فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 71 (زمستان 1400)

This study proposes the foundations and principles of the emergent curriculum in preschool. For this purpose, we address the conceptual and documentation analysis of this curriculum. Hence, using the research method of “regressive inference”, the foundations of the emergent curriculum have been deduced. Firstly, all instances of emergent curriculum were extracted from 60 valid national and international documents (including books, articles, written and electronic thesis) from 1994 to 2020. Then, the collected data were classified in three stages; including open coding, axial and selective data in order to analyze them. Approximately, 31 selective codes were recognized. In addition, the principles were inferred by use of the “progressive inference” method. Since, this research investigates the effective documents in order to understand the research problem, its employed sampling is considered purposeful. To validate the results, the coding steps were carefully reviewed about 10 times in interaction with curriculum planning and philosophy of education experts. The most important findings about nature are that emergent curriculum is a flexible, dynamic and multidimensional spiral phenomenon with different cross-sections. The main foundations are that child is a flexible creature with comprehensive dimensions, social identity, and unique talents. Knowledge is exploratory, dynamic and innovative and corresponding to children’s interests. Some of its basic principles include a holistic view of the child and attention to individual differences; providing the possibility of exploration; Relation to the phenomenon under study, hypothesizing.

Because PCK is considered as one of the dimensions of teacher knowledge, understanding how to support it has been considered. This study is a systematic review of 11 years of research (2021-2010) on the components supporting PCK formation. The aim of this study is to classify the components and factors supporting PCK formation. 39 articles were selected from 6 major academic databases using search disciplines and manual screening protocols. Literature analysis focused on twelve components and 9 groups of actors. "The role of teacher training programs in PCK development", "PCK based on personal experience" and "Growth of teachers' reflection in line with PCK development" are recognized as the main components of supporting PCK formation. In this study, several actors from the relevant literature were identified, and categorized into nine categories based on percentage, including: mentors, new teachers, school principals, university administrators, students, colleagues, Supervisor, researchers, and parents; And among them "mentors", "new teachers", "school principals" and "university course organizers" are known as the top actors in the formation of PCK.

This study aimed to study systematically and present a meta-synthesis of researches over the past 20 years on teacher's pedagogic content knowledge (pck) competencies. The approach used in this study included discretional qualitative research synthesis which was fulfilled through content analysis and metasynthesis. The researcher reached data saturation level with 43 studies of all the researches on the topic as a statistical population. By extracting the results in terms of semantic units and coding of competencies, 74 codes were generated in the first step and organized in 13 categories through the meta-synthesis method and finally three themes of competencies were obtained. Themes of competencies and categories are1- Theme of prerequisite competencies with five components: general competencies, communication skills, interest in teaching profession, professional development, teacher character. Lessons for teaching, learners 'knowledge and general competence. 3- The theme of performance and evaluation competencies was classified with seven components: student activation, classroom management, learners' knowledge, organization of teaching and learning processes, communication skills and teaching skills.

The aim of this study was to design and validate the optimal model of financial literacy curriculum for junior high school students. In order to collect data, qualitative approach was used using comparative method and research documents. The study population consisted of financial literacy documents during 2000-2020. Sampling was done purposefully and the sample size consisted of 90 documents. The basis of data analysis and coding was the theme unit. Data validity was obtained through triangulation and checking of principal researcher colleagues and accreditation through re-implementation. The findings were explained in accordance with Akker's model in the form of components of financial literacy curriculum including logic, objectives, content, learning opportunities, resources, teacher role, time, space, grouping and evaluation. In order to validate the proposed model, focal group method was used. Based on the results, the characteristics of the objectives of the financial literacy curriculum were prioritized as follows: 1) preparing adolescents for financial management, 2) achieving financial security in individual, family and social dimensions, 3) short planning Long-term and long-term financial, 4) financial foresight and responsibility, 5) financial self-efficacy and entrepreneurship, 6) creating critical attitudes toward financial issues, 7) strengthening the power of analysis and solving financial problems, and 8) Internalizing religious and moral values. Also, the development of national standards of financial literacy was proposed.

