مجله پژوهش های برنامه درسی
سال دهم شماره 1 (پیاپی 19، بهار و تابستان 1399)

In a constantly changing world, all societies, and especially societies which are more in need of fundamental transformations in their social, cultural and scientific structures, need to implement reforms in their educational system. Iran is no exception in this regard. Considering this, the Document of Fundamental Transformation in the Education System of Iran was issued in 2011 and submitted to all educational organizations in the country, but many experts believe that this document has not been adopted yet. Therefore, the aim of this study was to understand major challenges in the execution of the Document of Fundamental Transformation in the Education System of Iran with a focus on its main subsystems.

To achieve this, both the Strategic Transformation Document and the Guidelines on the Philosophy of Formal and General Education were examined in relation to the theoretical foundations of the Fundamental Transformation Document. This study benefits from a qualitative approach to research and simultaneous data collection and analysis. The data required for this study was obtained through conducting semi-structured interview with 17 designers and past and present officials in the Ministry of Education of Iran involved in preparing the document. The collected data was then analyzed through the use of grounded theory method and by adopting inductive and interpretive approaches to research.  First, the researchers briefly review the data and used the constant comparison method to examine compatibility of the data. Then, side categories, central categories and the main category were identified through performing open coding and axial coding. In recent years, the country's education system has been faced with some serious problems and solving these problems has been one of the major concerns of the responsible officials. One of the main needs of the education system of Iran is to bring about a fundamental change, and the most important obstacle to change in any education can be resting on the basis of an old-fashioned and inefficient educational system. Accordingly, the Ministry of Education has established a committee/council for producing a fundamental change in education. In fact, the main responsibility of this council is to study the issue of change in its different dimensions, to identify the existing challenges, and to remove main obstacles through benefitting from intellectual capacities of the country’s experts and the wise decisions of the Supreme Council of Cultural Revolution, the Supreme Council of Education and the Islamic Consultative Assembly. Transformation in the education system can be considered as an important educational issue which should rest on a sound theoretical basis related to the entire education system and factors as change, reform, innovation and promotion. Transformation requires innovations to redefine the ideals, goals, and desirable educational outcomes. This can only be possible through the application of a system of accurate, scientific philosophy which is based on the national and religious identities of people in the country. Therefore, in the educational system, the dynamics of the system. On the one hand, it can start from change, reform and innovation and end with the impact on the promotion of the system to its final point, ie change in the educational system, and on the other hand, it can change theoretical approaches and redefine the ideals and achievements of the educational system. Lead to change, reform and innovation to improve the education system.

The results revealed that there are some serious challenges to the execution of the Document of Fundamental Translation, challenges which include weaknesses in document preparation and in the process of producing comprehensive and strategic documents, ambiguity in the content of the document, and extremely centralized structure of the educational system. Furthermore, weaknesses in provision of specialized and developed human resources, decline in living standards and social status of teachers, lack of facilities and financial resources, and low participation of people and related organizations were found among other major challenges in this regard. It is worth noting here that the effects of political, economic and social instability on the government’s four-year plan for the execution of the Document of Fundamental Transformation in Education cannot be neglected in this regard. The ambiguity in the document and crisis in practice was the main category which was identified through inductive analysis of data.

Finally, it can be stated that provision of transformation mechanisms in a large educational organization requires efficient and effective management to make maximum use of available facilities and resources and to establish active and effective interaction with stakeholders in the transformation process, setting the ground for achieving transformation goals, and early identification of challenges and solving them. considering that the educational system is one of the most important areas of thought, science, life and spirituality, compile a strategic document Accurate, integrated and comprehensive identify an important part of the Iranian Islamic model of progress.

One of the most considerable experiences in the academic and social life of every person is entering university. Students can face challenges of doing university assignments, being more independent, and undertaking less organized academic activities in this educational environment as compared to school environment. Moreover, students may undergo fundamental changes in their education, social relationships, family relationships and personal affairs. Therefore, it is not contrary to expectations that entering university can be associated with developmental, emotional and environmental problems. Adjustment to this the new educational environment can be considered as determining factor in the success and perseverance of university students. Adjustment is one of the essential psychological characteristics that can play an important role in in responding to the environmental challenges. The process of adjustment to university is a dynamic one that can create a balance between the individual and the environment and lead to academic success. Similarly, lack of adjustment to university can lead to university dropout. Therefore, in order to avoid academic failure and achieve their desired results, students need to learn how to adapt. Adjustment to university is a multidimensional construct which shows how students can do their university assignments and satisfy their educational requirements. Adjustment dimensions are concerned with academic, social, and personal-emotional adjustment, and goal commitment/institutional attachment. Academic adjustment addresses how students handle their university assignments and respond to the academic demands. Social adjustment assesses students’ social experiences and feelings of satisfaction in the social environment and the way students relate to others. Personal-emotional adjustment is related to how students cope with different physical and psychological experiences. Finally, goal commitment/institutional attachment is concerned with how strongly students relate to their educational institution and the way they accomplish their educational goals.Overall, adjustment to university can have a determining role in promoting emotional and social health, growth, and development of students, can affect different aspects of students’ lives, can improve students’ general performance promote their academic achievement, and lead to their success, and finally, can increase social adjustment of individuals in areas outside the university. Considering these and the fact that adjustment to university can affect personal, social and professional lives of students, it is necessary to examine and identify factors which might affect it. Accordingly, the purpose of the present study is to investigate the mediating role of self-efficacy beliefs in the relationship between students’ basic psychological needs satisfaction and adjustment to university on one hand and the relationship between university community quality and adjustment to university on the other hand.  Research Questions According to the purpose of the present study, this study was an attempt to answer the following research questions:1-   Can basic psychological needs and university community quality predict university students’ self-efficacy beliefs?
2-   Can basic psychological needs and university community quality predict students’ adjustment to university?
3-   Do self-efficacy beliefs have a mediating effect on relation of basic psychological needs and university community quality to adjustment to university?

