فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 65 (تابستان 1399)

It seems that the critique of negligence in the field of art and aesthetics in the country tends to focus on the training of special artistic activities and its subordinate role in the curriculum for the development of students' artistic talents. Although artistic education implies certain activities, it seems that aesthetic education seems to have been overlooked as a phrasebook in the educational system of the country. A comprehensive conception of this kind of education in the country's educational system has not been made especially from the Islamic perspective. In this study, Mulla Sadra's philosophical views have come to be the subject of a unanimous approach. The approach of feeling and meaning is based on a linguistic unilateral approach. Therefore, in this research, the necessity of changing the approach of artistic education and aesthetics to the approach of feeling and meaning as the main approach and subject-centered approach is considered as complementary approach. The necessity of changing the approach of artistic education and aesthetics to the approach of feeling and meaning as the main approach and subject-based approach as a complementary approach is explained. The research method is documentary and descriptive-analytical, critical and inferential.

The purpose of this study was to identify and predict the factors affecting learning transfer to the workplace. The research method is descriptive-analytical carried out by exploring studies which were related to learning transfer based on meta-analysis method. Documentation included 85 scientific articles and research projects from 1390 to1397 solar and from 1988 to 2018, of which 27 documents were selected through a checklist of research with intrinsic criteria owing to their conformity with the main purpose of the study and the indicators were selected through purposeful sampling.Data analysis was performed using Comprehensive Meta-Analysis Software (CMA-2) and results were interpreted using Cohen's interpretive system. The results of measuring the effect of factors affecting learning transfer showed that "Individual factor (ES = 0.578)", "Educational factor (ES = 0.520)" and "Organizational factor (ES = 0.448)" had the most effect on learning transfer.Also, individual talent, transfer design and performance feedback components were reported with the most effect size were noticed as the most important.However, performance self-efficacy, training contents and resistance to change showed least effect size, and revealed the least important effect on the learning transfer to the workplace. The results showed that attention to individual and educational factors would have a positive and strong effect on increasing learning transfer to the workplace.

This study aimed to describe the characteristics of curriculum elements in Tribes schools from the perspective of elementary teachers. The present study was conducted in the academic year of 2018-2019 with guided qualitative content analysis, with purposeful sampling and in-depth semi-structured interview with 15 teachers of Tribes schools. The analysis of the interviews was done manually and simultaneously with data collection. The reliability of the findings was done by immersion and repeated study and review and revise by participants and experts. Based on the elements of the proposed curriculum Maleki (2015), seven elements in this study were studied. Characteristics of Tribes curriculum elements with main categories include goal (goal of study: literacy only at elementary level), content (prescribed content by Centralized education system, challenges for Tribes students and teachers), instructional materials (shortage of instructional facilities and requirements), Teaching-learning strategies (the challenges of teaching-learning strategies; the multifaceted role of teacher), time (truancy and wasting time), space (lack of interaction between home and school; School physical space issues, evaluation (barriers to descriptive-qualitative evaluation) were extracted from the data. The results showed that this was not the case despite the emphasis on Legal documents and education statutes to adapt curricula to the context of Tribes life, so actions are needed from practitioners.

The purpose of this study was to design an executive model of the world class university curriculum in Iranian higher education based on Grounded Theory. In this study a qualitative method with a systematic approach to Strauss and Corbin and paradigmatic logic was used. The scope of this research includes all available texts and reports to the United Nations from Malaysia, Qatar, Saudi Arabia and China to launch a world-class university. Theoretical sampling was done according to the type of coding. Data analysis was performed based on three stages of open coding, axial coding and selective coding. The findings were categorized with 137 concepts into 46 subcategories and 19 main categories. Finally, the basic theory of the world-class university curriculum model for higher education in Iran was formulated as a conceptual model and story line.

