مجله پژوهش های برنامه درسی
سال یازدهم شماره 2 (پیاپی 22، پاییز و زمستان 1400)

Philosophy for children is one of the best ways to promote children's thinking, and when combined with art discussion, it actually involves a combination of cognition and emotion. The elementary school curriculums try to help students pay attention to the beautiful aspects of the phenomena around them by stimulating their aesthetic sense. Therefore, the teaching method which are used by elementary school teachers can be very effective in students' engagement levels. The main objective of this study was to investigate the effect of teaching art through philosophy for children on Iranian elementary school students' aesthetics thinking and drawing scores. In line with this objective, the study was to investigate if there were any significant differences between students in art classes who were taught based on various teaching methods in their aesthetic thinking and drawing scores. This study was done by adopting a semi-experimental pretest-posttest control group design. The study population included all girl fourth graders in Shiraz, Iran. Of the study population, 106 fourth graders were selected as the participants of this study by using a typical sampling strategy. Accordingly, three student groups, i.e. two experimental groups and one control group, took part in this study. In one of the experimental groups, art was taught by the use of philosophy for children method, and in the other experimental group, art was taught by using an explanatory method. The control group students were also taught through the use of conventional methods of teaching. Then, Parson’s exam for aesthetic thinking (1994) and students' drawing scores, given by the teacher, were considered as the research instruments of this study. Data analysis showed that students who were taught by using philosophy for children had a significant increase in their levels of aesthetic thinking in the written section, as compared to the other experimental group, and in the oralsection, as compared to the control group, of the exam. Furthermore, as the expert scorer showed, total drawing scores of students who were taught based on philosophy for children were significantly higher than those of the other two groups. This group of students were also better at drawings in terms of such visual components of their works as content, form, and color. No statistically significant difference, however, was observed between students who were taught based on the explanatory method and those who were taught based on the conventional methods of teaching in terms of total scores and quality of their works. As the results of this study indicated, students who were taught based on philosophy for children had a better performance in their art classes than the other two groups of students.The overall results of the present study also showed the use of philosophy for children in art classes can increase students' level of aesthetic thinking. Vygotsky's believes that dialogue is a form of social thinking and as students decode and discover ideas through speaking, they can actively support their own learning and that of others. In other words, language can improve the quality of thinking. Based on Vygotsky's socio-cultural theory, child's cognitive development takes place through his interaction with those adults or peers who are more knowledgeable than him/her. In this study, language played a mediating role in expressing and sharing thoughts with others. Concerning the group who were taught based on philosophy for children, students had more verbal, philosophical, and critical interactions. This led to an improvement in quality of their aesthetic thinking. Therefore, it can be concluded that not only can the use of philosophy for teaching children in art classes improve students' drawing scores, but also it can positively affect their aesthetic perception.

Educational supervision and guidance include various patterns and dimensions and are viewed as efficient and effective tools which can help teachers play an effective role in achieve their desired educational results. Following the discourse of the necessity of educational supervision and guidance, Iranian education system has paid attention to the policies made by Iranian educational leaders during the recent years, for instance, through focusing on educational, administrative and financial resources of rural, nomadic and border schools with multi-grade classes and through training educational leaders who can guide and supervise the process of teaching and learning in deprived schools. The similarities between educational leaders' plans and general education policies increase the possibility for the implementation and evaluation of the plans. However, a review of the relevant studies can indicate that little feedback has been received from teachers, who are deeply involved in the implementation of educational leaders' policies. Indeed, a review of the previous literature can reveal that no research has been conducted to investigate teachers' viewpoints about the educational leaders' policies. Some previous studies have only sought educational leader' opinions about their impacts on educational processes and teacher performance. Most of these studies, however, neglect teachers and their roles in the teaching process. The present study, therefore, is an attempt to cover this issue through examining the strengths and weaknesses of educational leaders' policies from the perspective of teachers, who can help educational leaders improve their policies. A qualitative approach to research and a phenomenological method were used in order to cconduct this study. The study participants were selected from among rural, nomadic and multi-grade primary school teachers in the East Azerbaijan Province, Iran, and by using purposive sampling. Accordingly, 13 teachers, eight males and five females, with at least two years of working experience in rural areas and multi-grade classes, who were interested in taking part in the present study, were included in the study. The participanmts were then semistructurally interviewed and the data was recorded. The present researchers continued interviewing the participants until data saturation was achieved. Based on the analysis results, 4 main themes and 19 sub-themes were identified in this study. The main themes were concerned with psychological issues related to educational leaders, educational leaders' weaknesses, educational leaders' strengths, and educational leaders' professional and moral requirements. The first main theme, i.e. psychological issues related to educational leaders' policies, included the following subthemes: fear of encountering the leader and lack of sufficient motivation to face the leader. The second main theme, i.e. educational leaders' weaknesses, included the sub-themes of lack of knowledge and educational skills and leaders' unfamiliarity with rural and nomadic areas. The third main theme, i.e. educational leaders' strengths, consisted of the sub-themes of helping inexperienced teachers improve their professional competencies and increase their self-confidence. Finally, the fourth main theme, i.e. educational leaders' professional and moral requirements included lack of alignment between leaders' functional roles and other school authorities' roles. In general, it can be stated that the educational policy and the Educational Guidance Program were in line with the Article 9 of the general educational policies on transforming the country's education system for extending education and empowering teachers and students in border areas. Considering this, it can be observed that education authorities have taken some measures for implementation of this article. Of course, there is a need to follow and pay attention to educational leadership and policy through empowering and students who are living in deprived areas, villages, suburbs, and nomadic tribes and creating diverse educational opportunities. Despite these, there are still weaknesses in educational leaders' policies. This can signify poor implementation of educational policies. Therefore, strong educational leaders need to be elected for the effective implementation of the desired educational policies. Furthermore, data concerning the efficacy of the implemented educational policicies must be continuously collected from teachers and used to solve the probable problems arising from poor implementation of them. This issue is addressed by the Document of Fundamental Transformation of Education with an emphasis on the development of the field of research and increasing teahers' professional competencies through providing them with opportunities for sharing their experiences with their coleagues and allocating special funds for stimulating teachers' research activities.