Benefitting from a correlational design and using structural equation modeling, this study first examined the relationship between each of the two predictor variables of basic psychological needs satisfaction and university community quality and the criterion variable of adjustment to university environment. The study, then, investigated the mediating role of self-efficacy on the examined relationships. All the relevant variables were of a latent type. The statistical population of this study included all the undergraduate students of Shiraz University during 2015-2016 academic years. Participants were 469 students selected through random cluster sampling. Inclusion and exclusion criteria were also considered for inclusion of participants in this study. Participants, then, filled out The Basic Needs Satisfaction in General Scale (Gagne, 2003), The College and University Community Inventory (McDonald, 1996), Self-efficacy Questionnaire (Muris, 2001), and Student Adaptation to College Questionnaire (Baker & Siryk, 1984) during their regular class time. Reliability and validity of the obtained scores were next assessed using Cronbach's alpha and confirmatory factor analysis and the goodness of fit indices of the model were finally examined.

Based on the obtained results, the proposed research model fitted well with the data of this study. Furthermore, it was revealed that university community quality and basic psychological needs satisfaction had a direct effect on students’ self-efficacy beliefs and adjustment to university. Moreover, self-efficacy had a direct effect on adjustment to university. It was also observed that basic psychological needs satisfaction and university community quality had an indirect effect on adjustment to university through the mediating effect of self-efficacy beliefs.

Based on the findings of this study, it can be concluded that satisfying students’ basic psychological needs and the university community quality can affect students' adjustment to university through increasing their self-efficacy. In other words, satisfaction of such basic psychological needs as autonomy, competence and relatedness, and a high level of university community quality can lead to an increase in students’ self-efficacy and self-confidence in their academic, social and personal lives. This, in turn, can help in accelerating the process of students’ adaptation to university. Therefore, if the basic psychological needs are met and if university community quality is at an acceptable level, learners will be able to show high levels of self-efficacy and can successfully adapt to university.

At the present time, students need to be equipped with knowledge and flexible attitudes to be able to adapt to  rapid changes in society. Mathematics is one of the most important sciences which can develop the power of thought.  One of the factors which can play a vital role in develping students’ mathematical skill is their mathematical knowledge. Considering this, it is believed that students need to improve both their canceptual and procedural knowledge of mathematics in order to be successful. Based on the previous research, conceptual knowledge involves awareness and skillful movement along special networks of  concepts, rules, algorithms, procedures, and so on. In other words, not only is conceptual knowledge concerned with what is known, i.e. knowledge of concepts, but also it can be helpful  in learning  key concepts and their  connections. Procedural knowledge is the knowledge of the steps involved in achieving different goals and is concerned with the use of skills, algorithms, techniques and methods. Indeed, procedural knowledge is a chain of sequential actions which can be taken to solve a problem and can be developed through practicing and solving specific problems. Although the two types of knowledge seem to be independent, they are in fact interrelated. In other word, these two kinds of knowledge are part of an interconnected chain, and can never be separate from each other, and are located at both ends of the knowledge spectrum. The Furthermore, they cannot develop independently and affect each other. Regarding these, many attempts have been made to investigate the relationship between the two types of knowledge. Some scholars have also been interested in exploring the causal relationship between the two, i.e. in understanding which one causes the other. For instance, theorists who believe that concepts are first formed in the mind claim that individuals acquire conceptual knowledge before procedural knowledge. In contrast, there are some other theorists who believe procedures develop before concepts and state that individuals first learn procedures for solving a problem and then the structure of concepts. Therefore, two approaches, namely the educational approach and the developmental approach, have been proposed regarding conceptual and procedural types of knowledge and the relationship between the two. It is noteworthy, however, that each approach can be considered as appropriate in teaching particular types of skills and concepts. Proponents of the educational approach believe that conceptual knowledge leads to procedural knowledge and Proponents of the Developmental approach believe that procedural knowledge leads to conceptual knowledge. Due to the fact that the ecucational system im Iran is od a centralized type,  a main criterion for improving mathematics education in the country can be curricula development and textbook authoring based on the particular needs which arise. With regard to recent changes in the content of in the 8th grade math textbookand concerning the faxtthat the textbook is used by all Iranian 8th grade students, a thorough evaluation of the textbook seems necessary.

1.         Which types of conceptual or procedural knowledge do the various sections of the 8th grade math textbook embody/pay more attention to?what is the distribution of the use of conceptual and procedural knowledge among the various sections of the 8th grade math textbook?
2-To what extent is the 8th grade math textbook focused on the connection between conceptual and procedural knowledge?
3- Is the 8th grade math textbook’s overall approach to knowledge  of an educational or a developmental type?

This study aimed at evaluating content of the 8th grade mathematics textbook in terms of the amount of attention paid to each of conceptual and procedural types of knowledge. Accordingly, content analysis was used in order to conduct this study. The research material was the 8th grade mathematics textbook. Sample size was exactly the same as population size. In other words, i.e content analysis was done in relation to content of the whole book. Research instrument was a researcher-made content analysis scale. Then, the views and opinions of experts, maths instructors and teachers were sought in order to examine content validity of the developed scale. To assess reliability of the scale, the percentage of agreement among the coders was determined through the use of Scott’s pi(B)coefficient and the reliability coefficient value of 0.81 was obtained.

Based on the the results, textbook authors had paid little attention to the connection between conceptual and procedural knowledge in the main texts, and more attention to the connection between conceptual and procedural knowledge in the activities and classroom exercises, which, of course, did not seem to be enough. Furthermore, most of the textbook's problems had also focused on the improvement of procedural knowledge.

