-2012 school year and for Arabic textbook in the Seventh grade is 2014-2015 school year. Information collecting tool, is the analysis inventory based on William Romy’s method. The results conveys that the content of Seventh grade Arabic textbook consisting the text, questions and the images, compared to the content of Arabic textbook in first grade in guidance school, are more active, and the changes done to the content of Arabic textbook were completely positive and efficient.

The present study was conducted to conceptualize the process of multicultural education from the viewpoint of teachers of Iranian ethnoses. The research is qualitative with an emphasis on grounded theory. The study field consists of teachers from six Iranian ethnoses (Azeri; Turk, Baluch, Turkmen, Arabs, Kurds and Lore) in elementary education, and the participants in the research were fifty teachers from different ethnoses. Sampling method in this research is purposeful sampling and theoretical sampling. Sample saturation has been used to reach the standard. Three types of coding were used to analyze the data. In total, five hundred and seventy nine concepts, one hundred thirty five subcategories and twenty six categories were extracted. The following categories of circumstances are: risky single culture, multicultural background, generalization of multiculturalism, the existence of cultural resistance discourse, linguistic challenges, Cultural self-esteem, self-deprecation of ethnic identities, society's lack of stability, multiculturalism, ethnic stereotyping, Multicultural fears, the existence of educational Politicization, the hegemony of Persian language. The categories in the interactive dimension are: multicultural opponents, ethnic expertism, multicultural re-education, ethnic governance, language policy, the realization of justice discourse and Categories include the following outcome: educational excellence, learning effectiveness, systematic convergence, ethnic stereotyping, ethnic intercourse, and the development of individual skills and the equalization of educational opportunities. In this research, the core category was called “Necessity Multicultural Education ".

This research was aimed at drawing a model for the comparative of teacher education systems. The method of doing research is Grounded Theory. Data collection tools are interviews, researcher-made checklist, scientific texts such as book, article, thesis and ...In addition to the study population including 20 books, 45 papers and 30 theses, 16 professors, staff and senior officials of Farhangian University were selected by Snowball method, and had the researcher reach the informative saturation. The results of the analysis of the interviews and the study of the background in the teacher education systems led to the conceptual modeling, in which there are 12 categories in 3 dimensions: background factors, internal factors, intermediate factors. Background factors include categories: geographic, historical, political, social, economic and cultural, which has 42 subcategories. Then internal factors include the following: components of the teacher education system, curriculum, student attraction, which has 53 subcategories. Next, the middle factors include the categories: change requirements, modeling, localization, which has 23 subcategories. This model will help comparative researchers in the teacher education system to pay attention to all aspects of the comparative studies.

Paying attention to the elite and talented students has been one of the central ideas of the education system in each community. According to this, the aim of this study is assessment of challenges of seperation of gifted and talented students. Research method is an exploratory mixed type. The data were collected, using both qualitative (interviews) and quantitative (researcher - made questionnaire) method. The questionnaire used in this study, included the intellectual foundation of separation with 30 items, and three subscales with reliability of 0.73, facilitating factors subscale with 21 items and the reliability coefficient of 0.83, inhibiting factors subscale with 12 items and a coefficient reliability of 0.85, social capital subscale with four subscales and 29 items, with a coefficient reliability of 0.84. The population in quantitative part was included all of the talented and gifted student’s schools and 4 regular schools in Bushehr province. The samples were appointed of 260 students, 70 parents and 70 teachers. In qualitative part, 15 faculty members of Shiraz University and Shahid Chamran University of Ahvaz and 30 stakeholders (parents, teachers, and students) were interviewed. The qualitative results of this study showed that the separation approach, was not an acceptable performance in Iran, but because of lacking a suitable situation, omitting this approach is not allowed. After identifying the facilitating and inhibiting factors through the talented schools, these factors were presented for stakeholders groups, and the results showed that the factors such as: separation from the first years of primary school, higher social status, and obtaining the best jobs are the most important facilitating factors. Also, the current definition of talented, negative attitude of parents to these schools, and difficulty of internal exams in these schools are the most important inhibiting factors. In quantitative section of results, there was not found any significant differences between the attitudes of different stockholders groups to educational nessesity of separation, and to development of social capital' parameters. Separation of talented students could not raise the social capital of them.

Reflective teachers are effective teachers that they always thinking about better learning for their students and professional development for themselves. Because university Teachers are the most important role models for their students, so, studying the quality of theirs’ epistemological beliefs and recognizing the effective variables on it, are among the main factors in reflective teacher education. Thus, the purpose of this study is to investigate Teachers’ epistemological beliefs and the role of their demographic characteristics in this regard. This study carried out via quantitative approach and with the help of survey research method. The population is all the full-time Teachers in Shahid Hashemi Nejad Campus in Mashhad (160people) in the academic year 2016-2017. The sample was selected based on Morgan Table (113 people) and the method of simple random sampling was used. Data were gathered through Epistemic Beliefs Inventory (EBI) with suitable Cronbach's alpha (0.82). The results revealed that faculties’ epistemological beliefs are at the rather high level. Again, there are a significant difference between faculties’ epistemological beliefs and both their level of education and majors. Somehow epistemological beliefs in faculties who were graduated in humanity fields and with P.h.D certificates were much more than faculties who were graduated in either other fields or have other certificates.

This article aims to probe some components of spiritual education curriculum based on Seyyed Hosein Nasr`s traditionalism. Those components are spiritual education principles, methods and contents. This study is a philosophical one and it was done by applying Frankena’s deductive method. Findings shows that some spiritual education principles in Nasr`s thoughts are obeying the tradition, following the spiritual master, actualizing human innate nature, removing the veils and negligence, active social presence, and plurality of the spiritual ways. Some concluded educational methods are contemplative thinking, spiritual contemplation, meditation, spiritual hermeneutics, studying traditional sciences, theoretical and practical practice of traditional arts, acting based on the spiritual rites and rituals, righteous actions based on goodness, piety and repentance. The aforementioned education contents are tradition and its components. Nasr’s approach pays much attention to aesthetics, morality, affective domain, love and the essence of religion and implies pluralism in education as well.