Undoubtedly, research can play an important role in the development and growth of societies. Today, such criteria as the number of research workers, the number of publications in scholarly journals, and research budget are applied for assessing the development of any society. Thus producing well educated and skilled researchers is an important characteristic of any successful higher education system. Consequently, research methods are taught at all levels of higher education and across a wide range of disciplinary fields. Despite the importance of teaching research methods, however, the literature on education and curriculum elements of research methods courses is not extensive and there is a need for more scientific works on the pedagogy of research methods. This study, therefore, was an attempt to evaluate curriculum elements of research methods graduate courses in the field of psychology at the top universities of the world. In line with this, the goals, contents, teaching methods, learning activities and assessment methods of the research methods syllabuses in Psychology at top universities of the world were examined. A qualitative approach and a content analysis method was used in order to conduct this study. Data was collected from several syllabuses of research methods graduate courses at the world's top universities. Accordingly, purposive sampling was used to select 13 universities from among 200 top universities of the world. The syllabuses of the most recent courses of research methods in the field of psychology were then obtained from the universities' websites. Then, five main curriculum elements of the syllabuses were evaluated, namely curriculums' goals, contents, teaching methods, learning activities, and assessment methods. Based on the findings, the primary goals of teaching research methods at the selected universities in their order of importance were teaching students how to design and conduct research in psychology, making students familiar with various scientific research methods to understand psychological phenomena, enhancing students' critical thinking and search skills, and making students study scientific research in Psychology. As with content, both qualitative and quantitative research methods were considered in the relevant syllabuses. Considering the content of quantitative research methods, the syllabuses focused on such elements as qualitative research questions and hypotheses, design, variables, methods, measures and measurement, sampling, data collection and analysis, descriptive and inferential statistics, interpretation of results and research report writing. The most frequently discussed types of research designs were experimental and quasi-experimental designs, including repeated measures, interactions, and factorial design, two-group and multi-group designs, within-group designs, regression design, correlational design, and survey design. With regard to the content of the qualitative research methods, the specified syllabuses had focused on epistemological foundations and applications of qualitative methods, different types of qualitative research methods, and qualitative research questions,sampling, instruments, data collection and analysis, and research report writing. The most frequently discussed types of qualitative methods were phenomenology, ethnography, thematic analysis, grounded theory, and narrative inquiry. Furthermore, in presenting both qualitative and quantitative approaches to research, the syllabuses focused on the same subjects as various research methods in psychology, the nature of science, the philosophical foundations of research, research ethics, and reading of psychological research reports. The selected universities used a combination of various teaching methods for presenting the relevant subject matters. Most of the selected universities used lecturing, problem-based, project-based, and lecture-based methods and students were highly encouraged to actively participate in classroom discussions. Moreover, the related curriculums involved such learning activities as writing research proposal, carrying out both individual and group research projects, writing a scientific article using APA style, reviewing literature, participating in psychological studies, critically thinking about the way scientific information is presented in public media, carrying out weekly assignments, and doing practices. Although the specified syllabuses focused on different methods of assessment, the most common methods of evaluation were done based on the assignments give during the semester and written exams. The results of these studies revealed that both qualitative and quantitative approaches to research should be considered in teaching the research methods course, as this is the case at top universities in the world. Furthermore, curriculum developers need to pay more attention to such subject matters as philosophical and theoretical foundations of research and research ethics when designing research methods curriculums. In addition, research methods syllabuses should pay more attention to the improvement of students' scientific writing skills. Moreover, active learning activities are required to make students involved in real world experiences. Finally, process-oriented and performance-based assessments should replace merely memory-based assessments.