In summary, the 8th grade math textbook has held an extreme view of teaching procedures, and in most cases the emphasis has been put on increasing procedural knowledge. In addition, little attention has been paid to the connection between conceptual and procedural types of knowledge. Therefore, textbook authors need to emphasize the connection between the two types of knowledge in designing textbook activities On one hand, paying attention to the connections between familiar procedures and new concepts can help students acquire a better understanding of the concepts. On the other hand, the education system can achieve one of its major goals, i.e. making people more reflective, through helping students in development of their understanding. It is recommended, thus, that textbook authors and educators design more effective textbooks through both community and student needs assessment.

 The continuous process of change in various aspects of social life and the rapid and impressive progress of different fields of science and technology have provided the ground for the transformation of organizational structures from the traditional forms to the more complex and specialized forms. In such a context, the primary focus of any organization is on improving its survival, Efficiency and effectiveness. Indeed, organizational longevity depends on its employees’ effectiveness and employees can be effective when they carry out their major functions. To fulfill effectively their functions, employees need to increase their capabilities, i.e. them improve their knowledge and skill and adopt a more positive attitudes. The   more transferable and practical these skills are, the more capable is the organization to adapt to the changing environment. Therefore, not only can training and development of human resources play an important role in extending special knowledge and skills of managers and employees, but also it can lead to their participation in improving organizational efficiency and effectiveness and make adaptation to the changing environmental pressures more successful. Considering this, the aim of this study was to assess the roles, methods and types of mentorship in the training curriculum in the Special Economic Zone of Bandar Imam Khomeini.

1- What is the dominant role of mentors in the Special Economic Zone of Bandar Imam Khomein from the learners’ point of view?
2-  What is the dominant method of mentorship in the Special Economic Zone of Bandar Imam Khomein - from the learners' point of view?
3-  What is the dominant type of mentorship in the Special Economic Zone of Bandar Imam Khomein - from the learners' point of view?

This study benefitted from a survey design.   The statistical population of the study were all learners who were taking the training courses in the Special Economic Zone of Bandar Imam Khomein Imam Khomeini Immigrant Economic Zone based on the curriculum of the training courses. Accordingly, 106 learners were selected through simple random sampling and the Mentor Role Scale (Regens & McFarlane, 1990) was then distributed among the participants. . The validity and reliability of the questionnaire were then assessed c and the obtained data was analyzed using SPSS Statistics Version 23 and through running Repeated measures ANOVA and Chi-Square tests.

As the results of this study indicated, there was a considerable difference between instructors in their mentorship roles, but none of the roles were dominant. It was further found that dominant mentoring approach which was adopted by instructors included a combination of formal and informal methods. In addition, practical training was found to be as the most prevalent type of instructors' mentorship. Based on the overall results, following a curriculum with an emphasis on effective mentoring practices and  formal and informal practices can have a significantly beneficial effect on the learning process.

 Mentoring is an important life long process for professional development and psychological support which can be considered as one of the most important aspect of educational experience. Mentors can affect educational development and provision of considerable opportunities for trainees. Therefore, there is an increasing need for the use of effective and active guidance programs in organizational training to promote the intern's career success. Based on the overall results of this study, it seems that the main step prerequisite for teachers to enter the s Educational Guidance is familiarity with different types of mentoring roles as well as mentoring methods, evaluation of the effectiveness of each of these roles in different training contexts. It seems that adoption of different mentoring roles can lead to the most satisfactory outcomes for both instructors and learners. Additionally, due to the time and sometimes space limitations to take full-time training course, learners need to be offered Integrated guidance courses that will have the best function and effectiveness both formally and in the form of specific courses at a specific time and place and informally in the form of self-study or virtual training.  As the results of this study indicated, mentors in the Special Economic Zone of Bandar Imam Khomeini adopted guidance, counseling, friendship and coaching roles. It was also found that, from the perspective of learners, educators who performed a counseling role could help trainees to discover such personal concerns which might cause them to feel incompetent or hinder their professional development. Hall and Chandler (2007) have also argued that providing trainees with personal counseling can be especially of great importance to them in such stressful situations as entering an unfamiliar environment or learning a new role when they have not gone through such experiences before.  Therefore, a counselor who is aware of emotional needs of the mentees and demonstrates trust, encouragement, and listening skills can help them develop their self-confidence in stressful situations

legal education and legal literacy are practical solutions for strengthening the foundation of social life. The administration of justice and balance of interest would be easier if the people know about their rights and daties. There fore an increasing in legal literacy my lead to government development and consolidations . a government which is transparent and accountable and finally there would be rule of law in society.

 What kind of secondary school curriculum for legal literacy has been developed in the Islamic Republic of Iran?
Quantities questions
-          How appropriate is the developed curriculum?
-          How balanced the developed curriculum is?
-          How homogenous is the developed curriculum?
 

This  study used a mixed-methods approach to research in general and a multi-step sequential exploration of growing Bayesian classification model in particular. The qualitative phase was done through the use of the case study research method and the quantitative phase was done using a descriptive survey. Snowball sampling technique was used to interview participants in the qualitative phase of the study, i.e. Faculty members in the Schools of Education and Psychology, and Law and Political Sciences, as well as faculty members in the Faculty of Economics, Management and Social Sciences who were who work in Secondary School Textbook Compilation Office of the Ministry of Education, Iran. Then, based on the findings of the first phase, a scale was designed for the evaluation of the developed curriculum and distributed among participants in the quantitative phase of study who were 97 teachers of Social Sciences in Shiraz city, Fars Province, Iran, from among teachers selected through the use of Krejcie and Morgan's table and based on stratified random sampling.

Based on the findings, a framework was established for legal l literacy training curriculum of secondary school. The framework included nine elements and the curriculum was designed in five chapters.