The purpose of this study was to design a curriculum on HIV / AIDS prevention education for the secondary school health educators in the Iran. Taxonomy model of exploratory sequential mixed method was used for this study in which qualitative and quantitative stages done by case study method and descriptive-survey method respectively. Potential participants in qualititative section were 10 health professionals from Universities of Medical Sciences; and those in quanitative section were health education professionals in all medical sciences universities.In the qualitative section, a sampling approach and focus groups and a saturation criterion were used and in the quantitative section, 30 experts were selected and studied using focuse groups and criterion technique. In order to validate the results, reliability through data matching used in the qualitative and data analysis method used in the quantitative section. The analysis methods in the qualitative and quantitative sections were thematic analysis using the N-vivo 8.8 software and inferential statistics respectively. The results of the qualitative section of the study were 3 organizer contents in the form of the goals, content, and educational materials; and 44 basic themes and comprehensive them of HIV / AIDS prevention curriculum for secondary school health educators. The results showed that the HIV / AIDS prevention education curriculum is valid but three elements of goals(mean 1.66 and 1.74), content(mean 2.12 and 2.17), and teaching-learning methods(mean 2.12 and 2.79) were lower than the mean (3). Have been evaluated and therefore have little Impelement and usefulness.

The present study was conducted with the aim of designing and validating the components of problem solving curriculum for nursing students in Iran. The present study is a mixed method research (qualitative and quantitative) that its qualitative section was Identification of problem solving curriculum components and this section was conducted through taking notes of texts and semi-structured interview with 12 people (6 curriculum specialists and 6 nursing instructors) who were sampled in a targeted way. Its quantitative section was used to validate the curriculum and it was surveyed by distributing questionnaires between 40 people (20 curriculum specialists who have been chosen purposefully and 20 nursing instructors who were counted). It should be noted that the validity of the questionnaire was determined through experts’ assessment (which eliminated 22 components from 77 components) and its reliability was determined through the Cronbach’s alpha coefficient (more than 92%). Descriptive statistics (tables, charts, etc.) and inferential statistics (Chi-square) were used to analyze the data. In the end, the findings of the research indicated that more than 85% of curriculum specialists and nursing instructors have approved 55 remaining components of 77 components related to goals, content, teaching and learning methods, and evaluation in the model. Therefore, the model can play a great role in developing students’ problem-solving skills.

The purpose of this study was to design and explain the effective model of education quality in units of Islamic Azad University. The research population in the first stage (qualitative approach) was 24 educational experts who were selected using purposive sampling method. In the second stage (quantitative approach), the teachers and experts of Islamic Azad University of Northwest Iran were selected by random sampling according to Grigs and Morgan table 196 people were selected by random sampling method. Validity of the questionnaire was confirmed by content validity Cronbach's alpha reliability was 0.89. The research data were analyzed using Structural Equation Modeling by third-order confirmatory factor analysis with SPSS and PLS statistical software. The qualitative findings of the study indicated that the conceptual model fitted well and in the quantitative stage also the factors related to the master have the most effective factor of 0.90. And after that, environmental factors with a factor of 0.84 and student factors with a factor of 0.79 were ranked next.

Thinking grounds and thinking power are among the issues that play an important role in the knowledge of teachers. The purpose of the present study was to investigate the effectiveness of teaching interactive thinking model on the tacit knowledge and knowledge creation of primary school teachers. The research was a semi-experimental and pre-test-posttest with control group. The statistical population consisted of all elementary school teachers of district one of Baharestan City in the academic year 2018-2019 with 695 students. 82 of them were selected by multistage random sampling method and randomly assigned to two experimental groups (41 subjects), (N = 41) and control (n = 41). Data were collected using the standard knowledge of implicit knowledge (2012) and knowledge creation questionnaire (2002). The content validity of the questionnaires was confirmed and the reliability of the implicit knowledge and knowledge creation questionnaire was 0.78 and 0.96، respectively. Data analysis was performed in two levels of descriptive and inferential statistics using SPSS software. The results of this study showed that interactive thinking education has a significant effect on tacit knowledge and knowledge creation of teachers (P <0.05), and it increases the tacit knowledge and knowledge creation in elementary school teachers, therefore attention to interactive thinking model plays an important role in improving tacit knowledge And has a teacher of teachers.