The education system is one of the complex and large social institutions in any society, which is inextricably linked to social, cultural and economic growth and development, and which gradually evolves from a simple elementary state towards a better, more complex one. This system has created healthy, growing, balanced, developed, and talented human beings, on the one hand, and has satisfied human resource needs in different cultural, social and economic sectors, on the other hand. Socialization is one of the major goals of education which takes place at schools where textbooks can play a critical role in socializing learners. Socialization features are characterized by some special mechanisms and can affect learners. Therefore, clarifying the way such mechanisms are influencing can be very illuminating. Critical discourse analysis (CDA) is considered as one way for revealing how mechanisms of socialization features work. CDA can be used to express the relationship between language, power and ideology. This study was an attempt to analyze the Sixth Grade Thought and Research Textbook in the 2019-2020 academic year through benefitting from the integration pattern proposed by Van Leeuwen (1996) and by adding socialization features, including values, norms, roles and life skills, to the discourse-oriented features of Van Leeuwen. This was made possible through the use of CDA. Furthermore, the existing differences between the relevant features were taking into account by calculating frequency, percentage of socialization and discourse-oriented features, and Chi square. Based on the findings, traditional gender roles, traditional roles of kids and teens, social rules and regulations, social ceremonies, theoretical values and decision-making skills had the highest levels of frequency in the textbook. Moreover, religious, political, national and familial values were hidden in the relevant discourses of the textbook. Additionally, traditions, rituals, rites, social traditions, ethnic practices, effective communication skills, the skill of saying no and tolerance for success were not considered in the textbook. Moreover, all values and norms of social pact, social etiquette, social ethics, social law and regulations, gender and age maps, and life skills, including self-awareness, empathy, interpersonal relationships, emotion management, problem solving, decision contemplation, creative thinking, and critical thinking were considered in the discourses of the textbook. Considering gender maps, males were depicted more than females in the book, and both males and females were depicted more in their traditional roles than their new roles. Based on the findings of this study, it can be argued that religious values and traditional gender maps were hidden in the discourses of the textbook. The results further showed that the frequency of concealment was less than frequency of revelation of features. Therefore, it seems that the textbook authors have tried to clearly show their favored line of thought or ideology. The results further revealed that from among the norms, social customs, social rituals, social traditions and ethnic practices, and from among the skills, effective communication, coping with stress, the skill of saying no, and tolerance for success were ignored in the discourses of the textbooks. It should be noted here that national, economic, artistic, globalization and family values were less frequent in the textbook than individual, religious and theoretical values. Moreover, the frequency levels of creative and critical thinking skills was less than those of problem solving and decision making skills. As other findings of this study revealed, depersonalization was less frequent than characterization, uncertainty was less frequent than identification, naming was less frequent than classification and de-linking was less frequent than linking in the relevant textbook. Considering these findings, future researchers are recommended to focus on the authorship and compilation of new textbooks by taking into account the new plan of the primary and secondary education system. Additionally, future researcher are recommended to examine the expertise and the theoretical and ideological orientation of experts involved in compiling the present textbook.

Universities can be divided into four generations based on some specific approaches and executive structures corresponding to such approaches. First generation universities, or educationbased universities, second generation universities, or research-based universities, third generation universities, or innovative, technology and entrepreneurial universities, and fourth generation universities, or universities which place emphasis on improving technology and innovation, valuing creation, and promoting welfare. Concerning fourth generation universities are the center of all scientific, technological and cultural developments in each country and have an active and initiating role in connecting the country to the world. Universities can achieve their missions and goals only if they design and implements their curriculums based on the existing facts, capacities and facilities and the appropriate standards and if they take the rapid development of science and technology into account. One of the main goals of higher education is to harmonize the elements of the curriculums with the specialized development and requirements of the society. Such requirements are evolving in line with the development of knowledge and technology. Fourth generation universities provide the ground for encouraging improvement, and thus the curriculum, as the heart of higher education, should be in line with the indicators of the academic objectives. Previous studies have focused on different dimensions of social responsibilities of universities. A number of studies have also investigated different roles of universities in local and regional development. However, it seems that few studies have considered the subjects of fourth generation universities and fourth generation university curriculums and its related elements in higher education. Given the scientific and practical background of the fourth generation university, the present study sought to identify the indicators of the objectives of the fourth generation university curriculums in Iran. This study benefitted from a qualitative approach to research. The statistical population of the present study were experts in the field of higher education, fourth generation university and curriculum development. Snowball sampling was then used for the seclection of the participants in this study, i.e. 20 experienced and knowledgeable professors in the field of curriculum development and fourth generation university. Among the participants, 6 were females and 14 were males. Furthermore, of them, 5 were assistant professors, 9 were associate professors and 6 were professors. The data of this study was collected through carrying out semi-structured interviews with participants. Participant were interviewed individually and each interview took between 44 and 58 minutes. Data collection continued until