The extracted basic themes in the framework for legal literacy training curriculum, consisting of 9 elements were considered as the first level organizational themes.  The elements which were formed based on merging and summarizing of all the 196 basic themes extracted from research interviews were aims, content , learning and teaching strategies, educational aid materials and resources, learner activity , training time, training space, grouping, and assessment. Examination of the first level organizational themes showed that they all have the same basis which should be considered in developing a selective legal literacy curriculum theme. The structure of each of the elements of the legal literacy education curriculum can reveal the requirements which need to be satisfied and the necessary arrangements which need to be made for  being an element of the relevant curriculum. The focus of each of the elements of this type of curriculum can further reveal the desired outcome of each of the constituent elements. Indeed, legal education for learners entails designing of a curriculum which tries to explain legal literacy to individuals and making them aware of current legal problems. This way, individuals will be empowered  to deal with different social harms. From the perspective of legal experts, the focus of legal education should be on increasing individuals’ legal capacity,  awareness, and  knowledge, and thus on reducing the number of cases in the judiciary. Two other elements which should be considered in developing a legal literacy curriculum are content formation and course titles. The content of a legal literacy curriculum should represent different aspects of business law, civil law, constitutional law, and criminal law. It should also encourages the relevant processes for increasing creativity in learners through the provision of the necessary flexibility in their motivation. Another element which should be considered in the development of any legal literacy curriculum is the use of relevant educational materials. Experts believe that relevant educational materials can help develop thinking, strengthen attention, arouse interest, and increase the learning speed and provide real-life  experiences. They also recommend the use of different educational materials and further believe that in collecting educational materials on legal literacy education, authors need to focus on the audio-visual, written and educational resources. Considering visual resources, educational videos and pictures and electronic contents should be used. Concerning educational materials, experts believe that books, magazines, brochures and legal form samples should be benefitted from. And concerning educational resources, specialists can be invited, simulations can be run and scientific visits can be made. Finally, one other element which should be considered in development of any legal literacy curriculum as the adoption of efficient teaching-learning methods. The focus should be on developing practical teaching-learning methods I and objective, interactive, transitional and exploratory methods should be followed. Overall, the development of a legal literacy curriculum can be in compatible with different types of evaluation, such as product-based evaluation, process-oriented evaluation, and integrated evaluation and with various types of methods such as written, oral, virtual, sample, functional, descriptive In conclusion, acquiring legal literacy can keep individuals from social harms, and thus should be considered as a necessity in every individual’s life.

Textbooks, as the preliminary medium for expressing thoughts and exploring/discussing ideas, play a vital role in learning. In centralized educational systems of countries such as Iran, teaching and learning are often textbook-based. In some cases, the selection of inefficient and improper materials along with the inconsistency between the difficulty level of materials and comprehension level of students make the learning task difficult and unlikely to produce the desired results. Therefore, in designing an effective textbook, educational activities and learning experiences should be formulated in such a way that they reinforce each other. Moreover, they should be consistent with students’ capabilities to develop the desired behavioral patterns in them. Consifering these, textbook analysis should be done in order to maximize the effectiveness of educational activities and curricula. Content analysis is a research method that systematically and objectively describes the obvious content of communication. In this method, messages and information are systematically coded and properly categorized so that the researcher can analyze them quantitatively. Plsek (1997), as one of the experts in the field of content presentation in curriculum planning, emphasizes the importance of students’ activities and considers creativity training process in curriculum content as the goal of education. Plsek totally reformulates training as a subjective, rather than objective, process from objective to subjectiverelying on research and exploration. According to him, in simple terms, guided creativity entails  having purposeful mental movements which can help students that avoid being trapped in cognitive mechanisms during their process. In proposing his creativity training model for in natural sciences, Plsek stated that every day we live in this world like any other person, but creative thinking, careful observation of the world, and thoughtful analysis begin with how problems can lead to an answer or failure. These mental activities can create a reservoir of concepts in memory which, in turn, can lead to the production of new ideas. This way, our minds, in an attempt to address specific needs, actively search for the connection between the existing concepts as well as the balance between satisfaction and instant judgment, and pick up and reinforce new ideas picking up and reinforcing new ideas. Ideas cannot be constructive unlessthey are implemented, i. e. every new idea which is implemented and put in to practice can change our world and lead to the cycle of observation and analysis.

The aim of this study was to analyze the content of the Physics Textbook 2 for Iranian students of Mathematics and Physics at Grade 11 . To this end, Plsek’s Creativity Training Model in natural sciences was used. The study, Specifically, is anattempt to answer the following researh questions:With How actively the texts, exercises, and figures of the Physics Textbook 2 are presented through the newly adopted approach to the textbook compilation?Considering Plsek’s guided creativity model , to what extent do the texts, figures, and activities of the textbook can lead to creativity development in Iranian students of Mathematics and Physics at Grade 11?

This research was conducted through the use of quantitative content analysis method. The statistical population study material was the new published  Physics Textbook 2, compiled during 2017-2018 academic years for Iranian students of Mathematics and Physics at Grade 11. The book was presented in 134 pages and included four chapters on static electricity, electric current and direct current circuits, magnetism, and electromagnetic induction and alternating current, respectively. The context unit of the research study sample were the texts, figures, and final exercises of each chapter and the record unit included topics of the textbook. Sample size was exactly the same as population size. To analyze the textbook content, a five-stage coding scheme was implemented. In the first stage, the context and record units were identified. Categories of the William Romay method  were then used to differentiate between active and inactive units . In the third stage, the participation coefficient was determined for each part and inactive units were excluded. In the fourth stage, the active units were divided into applied and creative categories and applied category was dismissed. Finally, the creative units were coded based on indicators of Plsek’s guided cycle in stage five.