The purpose of this study was to evaluate the validity and reliability of a teaching evaluation questionnaire among high school students. The research method is descriptive-analytical and its approach is applied. The study population was all first grade students in Isfahan in the academic year of 2018- 2019. The sample consisted of 380 first grade high school students (198 girls, 182 boys) who were selected by multistage stratified random sampling. The research tool was Camber & Long (2008) Teaching Evaluation Questionnaire. Data were analyzed using mean, standard deviation, face validity, content validity, factor analysis, correlation of items with total score, correlation of components with each other and with total, internal consistency with Cronbach's alpha coefficient, and test-retest. Based on the results, the Teaching Evaluation Questionnaire has 9 components and 49 items and has good validity, reliability and fitness in psychometric evaluation. The confirmatory factor structure confirmed the proposed nine-factor model. In other words, face validity, content, factor, item correlation and component correlation, effective teaching questionnaire were confirmed. The overall reliability and reliability of the nine components of the questionnaire were also confirmed. Therefore, the effective teaching questionnaire, due to the robustness of the factor structure and the appropriate psychometric properties, is usable by other researchers and is recommended for use in teaching evaluation.

The purpose of the current study was to investigate the factor structure of 25 items questionnaire of faculty members’ teaching motivation measurement in higher education. The study population was included all the faculty members of Shahid Bahonar University of Kerman in academic year of 2017-2018, that were about 621 faculty members. Research sample was included 244 faculty members who were selected by multi-staged cluster sampling. The internal consistency of questionnaire was measured through Cronbach’s alpha and was estimated to be.86. In order to investigate the factor structure, the confirmatory factor analysis (CFA) was used via AMOS 23 software. Data were analyzed by comparative and parsimony goodness-of-fit indices Results showed that the four factors of personal efficacy, interest, effort and outcome efficacy have a significant weight in explaining the construct of faculty members’ teaching motivation. Also, two subscales of personal efficacy: context and personal efficacy: general, have significant weights in defining the personal efficacy. Accordingly, after elimination of its six items, this questionnaire is a suitable instrument to measure the faculty members’ teaching motivation in Iranian higher education, and the factors of effort, interest, personal efficacy and outcome efficacy have the most effect in measuring their teaching motivation, respectively.

The main goal of the research is the study of effects of method of pursuing the continuity of learning the mathematics course of students in improvement the learning level of students by making use of tracking. The population of this research consists of students of the ninth grade of girls’ schools of Ninth District of Education Administration in Tehran. In this study, 114 students of ninth grade were selected by two different high schools, based on one-phase cluster sampling method. The tools of measurement consist of repeated tests at three-week intervals. After accomplishing of the first examination, the students were divided between two groups: the first level group and the second level group. The validity and reliability of the tests were approved by some specialists and experienced mathematics teachers, who were teaching in ninth grade. The reliability coefficient for examinations of Kuder-Richardson was acquired 91% that shows suitable position for reliability examination. The result of analyses in variance of repeated measurements by making use of SPSS20 software shows that the students who were taught by this method comparatively improved their learning. By pursuing students’ learning of mathematics, the basic problem of them in understanding mathematics subjects is concisely specified and the teacher can accord her/his own method of teaching to students’ learning needs. The findings of this research show that pursuing students’ learning of mathematics by using placement test method, increase their marks by improving their understanding of mathematics.

The present study is an attempt to analyze the content of Prospect textbooks taught at the Iranian junior high schools according to the generative learning framework. Based on the four main processes of generative theory (motivation, learning, meaning making, generation), a checklist was developed. Four experts in TEFL and 21 English teachers were asked to analyze 9 selected lessons from the books. The content validity of the checklist was confirmed by the 4 experts and the intra- and inter-rater reliability indices showed a significant reliability level. Then, interval evaluation was used for the analysis of the obtained means. The results showed that the textbooks were evaluated as successful according to the generation criterion, moderate regarding meaning making criterion and weak in terms of learning and motivation criteria. Furthermore, the books were evaluated as weak regarding their generalizability power to non-learning contexts (which is an important aspect of communicative approaches) as well as motivation, developing thinking skills and raising awareness and attention criteria. Some suggestions are made for the improvement of generalizability of learning to out-of-class contexts, thinking skills and motivation in texts, exercises and tasks.