data saturation was achieve, i.e. when no new information was provided. Vaidity and reliability of the collected data was then assessed and approved. The findings of this study, which was based on the perspective of Iranian professors, revealed that the most important indicators of objectives of the fourth generation university curriculums in Iran are employers' interaction and participation in the process of setting goals, attention to self-employment, and student entrepreneurship. Curriculum goals should be formulated based on international standards and competencies of fourth generation universities, interdisciplinary teaching approaches, innovative perspectives and new knowledge, futuristic approaches and social accountability. Given the components of the emerging discourse of fourth-generation universities, higher education is no longer confined to any specific spatial or geographical space. Today, some main concerns of universitries are to provide solutions for overcome National, regional and local crises, to reduce unemployment, to eradicate poverty, and to promote welfare for local communities. All of these can happen through the formation of a knowledge-based society which can operate with a global perspective at the regional level. As it was aforementioned, curriculum is at the heart of higher education. Furthermore, for being effective in today's world, curriculums need to be aligned with the components of fourth generation universities. From among the the curriculum components, the curriculum objective is especially important due to its comprehensiveness and its capacity for action. Based on the obtained results, it is recommended that interdisciplinary approaches be used for establishing curriculum objectives. It is further recommended that fourth generation university curriculums be examined in terms of their objectives. Furthermore, curriculums need to be continually updated based on characteristics of fourth generation universities. Finally, experienced faculty members in different departments, and industry, technology and art employers are encouraged to participate in developing curriculums.

Adolescence is a transitional period in life when one's rapid physical growth and development and sexual maturation can lead to their physical capability to reproduce. Based on the definition provided by WHO, adolescents are young people between the ages of 10 and 19 years. Since adolescents and young adults are going through the growth stage, their health can be affected either positively or negatively by their interactions with the environment, their friends and peers, their parents and family members, people in the society, and social rules. In the course of sexual maturation, adolescents undergo fundamental changes and face with different questions and ambiguities and if they do not receive right answers to their questions, they may refer to their peers or media such as satellite TV, the Internet, and cyberspace to find answers. However, they often do not find proper answers. This may also lead to further problems in the future. Considering this, sex education is a necessity for adolescents that must not be overlooked. It is a fundamental right of adolescents and should be provided by both parents and society. Due to its characteristics, sex education is accompanied by a number of challenges in all countries and cultures and unique ethical considerations are associated with it. In many Islamic countries such as Iran, sexual intercourse out of marriage is prohibited both culturally and religiously. In such countries, sex education is insufficient and restricted, and is not often provided by teachers since they do not feel right talking about sextual issues. Furthermore, there is currently no coherent policy on sex education in countries such as Iran. Therefore, the present study was an attempt to describe the processes of sex education of Iranian adolescents through developing a theoretical model. The governing paradigm of this study were a qualitative one. The present researchers further benefitted from a grounded theory research method in carryiong out this study. Accordingly, school conditions and opinions of sex education specialists, teachers, counselors, health educators and parents were considered in this study. Regarding the study participants, 20 specialists in the field of sexual education, curriculum planning, educational psychology, parents and teachers with scientific expertise or practical experience were selected by using theoretical sampling procedure. Then, a number of semi-structured interviews were conducted with participants and the process of data collection continued until data saturartion was reached. The collected data was next analyzed using the paradigm model (the Strauss and Corbin). After analyzing the data, the researcher obtained 169 basic conceptual propositions in the form of 59 open codes, 18 central codes, and 6 selected codes. The findings were further depicted in the form of a model indicating causal factors, namely the need for accurate adolescent recognition, cross-sectoral cooperation and recognition of necessities, the main phenomenon, namely effective sex education, interventionist conditions, namely religious-belief, socio-cultural, and Educational-organizational barriers, contextual factors, namely lack of clear policies, inefficiency of parents and unreliable information resources, strategies, namely overcoming cultural barriers, socio-cultural considerations, capacity building in the educational system, educational strategies and principles of education, and consequences, namely individual and social consequences. The model reflected the pattern of adolescent sex education process. According to the proposed model, necessity and need, education, and sociocultural structures can affect the core component of effective sex education of Iranian adolescents. The main objective of this study was to propse a theoretical model for studying the process of sex education of Iranian adolescents through using a grounded theory method. Based on the findings of this study, 169 basic conceptual propositions were identified in the form of 59 open codes, 18 central codes, and 6 selected codes. Accordingly, it can be suggested that Iranian society can solve its sex-related problems through an effective educational system which pays enough attention to sex education while taking into account the country's Islamic-Iranian culture. Obviously, the absence of a proper sex education system can predispose adolescents to a variety of abusive and high-risk behaviors. Adolescence is one of the most sensitive and traumatic stages of development. Concerning the aforementioned findings, it is recommended that the country's education authorities pay enough attention to sex education and provide the necessary grounds for designing and implementing effective curriculums in this regard. Finally, parents are advised to take a realistic look at sexual-related issues and problems of adolescents, to improve their own sexual education literacy, and to pay attention to the mental and personality conditions of their teenage children.