The obtained results revealed that the texts, exercises, and figures of the textbook focused 50, 50, and 78% on the attention principle, respectively, 33, 48, and 19% on the escape principle, respectively; and 17, 2, and 3% on the movement principle, respectively. Accordingly, it was concluded thatthe content of the Physics Textbook 2 was not balanced in terms of the Creativity Training model resented by Plsek (1997) and the textbook did not well conform to the three principles of attention, escape, and movement, either. As a consequence, the book may pose challenges to creativity developmen in learners.

Based on the broad definitions of the term creativity, novelty and appropriateness are two main criteria for making judgements about creativity. The results of quantitative content analysis of the Physics Textbook 2 indicated that while there was special emphasis on the attention principle in the textbook, the other two principles of escape and movement were considered only in some aspects. Therefore, comprehensive observance of the creativity components was not well met and most of the components were disregarded. Accordingly,  revision of some chapters of the textbook in terms of the level of compliance with creativity components seems necessary. The results of this study were in accordance with those of the previous studies dealing with other textbooks. Previous studies have addressed intellectual growth and creativity development in terms of educational goals and curriculum content, revealing that the surveyed textbooks do not provide reasonable and sufficient grounds for intellectual growth and creativity development in students.

Citizens, active participants in their social and cultural lives, successful and interested learners, and self-reliant and trustworthy individuals. Adolescents and young people need a right combination of intellectual and behavioral competencies and theoretical and practical knowledge to begin their independent lives, and the school must play its part in helping them fulfil this complex task and make the able to enter the social life. Considering the fact that our country's education system is of a centralized type, the role of the curriculum in it is twofold. Indeed, great care is required for the development of curriculums,  and inclusion/exclusion of concepts in it/from it. Therefore, it is necessary for the researchers to carefully examine different dimensions of any curriculum in order to understand their strengths and weaknesses Social sciences subject areas are among important school subjects which are closely related to citizenship education and the high school social sciences textbook usually includes citizenship education programs. It is necessary to determine how the conceptof citizenship has been defined through the textbook and what dimensions of citizen education have been neglected in designing the textbooks. The neglected curriculum is that  part of the curriculum which has been neglected and omitted and students will never have the opportunity to learn it.

What are the dimensions of the neglected curriculum based on the differences between the academic curriculum and the curriculum for teaching citizenship Individuals must learn how to participate effectively in the various aspects of life in their local, national, and global communities. Students, too,  need to be educated in the areas of ethics, social development, and knowledge and understanding of the world in order for them to be able to participate in the decision making processes  at home, school, and in the communityas an responsible citizen. Indeed, education need to be socially tailored to individuals’ circumstances. Today, citizenship education is not only a need, but also a priority. Citizenship education is important because individuals need to learn how to participate effectively in the community to improve various aspects of their lives. Educating decent and responsible citizens can be considered as a great help to individual and social development and lead to nature reserve. Citizenship trainings can be provided by the family, the school, the mass media, and social institutions but the primary responsibility rest with the education system. Education should help children and adolescents to become responsible concepts in the high school social studies textbooks?

Two qualitative methods, namely qualitative content analysis of the texts and qualitative case study, were used in this study in line with its main objectives.. Concerning content analysis of the texts, the the entire 7th,8th, and 9th grade social sciences textbooks were analyzed. The unit of analysis was a course, and the recoding unit was either a paragraph, an image, or a task. With regard to qualitative case study,  participants included Social Studies and Sociology instructors at Tabriz and Urmia Universities. Here, the participants were interviewed and the obtained data  were analyzed using thematic analysis. Then, data obtained from both qualitative research methods were subjected to the Max QDA Software and coding was performed. It was further revealed that the whole data set met the criteria of validity, reliability, accuracy and precision. Finally, the concepts which were obtained through interviewing with instructors were compare to the concepts within the textbooks.

The findings indicated that dimensions of economic education, namely making students familiar with new jobs in social networks and helping them to choose the right job, try seriously in financial fields, and be familiar with the concept of savings and dimensions of family education, namely making students familiar with spousal selection methods, dimensions of peace education, namely proposing conflict resolution, –developing resistance to oppression, and giving self-defense instruction, security, dimensions of political education, providing life skills training, making students familiar with gender roles familiarity, and logical thinking training were neglected by instructorsneglected for professors.

Based on the research, students suffer from a number of weaknesses in the use of some citizenship skills. It is necessary to thoroughly examine different dimensions of every curriculum in order to determine the strengths and weaknesses in it. Furthermore, the neglected curriculum should be paid attention to in every education in an attempt to train more responsible citizens.,. The results of this study revealed that neglected curriculum, as compared to hidden curriculum, has not been seriously considered in the education system. However, paying attention to the neglected curriculum can be of great importance who aims at proper training of decent citizens for the future.  . , Considering most of curriculum developing models, information resources, and experts’ viewpoints, community needs and learners' needs should be considered in  developing any balanced curriculum. Thus, it is recommended that curriculum planners, with a combination of perspectives (Professors, experts, community needs) and examine what students can learn in a citizenship education program through gaining the perspectives of university instructors and experts and doing community needs assessment. Neglected curriculum should also be considered in developing any curriculum based on citizenship education which tries to take appropriate, effective and practical measures for training responsible citizen for the future.

 Knowledge of student characteristics can be of great importance. Students spend many hours, until the end of their graduation, in the educational environment and have an essential role in improving the quality of social, cultural, political and scientific life in various societies. Accordingly, students’ self-efficacy beliefs can account for a very large part of the continuum of success. Based on the results of the previous studies, self-efficacy beliefs can lead to academic achievement, psychological well-being, academic adjustment, and an optimal level of performance in educational settings. Considering this, determining factors which can affect students’ self-efficacy can be extremely helpful. In line with this, critical thinking can be considered as one of the variables which might affect self-efficacy beliefs. Furthermore, perception of the components of the curriculum seems to be another important variable in this regard.  Indeed, a balanced educational curriculum and the resulting perception of it can be effective in changing the academic life,  improve the quality of academic performance, lead to significant achievement of both students and the education system, and increase student’ self-efficacy.  The aim of this study was to investigate the relationship between the tendency towards critical thinking and perception of curriculum components and students' academic self-efficacy.