The purpose of this study was to Planning a Framework for Entrepreneurship Workshop for Professional Competency Promotion of Urmia University Faculty Members Based on Entrepreneurship National Organization Standards and its Evaluation Experts. Methodologically, this study was a "mixed" exploratory study. The statistical population were three group including all faculty members of University, curriculum planning specialists, and entrepreneurship specialists of Urmia universities. The data collection tool was a researcher-made questionnaire that was sent to all individuals. After the necessary follow-ups, in some cases, contact with individuals, we received 27 questionnaires from curriculum specialists, 261 from university faculty members and 49 from entrepreneurship specialists. In designing the proposed curriculum for workshops extracted and suggested features were categorized in three areas including "cognitive", "emotional" and "skills". Finding showed that there were about 11 features for the "objectives" element of the workshop curriculum, 13 features for "content", 12 Features for "learning activities", 18 features for "teaching methods", and 9 features for "evaluation". Descriptive statistics were used to examine the views of different groups on the proposed features and Chi-square test was used to validate the proposed framework; Statistical analysis was performed using SPSS software and Visio software was used to draw the final pattern. Findings showed that the validity of the proposed framework is valid for the sample groups. It is suggested that the obtained findings be used to develop the curriculum of entrepreneurship training workshops for faculties.

The purpose of this study was to systematic review the studies of multigrade classrooms in Iran in order to classify and provide an overview of the challenges and the solutions identified and to analyze them. The present study was conducted by a qualitative method of systematic review. Reliable research were conducted by electronic search keywords of multigrade classroom, multigrade education and multigrade teaching in the databases of SID, Noormags, Google Scholar, Irandoc, Magiran, Comprehensive Portal of Humanities and The University of Tehran’s Scientific Journals Database the period of 1396-1386. The process of identification, screening, qualification, and inclusion in the sample study was performed based on the PRISMA statement. In the searches, 204 studies were identified for systematic review. After eliminating duplicates and screening, finally, 35 studies that met the inclusion criteria were selected & analyzed. The selected documents were reviewed based on qualitative meta-analysis. In the analysis of  multigrade classrooms challenges, findings indicated 5 main categories of challenges including challenges related to teachers, students, society and environment, curriculum elements and multigrade system which were examined separately or in combination. Also, in reviewing the research, the main solution to address each of these challenges was to design and develop a curriculum consistent with the characteristics of the local community. A program that is faithful to the national curriculum on the one hand and to the realities of the multigrade classrooms and the local community on the other. Accordingly, it is suggested that the national curriculum be modified in collaboration with teachers and multigrade experts, so that the curriculum of single-grade classrooms can be adapted and integrated based on the multigrade curriculum.

The goal of this study is to "explain the objectives of the family education curriculum in primary school." The research approach was qualitative and the method was Conventional Content Analysis (Inductive approach). The target populations was 20 faculty members of curriculum planning groups, sociologists, family education counselors and psychologists, and were selected by purposive sampling. The data collection method was Semi-structured interview. For data validity and reliability, Credibility and Verification criteria were used. To analyze the data, Induction-based Conventional Content Analysis was used. Data analysis led to the extraction of 70 concepts, 12 sub-categories and 5 main categories. The main categories that have emerged include: "Promoting media literacy", "Awareness towards life etiquette and skills", "Family participation and the role of parenting", "Knowledge of the growth and life stages of children" and "Knowledge of the principles and bases of education". The results can facilitate the better planning and implementation of family education courses in primary schools, and the planners and facilitators of these courses can also apply them in the practical dimension.

The purpose of this study was to investigate the degree of coordination and compliance of the intended curriculum, implemented with the acquired knowledge of family and population in order to approximate between these three programs. This research is applied in terms of practical purpose in the education system. The research method in the intended curriculum section was content analysis technique in which the objectives of the textbook were matched with the objectives of the upstream document. In the implemented curriculum section, a qualitative research method of phenomenological type was used and family and population knowledge classrooms were analyzed. In the obtained curriculum section, a qualitative research method of phenomenological type was used. The research field included undergraduate students of the Faculty of Educational Sciences and Psychology, University of Tehran, who were included in the research by purposive sampling. The results showed that there is a good correspondence between the goals of the upstream document and the goals of the family knowledge book and the population of the second edition. It seems that the content of this lesson has been expressed by the teachers in a practical way in the classroom, which shows the curriculum acquired in the students.