xHealth education is an integral part of any education program. Health education curriculums should provide such knowledge, attitudes, and skills that are necessary for improving health. The Comprehensive Health Education Program is designed to promote healthy living and to reduce high-risk health behaviors among all students. News about children and adolescents' health is increasingly occupying the front pages of newspapers and is among the top goals and priorities of the health systems. High-risk preventable health behaviors such as substance use, unhealthy and unprotected sexual behaviors, poor diet, lack of physical activity, non-use of a seat belts, and violence are significantly associated with adolescent morbidity and mortality. Considering the inefficiency of conventional teaching methods and textbooks for promoting student health and with regard to the low level of attention paid to health education, the need for a change in curriculums seems necessary. Furthermore, in order to create change and transformation, and to prevent diseases and increase the efficiency of human resources, as considered in the Fundamental Transformation Document and the Health System Transformation Plan of Iran, it is necessary to pay enough attention to health education of students at a young age. Since school system can have a direct impact on children and adolescents and an indirect impact on adults, it seems that the optimal provision of health education in primary school is one of the most accessible ways of promoting public health. Considering this, the present study was an attempt to examine the components of the health system in the content of the fifth grade textbooks in Iran. A qualitative approach to research and a content analysis method (Shannon's entropy model) were used for conducting this study. More specifically, the present study was done by investigating the participants' viewpoints about the content of the fifth grade textbooks in relation to the 12 major components of physical health, nutritional health, natural environment health, family health, safety incidents, mental health, prevention of high-risk behaviors, control, and prevention of diseases, disability, public health, and school health and also the 58 minor components of health education and promotion. The findings of this study were obtained through a content analysis of all the Iranian fifth grade textbooks and based on the country's health system assumptions. First, the frequency of each of the health components were calculated based on the first step of Shannon entropy model. Then, uncertainty and the coefficient of importance of the obtained data were measured using the second step of Shannon entropy model. As the Findings showed, the highest coefficient of importance was related to the components of nutritional health and the lowest was related to disability. Based on the Findings, the components of health system did not have a normal distribution in the content of Iranian fifth-grade textbooks which had paid very little attention to health education and health promotion of students. Considering this, it should be noted that elementary school textbooks can affect children' attitudes and habits and can play an important role in adult decision-making. Therefore, the elementary school curriculums should be relevant and effective in their design, implementation and evaluation. They should respond to students' emotional and social needs, and satisfy their curiosity, provide them with the necessary knowledge and skills, and increase their hope and boost their inner peace. For this to happen, the following suggestion are offered: paying attention to all components of health education in the content of textbooks; paying attention to the requirements of health education and health promotion; meeting the essential legal, administrative, and financial requirements; providing appropriate facilities and equipment; increasing teachers, principals, parents, employees, and local authorities' awareness of health education and the conditions for health promotion; giving importance to various types of curriculum evaluation both in the curriculum development process and in the implementation process, so that the quality of curriculum products can be controlled and health promotion can be guaranteed; and employing teachers specialized in the field of health education and promotion.

Regarding technological and economic requirements of today's world, public education systems need to take more responsibility for paying enough attention to educational planning and programs. Learners face many economic problems in their daily lives; therefore, economic education can help them to develop their economic thinking. Accordingly, it is the responsibility of educational and cultural institutions of countries not only to teach such basic and essential skills as reading and writing, mathematics, literature, and history to individuals, but also to pay attention to economic education and economic education programs because such programs can lead to the realization of desirable behaviors in individuals' lives and promote social interactions between them. Considering this, the objective of the present study was to design a framework for economic education in the Social Studies curriculum of Farhangian University. In line with this, this descriptive study, which was of an applied type, benefitted from a qualirtatuive approach to research and and a meta-synthesis method. Accordingly, the study was an attempt to analyze the research it covers and to resolve the contradictions in its literature. While integrating the results, the study also identified some relevant topics for future research. The following seven steps were taken in conducting this study: identifying first-hand sources based on the relevant keywords; identifying and categorizing concepts, and reviewing and conceptually analysing key elements; identifying information clusters for the desired pattern based on conceptual analysis patterns; putting together information within each category; repeating analysis cycles, until the categories were validated and the final statement was obtained; arranging categories for the desired application; and interpreting synthetic content. The findings of this study revealed that the framework for economic education in the Social Studies Curriculum consisted of ten elements, as proposed by Aker, of logic (achieving the goals of social studies and cultivating critical thinking), purpose (developing economic attitudes, knowledge, and skills), content (focusing on basic concepts of economics), learning and teaching methods (using active learning and teaching methods), resources and educational materials (using various educational resources), teacher role (guiding learners and facilitating learning), grouping (increasing learning through small groups), time (having flexibility in teaching time), place (focusing on learning environments both inside and outside the classroom), and evaluation (using various evaluation methods). A program which encompasses these element is an inclusive and community-oriented program which can lead to achievement of the goals established by the curriculum, development of students' critical thinking, conscious analysis of texts, students' application of concepts in real life and increased understanding of economic issues, and saving of time and educational resources. As the results of this study revealed, all ten elements of Acker were considered in the design of the relevant curriculum framework. This can indicate the comprehensiveness of the developed framework. As education policy makers believe, the training courses should involve economic education because it can provide the learners with the opportunity for improving their economic skills, attitudes, and behaviors. Overall, curriculum planners should pay more attention to economic education in targeting, organizing, and designing textbook content.