The study population included students at the Faculty of Psychology and Educational Sciences, University of Tehran and the statistical sample included students selected through stratified sampling method. Critical Thinking Orientation Questionnaire (Ricketts, 2003), the Students' Perceptions of Curriculum Components Scale (Tatari, 2015) and the Academic Self-efficacy Beliefs (Zajacova et al., 2005) were used in order to collect data. The validity and reliability of all the instrument were assessed and confirmed. The collected data were then subjected to SPSS Version 22 Software and descriptive statistics, and correlation and multivariate regression were used in order to analyze the data.

 findings showed, there was significant positive relationships between components of critical thinking tendency and academic self-efficacy beliefs, namely self-confidence in the classroom, self-confidence in the ability to do homework outside the classroom, self-confidence in the ability to interact with others in the university and confidence or self-confidence in the ability to balance work, university, and family. Therefore, it can be stated that critical thinking can lead to an active and appropriate teaching style, and thus students' interaction in the classroom and nurturing. It can also improve students' academic self-efficacy beliefs. The findings also showed a significant positive relationship between perception of such components of curriculum as method, content and evaluation, and self-efficacy beliefs and its components.

 Given the results of this study and the growing need of societies for people with empowering beliefs, it is recommended that special efforts be made to develop students' critical thinking and improve their perception of educational content, method, and purpose and evaluation of curriculum. Finally, Due to the involvement of participants' attitudes in data collection, it is suggested that researchers use of interview tools in future research.

 The curriculum planning system determines the condition of production, constituent elements, process and curriculum evaluation of curriculum planning. Therefore, the purpose of this study was to conceptualize the evaluation of the curriculum system in the University of Applied Sciences and Technology. Research Question: The main question of this research is how to conceptualize the evaluation of the curriculum system in the University of Applied Sciences and Technology?

 The research has a qualitative approach and the grounded theory method has been used as the research method. This research, based on its purpose, is considered descriptive, and of a qualitative-functional type. The data collection method is semi-structured interview with 16 knowledgeable elites. Sampling method was desirable cases, which means using people who have direct experience in evaluating university curricula. To validate the research, the review strategy of participants and experts has been used. To this aim, the coding system for the analysis was given to three researchers, whose agreement coefficient was 0.88.

 Qualitative content analysis of information gained from experts' opinions resulted in four main themes, including context, process, intervener and outcome. There were 16 sub-themes regarding Context (total of 144), 35 sub-themes regarding Process (total of 179), 10 sub-themes regarding Intervener (total of 39), and 7 sub-themes regarding Outcome (total of 42).

 Evaluating the curriculum planning system requires an analysis of the elements and components and how they interact. Analyzing the important variables in this system, the experts have identified various components and by providing various models, have helped to create a common language to benefit from the results of curriculum evaluation. The results of this article are in line with the concept. The evaluation of the curriculum evaluation system at the Applied University of Science and Technology has been compiled and its main themes have been determined and specified separately.The aim of this study was to conceptualize evaluation of the curriculum system in the University of Applied Science and Technology. Accordingly, the views of experts and specialists inside and outside the university were sought and discussed in this regard. Based on the results obtained through qualitative content analysis, four main themes, namely  texture, process, intervener and outcome and 380 sub-themes were  identified. Concerning the context of the context, it should be noted here that the nature and content of this field reflects the current situation and conditions of the curriculum system in the University of Applied Science and Technology and the procedures for the evaluation of? how to evaluate it in the context of the context and inputs (context) in this system.  Considering the theme? of the process, it should be further stated that this? field shows the procedures for the creation of a curriculum evaluation system in the University of Applied Science and Technology, the structures required to create this system, and the necessary facilities to implement the evaluation system in this type of university. In addition, the intervening themes indicate the procedures for, to what extent, and the ability to implement the necessary standards required in the evaluation of curriculum system in the University of Applied Science and Technology. The outcome themeor themes also expresses advantages and merits of evaluating the curriculum system in the University of Applied Science and Technology, as well as how to lay the groundwork for quality assurance in this university.Considering the mission and structure of the University of Applied Science and Technology  and with regard to the philosophy of education and the nature of curricula in this university, which are demand- and job-oriented and aims at provision of the necessary human resources for different economic, social, industrial and cultural sectors, participation of executive organs in repairing the country's job pyramid should be considered as one of the major indicators of curriculums in this university. One  Monitoring the work flow of relevant educational institutions and centers and evaluating their performances to improve the level of trainings within them should be considered as  an important mission of the University of Applied Science and Technology. . It is inevitable, therefore, to  determine factors which  can improve  quality of curriculum materials through gaining different perspectives of this university authorities, staff and graduates.A review of the relevant literature showed that after more than half a century from the inception of  the University of Applied Science and Technology, , no research has been conducted to develop a native theoretical framework, and based on grounded theory, for the evaluation of the curriculum system in this university. The only available study in this area  was conducted by Ahmadi et al. (2004) who tried to develop a standard  model for curriculum evaluation in this university through the use of a library study. The study, however,, did not have the desired comprehensiveness. The most common feature of other similar studies is establishment of a framework for evaluation of a specific curriculum in a specific educational context  and through the use of methods and tools different from those of this study.Based on the results of studies conducted onuniversities of applied sciences education in different parts of the world, and considering the fact that applied sciences education in Iran faces various challenges, such as accountability, evaluation, improvement, promotion and quality assurance, the discussion of quality, improvement and promotion requires special attention and consideration. (Mohammadi et al., 2016). Therefore, it is necessary to evaluate the performance of  universities offering practical skills training in order to improve and enhance their quality in other educational environments an through the use of methods different from that of this study
 