The aim of this study was to identify the components of strategic questioning in order to provide a sustainable development of public education system. The present study was a qualitative research using the method of grounded theory or foundation data theory. The research statistical society consists of all experts in the field of educational sciences and educational management. The sampling method is purposeful criterion based method. The sample size was formed based on the theoretical saturation rule with 12 academic experts. The data collection tool in this study is a semi-structured interview. To assess the reliability and validity of interviews; Validity, transferability, reliability and validity were examined. The results of the interview analysis are 430 primary open source, 147 secondary open source, 42 concept and 19 categories. The present study shows that Strategic questioning  develops research approach and active learning methods , fair criticism , creation of new knowledge and horizon-creating views , intelligent and uplifting questioning , changing the present status and emphasizes the accountability of educational system.

The purpose of this article is to critique and analyze the national curriculum in terms of adapting to the educational needs of preschool and students of nomadic elementary school with emphasis on the native knowledge approach. The research method used was content analysis analysis The population of this study is 15 main titles of the national curriculum document that were coded using the content checklist tool. The unit of analysis was the text (paragraph). For this purpose, first the educational needs were identified through the study of theoretical foundations and categorized into three areas using the Delphi technique, then the content of the national curriculum document was analyzed and critiqued based on these needs The results of theا study indicate the relative attention of the document to educational needs. So that the field of "learning experiences", "principles of curriculum supervision", "philosophical and practical foundations" and "perspectives" focus directly and appropriately on the ecological components; And the principles of the "teaching and learning" process pay less attention to this issue. The rest of the paragraphs also implicitly and generally refer to the use of this approach. In the second part, a total of 6 criticisms were deduced, the result of which can be generalized to the text of the document on sociological foundations, not introducing a special executive program for nomadic education according to the existing natural capacities and less attention to some components of the document Indigenous knowledge approaches pointed out.

The present study was conducted with the aim of designing and validating the context-based curriculum model with emphasis on connectivism for teaching sciences in the first period of high school. The method of the study is mixed and exploratory design. In the qualitative part, the directional qualitative content analysis method was used and in the quantitative part, the polling method was used. Data were collected through upstream documents and scientific texts in the period of 2000-2020 and semi-structured interviews using purposive sampling and snowball sampling with 10 experts. The method of data analysis  in the qualitative part was inductive coding and in quantitative part was confirmatory factor analysis, descriptive indices of mean and standard deviation and Kendall inferential test(w). After achieving the proposed model, through a researcher-made questionnaire, 30 experts were interviewed by purposive sampling to validate the model. Among the results obtained in this study, 72 pivotal codes related to the characteristics of the elements of logic, purpose, content, teacher role, learning activities, grouping, resources, time, place and evaluation. In quantitative part, after confirmatory factor analysis of the questionnaire by PLS structural equation software, 2 variable were removed from the original model due to having a factor load of less than 0.5 and a revised model of curriculum with 70 variables was validated and presented after confirmatory factor analysis and appropriate fit by R2 and also examining the agreement of experts with Kendall coefficient.

The aim of this study was to Comparison of the effectiveness of transtheoretical intervention for students with academic burnout with metacognition training on academic motivation in high school student in Isfahan city.In the present study, the research method was quasi-experimental.The statistical population included male students with academic burnout in one of the schools of Isfahan in 1398.The sample of study 45 included students with academic burnout who were selected based on inclusion criteria and available and randomly.Three groups of 15 people, The research tool was the academic burnout questionnaire(Bresso et al. 1997)and imposed motivation (Martin & Jackson. 2008). The first two groups underwent transtheoretical intervention for students with academic burnout and teaching metacognition training and the control group did not receive any intervention.Then, post-test and follow-up groups were performed. Analysis of covariance was used to analyze the data. The results showed that there is a significant difference(p <0.05) between the effectiveness of transtheoretical intervention for students with academic burnout and teaching metacognition training on students with academic motivation.