According to Piner, for a better understanding of the curriculum, cultural doors must be opened and human experience must be integrated not only in the West but also in all societies and countries. Education plays a key role in shaping cultural coexistence in multicultural societies. Cultural literacy provides the ability for discovering information contained in different cultural elements and is needed as a basis for introducing culture to society and accelerating the process of cultural learning. Concerning Iran, cultural, racial, ethnic, religious and linguistic diversities are amongst the most prominent factors that if ignored, despite many favorable opportunities that they create, can lead to many social problems and challenges. Considering the importance of literacy in the present century and the complexity of today's world, it is very important to pay attention to the literacy issues in the curriculums, the development of desirable curriculums, and the impacts they can have on their audiences. Considering this, the importance of secondary school education, which is considered as the origin of adolescent education and which can affect adolescent beliefs and attitudes cannot be declined by anyone. The observations and lived experiences of researchers as teachers, however, can indicate that the current system of Iranian secondary education is not effective in this regard. Considering this, the programs presented by the system are centralist and, there is no trace of deep cultural education in it. The results of research conducted in the field of cultural literacy in relation to the country's secondary school curriculums can indicate that no coherent and effective attempt has been made to develop curriculums based on cultural literacy in the Iranian educational system. Furthermore, to the present researchers' knowledge, no study has investigated the components of cultural literacy in Iranian secondary school education. Therefore, this study, benefitting from a combination of different models designed with a focus on the components of cultural literacy, is an attempt to identify components of cultural literacy in Iranian high school education and to examine the nature of the identified components. The results of this meta-synthesis study can serve as a guide and provides a model for the country's education policy makers who are concerned with globalization and also curriculum designers who are trying to design a model in response to the society's new needs arising from dealing with other cultures. In general, this study aims to provide appropriate feedback necessary for producing change in the existing curriculums through extracting the most important components of cultural literacy in relation to high school students. Accordingly, a qualitative research approach and a meta-synthesis method (Sandlowski & Barros, 2006) was used for collecting data in this study. The study sample was selected using the acceptance criteria and the Critical Appraisal Skills Programme (CASP) checklists was used to assess the quality of the obtained data. The data was then analyzed through content analysis and coding. The validity of the findings, the agreement between the two coders was then measured and approved. Based on the analysis results, 4 dimensions and 14 components were identified. Furthermore, the cultural self-awareness dimension included multicultural literacy, practical skills, academic skills, familiarity with symbols, and life skills. The critical thinking dimension consisted of higher level thinking, correct reasoning, knowledge segmentation, context of use, and process. The responsibility dimension included the two components of individual responsibility and social and civil responsibility. And, finally, the effective leadership dimension included the cultural requirements of future societies and influential global roles. The results of this study can provide researchers, education planners, and those involved in the field of education with a basis for considering cultural literacy as an important issue in research and education. Considering the fact that the ultimate goal of a meta-synthesis study can be the emergence of new fields of research and based on the findings of this study, the present authors suggest researchers interested in the field of culture and multiculturalism to conduct further studies for identifying more cultural literacy components, to understand major challenges for developing cultural literacy in different communities, and to look for solutions for responding to those challenges. In addition, future researchers can benefit from the components extracted in this study for designing an optimal cultural literacy curriculum for high school students. Considering the effective role of teachers as key elements in the country's education system, future studies can also focus on how teacher competencies can be used for teaching cultural literacy to students. Finally, as the implementation of the cultural literacy curriculum would not be possible without identifying the obstacles to its development, future researchers are suggested to identify the internal and external barriers against the development of cultural literacy and to provide solutions to overcome them.