Curriculum development is one of the basic pillars of the teaching-learning process. Teachers and educators can have  prominent roles   in curriculum development e and their functions in every stage of curriculum development process, i.e.  from design to evaluation, can have positive or negative effects on learners' performance. Decentralization is one of  the major challenges in curriculum development. Indeed, there has been a tendency to decentralize and delegate more authority to learning centers in the Public Education System with the aim of improving the quality of education in recent years. Decentralization in the curriculum development process can be considered as a kind of strategy to adapt the national curriculum to the conditions and characteristics of the areas and environments in which the curriculum is implemented. School–based curriculum development, which can be considered as a route to decentralization, requires that decisions about curriculum design be made, implementation of curriculum be considered, and evaluation of the curriculum be carried out inside, rather than outside, of learning and community centers. By developing a school-based curriculum, the teacher or instructor, themselves, can design, implement, and evaluate the curriculum. Considering the importance of  the necessity for specialized content knowledge for teachers and primary school students and with regard to the lack of a specific program and framework for developing this type of knowledge in our country's mathematics curriculum, especially in the area of division of fractions, development of specialized content knowledge of division of  fractions in primary school students through the development of a school–based curriculum can be of crucial importance.

 The main question of the present study is whether the implementation of the curriculum for the development of specialized content knowledge of division of fractions based on school-based curriculum development in recent years has been effective in developing knowledge and skills and improving attitude of primary school student teachers?

This study which benefits from a mixed methods approach to research has been conducted  in two phases. First, the qualitative phase was done through the use of exploratory research design and a case study method.  Then, the quantitative phase was conducted using instrument development design and a quasi-experimental research method. Participants in the qualitative phase included math education specialists, faculty members in mathematics at Farhangian University, curriculum specialists, and researchers interested in this research area. After reviewing the resources and interviewing the experts, the present researchers developed a model of specialized knowledge development curriculum for division of fractions. The statistical population in the quantitative section were primary school student teachers at Farhangian University, of whom  were selected through convenience sampling. Next, the findings of the qualitative phase was used to design a curriculum model in form of an educational program. Now,  primary school student teachers’ specialized content knowledge of division of  fractions was assessed by administering both a pre- and a post-tests, designed by the present researchers. , Participants' attitudes towards division of fractions were then sought using the newly designed Fraction Division Attitude Scale and the primary school student teachers’ skills in division of franction were assessed through carring out formative assessment.

In the first phase of this study, the present researchers used a case study method and four elements of purpose, content and learning activities, teaching-learning methods and evaluation methods to design a curriculum model for the development of specialized content knowledge of division of fractions of primary school student teachers . In the second phase, the designed curriculum was implemented on primary school student teachers in form of an educational program and it was tried to evaluate the extent in which the curriculum objectives were achieved. , the pre- and post-tests, the Fraction Division Attitude Scale and formative assessment were accordingly used here. An independent samples t-test was next run to analyze participants’ pretest scores and the results revealed no statistically significant difference between participants in experimental and control groups in their pretests results. In other words, participants of both the experimental and control groups had almost the same level of knowledge  division of fractions - before the administration of the treatment, i.e. training through the use of the designed curriculum. Analysis of participants’ postscores was done by using analysis of covariance. The results revealed that participants in the experimental group, who were trained through the use of the newly developed   conventional methods of teaching. In addition, it was revealed that implementation of the recent designed curriculum had a positive effect on the attitudes of participants in the experimental group. Moreover, classroom observations by the researchers during the process of formative assessment revealed that participants in the experimental group were more skilled at doing division of fractions than participants in the control group.                                                                                                                      

The findings of the present study showed that the implementation of the newly designed specialized knowledge development curriculum for division of  fractions  based on  school–based curriculum development  led to improvement of students and  teachers’ knowledge and skills in dividing fractions, increase their interest and promote their attitude towards teaching and learning division of  fractions. Development of school-based curriculums, l can help decentralize centralized curriculums, which usually exist in form of general curriculums in educational centers.  Therefore, it is recommended that the curriculum designed in this study canbe used in teacher training centers involved in teaching primary school student teachers.

Evaluation can have an important role in improving the quality of any training program. The aim of this study was to evaluate the effectiveness of applying the Hammond Model in in-service education programs based on the principles of Andragogy (2005).

How is the quality of the content in its different dimensions presented in In-Service Training Programs?
How well has been quality of the training environment, equipment and facilities in these programs?
How effective have been he teaching methods used by teacher trainers?
How effective has been the educational program presented in these programs in achieving  the desired learning outcomes and goals?

Participants of this study were 120 teachers, 12 teacher trainers, and 21 course organizers and administrators.
One of the questionnaires, which was used in this study, was designed based on the Andragogical Process Model proposed by Knowles' (2005). The model involves the elements of preparation for learning, creation of an informal atmosphere, joint planning, participation in needs identification, participation in goal setting, creation of flexible learning design patterns, program implementation, self-assessment and joint evaluation.  Furthermore, to obtain data on the quality of the presented content in its various dimensions, a 42-item questionnaire was used. Validity of this questionnaire was assessed and confirmed through seeking the perspectives of four faculty members who were specialist in Educational Evaluation, Curriculum Planning and Educational Psychology. Then, correlation analysis was run to assess reliability of the questionnaire. Cronbach's alpha value was found to be 0.89, suggesting a good internal consistency reliability for the whole scale.  Additionally, Cronbach's alpha value was 0.83 for the first component, i.e. quality of content presented in its different dimensions it was 0.80 for the second component, (i.e. quality of training environment, equipment and facilities), and 0.79 for the third component, i.e. teachers' ability. The data were analyzed through using descriptive analysis.To evaluate the effectiveness of the curriculums presented in these programs, another questionnaire with 14 items and on a five-point Likert scale was used. Validity of the instrument was then assessed and confirmed through seeking the perspectives of four faculty members specialist in Educational Evaluation, Curriculum Planning, and Educational Psychology. Cronbach's alpha value was also 0.81, and thus reliability of the questionnaire was confirmed.