The workplace curriculum has been developed as one of the subfields of education in the workplace education and for benefitting from the findings of the curriculum field of study. Lack of attention to such an important notion, insufficient theoretical works related to the workplace curriculum, multiple failurs in different workplaces and the growing significance of workplace education in the social, economic and global contexts require an in-depth investigation of the workplace curriculum. Thus, the main objective of this study was to identify factors that facilitate the effective implementation of the workplace curriculum. In line with this objective, a qualitative approach to research and a cumulative synthesis method were used for conducting this study. The materials used in this study consisted of 45 scientific documents (33 articles, 9 textbooks, and 3 dissertations). Document analysis was done based on the six stages of synthesis research. In the first stage, determining the inclusion criteria, the characteristics of the required documents were specified. In the second step, Persian keywords were searched in the SID, Civilica, Irandoc, noormags data bases and scientific works which were published over the years 2011-2020 and were related to either the workplace curriculum, workplace learning, workplace curriculum facilitator or helper, curriculum facilitator, or facilitator or helper of learning environment were included. In addition, English keywords such as the workplace curriculum, workplace learning, workplace curriculum facilitator /coordinator/organizer/promoter/helper, curriculum facilitator, factors facilitating effective implementation of the workplace curriculum, and workplace learning facilitator/coordinator/organizer/promoter/helper were searched in the Taylor and Francis, Springer, Science Direct, Wiley, PubMed, ProQuest, Eric, Emerald Insight, Google and Google Scholar databases and the relavant scientific works which were published over the years 2000-2020 were identified. At this stage, 6166 documents were identified. In the third stage, i.e. screening, the pre-determined criteria and the study research questions were considered and a number of previously identified documents were deleted. The remaining reports were also reviewed and the invalid documents were excluded. Finally, 45 studies remained. In the fourth step, coding, the data were split and conceptualized. Subsequently, they were synthesized through the use of new methods and data analysis was carried out using content analysis. In the fifth stage, evaluation, the quality of the collected data was evaluated. Finally, in the sixth stage, synthesis, the documents that could answer this study's research questions were selected and summarized and, finally, homogeneous studies were merged. To ensure data validity, it was tried to select appropriate and comprehensive samples, exercise care in selection of various articles, exclude irrelevant articles in the screening stage, look critically at the collected data, modify the data when necessary, and exercise caution in the process of combining data and valid search channels. To ensure reliability, data were selected and combined through consulting curriculum analysts and the coding process was conducted with great care. Bsed on the findings, organizational factors were of three types: occupational factors with the themes of proper management of workplace education, development of new products or services, organizational support, financial support and supporting educational programs and teams, delegation in the implementation of the workplace curriculum, job-organizational culture, feedback, and alignment of employees' and workplace interest. It is worth mentioning here that the reason for selecting the job theme was the existence of all factors presented in the workplace and concerned with the duties of the work environment towards employees, staff training and organizational support. Structural factors consisted of the themes of facilities and equipment, appropriate time for training, place of training, accountability, teacher-learner interaction, continuous training, guidance of experienced colleagues, understanding of the workplace community and learners' relationship with the researchers. And, finally, organizational status of workplace education included the themes of planners’ alignment with the constraints in the workplace, appropriate perception and positive attitudes towards the curriculum planners, personality and behavioral characteristics of the planners, attention to the training needs of new and experienced staff, having system thinking, familiarity with important elements of the curriculum, use of up-to-date methods of curriculum planning and research thinking in relation to the curriculum, entrepreneurial perspective in curriculum development, making teachers and learners involved in curriculum development and development of accuraterealistic-practical-transparent and structured curriculums. Extra-organizational factors had two national components with the themes of "the relationship between university and workplace teachings, the interaction between the workplace and the society, consideration of economic and social issues in curriculum development, consultation with subject matter specialists in curriculum development, and consideration of scientific rationality formed in the workplace, and the international component with the themes of rapid technological advancement, keeping pace with global change, and consideration of political and regional issues in curriculum development This study's findings can be of significance for planners and managers of human resources and those involved in education as this study can help them pay special attention to the facilitating role ofnational factors in the effective implementation of workplace curriculum. The findings of this study can further make it clear that the interactions between the workplace, society and the university and also the economic and social conditions of the individuals need to be taken into account when developing an effective workplace curriculum. Finally, with regard to the facilitating role of international factors in the effective implementation of the workplace curriculum, curriculum experts are recommended to use technology and pay enough attention to the regional and political factors in developing curriculums.

Entrepreneurship is more than starting a business. As researchers such as Morris et al. and Kraus et al. belive, entrepreneurial behavior consists of such important features as recognizing opportunities, considering security-related risks, and seriousness in implementing innovative ideas. Indeed, the importance of entrepreneurship has caused the world's top universities to add entrepreneurship education and development of entrepreneurial thinking to their agenda. This is depicted in the summary of the Universal Declaration on Human Rights Education issued in October 1998 under the auspices of UNESCO in Paris, where it is stated that the development of entrepreneurial skills and initiatives should be among the major concerns of higher education. The aim of this study was to identify the components of entrepreneurship education for high school students. To this end, the study benefitted from a qualitative approach and a grounded theory method, which has been variously called as contextual theory, fundamental theory, foundation data theorizing, data-based theory, and data-derived theory. Data collection was done through conducting semi-structured interviews with the study participants who were selected based on theoretical sampling and comprised of professors and experts who had executive experiences in the field of entrepreneurship education, learning and businesses related to entrepreneurship in the educational system. It was tried to select individuals who were experienced enough and could provide the present researchers with expert opinions about the issues relevant to the present study. The researchers continued collecting data until data saturation was achieved, i.e. after interviewing 13 participants. The collected data was then coded through open, axial, and selective coding. First, conceptual categories were identified. Then, it was tried to find the connection between the initial categories, and then, the final thems of the study emerged through further classification of the identified categories. After that, the validity of codings was assessed through examining the findings that were obtained from coding and comparing it with the previous research findings. Based on the findings of this study, the main factors that could influence the development of a curriculum based on entrepreneurship education were categorized under 28 subcategories, including educational environment, government support, business community, teaching methods and human resources, and 7 main categories. Based on the overall results of this study, it is recommended that the education system provide the learners with the knowledge and skills for entrepreneurship because gaining the necessary skills can be an important prerequisite for successful entrepreneurship and individual and social development. Furthermore, the country's education authorities should take individual differences into account when establishing entrepreneurial and smart schools so that they can better educate individuals and make closer connections between educational environments and the business market.

Tacit knowledge is a type of teacher knowledge. Experts consider tacit knowledge as the most important type of knowledge that cannot be expressed in official language, has an individual aspect, and has its roots in individual experiences. Tacit knowledge is the core of teachers' knowledge structure, and recognizing and managing teachers' tacit knowledge is an executive guarantee of their professionalism. Research has shown tacit knowledge as an important stimulus in the process of creativity and innovation that has an effective role in successful teaching, and quality and effectiveness of teacher performance. It was Michael Polanyi who first introduced the concept of tacit, or hidden, knowledge, by stating that one knows more than one can say. He introduced tacit knowledge as an integral part of knowledge, as the fundamental power of the mind, and as what is commonly found in the field of experiential, cognitive and mental learning. Polanyi believed that the conversion of tacit knowledge into explicit knowledge is possible through reflecting on professional experiences and formulating its steps and systematically expressing it. Payner and Zhang believed that examining teacher knowledge and curriculum can illuminate that this knowledge is implicit rather than explicit. Teachers as scholars (Tilly, 2000), as compared to other scholars, are more immersed in tacit knowledge due to nature of their work, which is a mixture of art and science. Therefore, teachers' tacit knowledge and its effective transmission must be seriously considered in education. Tacit knowledge is a type of knowledge that is difficult to express, formulate, and share and, unlike explicit knowledge, which is conscious and can be expressed in words, it is unconscious. People acquire tacit knowledge more intuitively and in their interaction with the environment. Teachers' tacit knowledge is formed at the intersection of teachers' experiences, values, and beliefs and knowledge in the classroom. In other words, tacit knowledge is the basis of teacher performance in the classroom and can strongly affect teacher behavior and performance. However, it has not received enough attention in the literature. Therefore, the main objective of this study was to identify the effective factors and effective strategies in the process of forming, revealing and sharing primary school teachers' tacit knowledge and to present a conceptual model in this regard. In line with this objective, a qualitative research approach and a grounded theory method was used for doing this study. Participants of this study were 20 primary school teachers with more than 15 years of teaching experience, from Yasuj, Kohgiluyeh and Boyer-Ahmad Province, Iran, who were selected based on purposive sampling. Research data were collected through conducting semi-structured interviews with participants. Data analysis was done based on the three-step coding pattern of the grounded theory method. The overall findings of this study revealed 9 categories in relation to the characteristics of tacit knowledge of expert teachers, 8 categories in relation to the effective factors in the process of formation of tacit knowledge of primary school teachers, 8 categories in relation to teachers' experiences of using tacit knowledge, and 14 categories with regard to strategies for revealing and sharing tacit knowledge of teachers. Finally, the identified categories were presented in form of a conceptual model and the validity of the model was assessed and approved based on the opinion of experts and through the use of the Delphi Technique. Tacit knowledge management and understanding the way to develop, reveal and share it are vital to success in all organizations. Considering this, education systems should offer the necessary context for experienced and expert teachers to make them able to share their tacit knowledge in an open, friendly and informal environment and on a regular basis and should provide opportunities for teachers' empowerment through providing opportunities for the exchange of information, experiences and skills between them. Teachers can also turn their tacit knowledge into tangible, expressive, and shared knowledge by expressing their lived educational experiences. It should be emphasized here that an education system can empower teachers and develop their professional knowledge and competencies only through paying special attention to effective strategies and methods for revealing and sharing tacit knowledge. Overall, tacit knowledge can serve as an effective factor for developing teachers' creativity and promoting their self-efficacy when teachers are able to reveal and share their tacit knowledge with their colleagues.