Based on the viewpoints of teachers, teacher trainers, and course organizers and administrators and as the results of this study indicated, the quality of contented presented in different dimensions was of amoderate level in these programs. Furthermore, from the viewpoints of teachers and teacher trainers, the quality of organization of the educational setting, equipment and facilities was moderate in these programs.
Teachers, teacher trainers, and course organizers and administrators also believed that trainers had a moderate ability level for making the courses effective. Finally, as participants of this study thought and considering the objectives and outcomes of the courses, the achievement level of the educational curriculums presented in these programs was moderate.

In-service training programs should be designed based on the characteristics of adult learning. Lack of problem-oriented curriculums, ignoring the interests and needs of learners, inconsistency between curriculum content and the allocated time, lack of attention to teachers' personal growth, and excessive attention to reach cognitive goals, and most importantly, ignoring the principles of Andragogy while designing an in-service training programs for teachers are among the reasons for why in-service training programs cannot achieved their desired goals and outcomes. Consequently, goal setting and specification of content, desired outcome and procedures for the evaluation of training programs can be enumerated as a number of factors which can guarantee success of any training program.

One of the main objectives of curricula is to create self-regulation ability in students and increase their perseverance and commitment to the fulfillment of academic activities. It seems that the development and improvement of the motivational skills, which provide students with the opportunities of selectivity, control, supervision, and competence exposure, can assist them with the compilation of goals, identification of the necessary steps towards goal attainment, solving of problems, and removal of the impediments to achieving these goals, and this issue is realized by increases in some skills such as self-determination. Self-determination is a metatheory about human motivation. It is evolved out of the studies on intrinsic and extrinsic motivation and extensively applied to successes in relationships with parents, education, healthcare, sports, and psychotherapy. In step with the self-determination theory, humans are innately active and enjoy a natural desire for learning and growth. Recent investigations have rendered encouraging evidence respecting the effectiveness of training self-determination skills. With regard to the positive consequences of self-determination, the educational system must pave the way for students to become self-determinant. Indeed, the fostering of self-determination skills in educational environments helps students improve their quality of life, operate independently in their lives, have the maximum control over and responsibility for their lives, and increment their rate of participation in and cooperation with curriculum development and decision-making in educational processes. The present study aims to investigate the effectiveness of training self-determination skills on students’ academic self-regulation (external regulation, internalized regulation, identified regulation, and internal regulation) and development of psychological hardiness (challenge, commitment, and control).

1-Training self-determination skills lead to decrease of students’ extrinsic regulation, interjected regulation, identified regulation and increase of their intrinsic regulation
2-Self-determination skills training leads to increase of students’ psychological hardiness (commitment, challenge and control).

The current study was quasi-experimental with pre-test post-test design and control group in which self-determination skills training, was considered as independent variable, and types of academic self-regulation (extrinsic regulation, interjected regulation, identified regulation and intrinsic regulation) and dimensions of psychological hardiness (commitment, challenge and control) were considered as dependent variables. The subjects included 120 eighth-grade students in Shiraz city in the academic year of 2018-19. In order to select subjects, four schools (two girl schools and two boy schools) were selected from junior high schools. One class of eight grade was selected from every school. Classes assigned to experimental and control groups (two experimental groups and two control groups), randomly. Prior to the beginning of the training, the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989) and the Personal Views Survey Questionnaire (Kobasa et al., 1990) were administered to experimental and control groups. Self-determination skills were taught to experimental groups during 10 sessions and then post-test was performed on experimental and control groups. Self-determination skills were taught through the design and application of a training package based on the principles and elements of the model (Field & Hoffman, 1994) and its adaptation to the normal student sample. In the Field and Hoffman model, these steps include knowing oneself and one's environment, valuing oneself, planning, acting, the outcome of experience, and learning.

Data were analyzed by using statistical method of MANCOVA and ANCOVA statistical analysis methods. Findings showed self-determination skills training result to reduce extrinsic regulation, interjected regulation, and identified regulation and increase intrinsic regulation, significantly. Also, self-determination skills training increased student's psychological hardiness and its dimensions (commitment, challenge and control).

The present study presents evidence concerning the effectiveness of training self-determination skills on academic self-regulation and psychological hardiness. The majority of studies conducted in this area, especially in Iran, are correlational, which limits the possibility of the causative interpretation of the results. However, the present study measures trained self-determination skills and their effects on academic self-regulation and psychological hardiness. The results of the study revealed the importance of noticing self-determination skills in curriculum development since these skills enhance students’ self-regulation and increase their psychological hardiness. In this method, due to the learner-centered nature of the self-determination approach, students are divided into small groups and given problems that are to be solved by group work, discussion, and public participation. During this process, the problems are evaluated and analyzed by the use of discussions and negotiations. In fact, students’ senses of further belongingness to the school and class activities and interests in reviewing and revising learning processes are the consequences of these activities. Lastly, self-determination training helps individuals with better recognition of their worldviews, strengths, weaknesses, and goals. This awareness can give rise to psychological hardiness and transform them into self-regulated individuals. As practically possible, curriculums should include self-determination skills training and textbooks should contain motivational steps of self-determination skills. This can be achieved through the training of specialized and experienced educators in the field of self-determination education and the holding of part-time training workshops in schools.