نشریه چشم انداز برنامه درسی و آموزش
پیاپی 1 (بهار 1400)

This study conducted to get the junior high school student of Hamedan familiar whit the different Jobs.this is a qualitative study in which interview has been done on 98 participants taken part in the study chosen whit snowball sampling strategy. Among 98 participants of the study were parents, teachers, students, consultants, managers, and media. Semi structured interview was used and to manipulate the results, the content analysis was conducted. The results of the study showed that the students can become familiar whit the different jobs through 18 main thems and 39 secondary thems. The main thems according to the consultants viewpoint were: making the jobs lists, having meetings and intractions about jobs, and the use of psychometry and job talent tests. The main thems according to the teachers viewpoints were: getting the students familiar whit the jobs while teaching, and after teaching in personal gatherings. The main thems according to the parents viewpoints were: getting the students familiar whit the jobs through getting around and vacations, and talking about the parents experiences about the jobs whit the students. The schools managers can get the familiar whit the jobs through occupational seminars, occupational shows, occupational week, national talent programme and through the schools structure and facilities. Media could help the students through TV programs, having a special job page in the newspapers, social networks, making weblogs and having job news through social media. Students could get themselves and their friends familiar whit the different Jobs through self studies.

The purpose of the present research is to investigate how students connect with the university and identification them with the university and provide student supportive behaviors. Therefore, the present study examines the Antecedents university brand identification, including brand personality, brand prestige and brand knowledge. In addition, the effect of student identification on their supportive behaviors, including university affiliation, suggestions for improvement, Advocacy Intentions and participation in future activities has been studied. Also, as brand identification can be influenced by the cultural context of the personality, the role of cultural orientation (collectivism / individualism) as a moderating variable has been investigated, which has so far not been considered in previous studies. The present research is Practical-survey and in a statistical sample of 390 students of state universities in the city of Tehran, a questionnaire has been tested and the data have been analyzed by structural equation modeling method. The findings showed that the personality and prestige of the university brand play a key role in identifying students with the university. In collectivist societies, the role of brand prestige is much stronger than other variables in the formation of student identification. In addition, according to findings, students who identify with a university tend to be more willing to provide supportive behaviors and responses.

In-Service Training is a way of upgrading teachers’ skills and knowledge for improving teaching and learning which may lead to a better job performance. In order to reach this, affective participation of teachers is needed. The purpose of this research is to design a model of affective domain that affects participation of teachers in in-service training in Tehran. The research method used in this study was exploratory mixed. The qualitative section was based on the grounded theory method on 28 teachers of the primary schools in Tehran through targeted sampling and data saturation. The data collection method was carried out through a semi- structured interview and was analyzed using Strauss and Corbin (2008) method that includes 3 sections of contextual conditions, strategies, and results. The statistical population of the study consisted of all teachers of primary schools in Tehran. The quantitative section used clustered sampling that comprised of 384 teachers. A Researcher-made questionnaire with 73 questions was designed and validated through factor analysis. Model validation was obtained through contingency factor analysis and the Internal reliability of the questionnaire was calculated using Cronbach’s Alpha (0.84). The results show teachers’ economic situation, teachers’ social status and delivery mode, in contextual conditions, motivational factors, teachers’ experience, in strategies, and teachers’ change of view, effectiveness of in-service training in results. They all had the highest factor load.

The purpose of this study is to investigate the challenges of e-learning in social studies in elementary school. For this purpose, qualitative study and phenomenological method of description have been used. Data were collected through semi-organized interviews and purposive sampling. The study became saturated after interviewing 30 teachers in Markazi province. In-depth analysis of the interviews led to the identification and categorization of 11 educational challenges, including: reduction of students 'group activities, lack of teachers' time to teach social studies, reduction of attention to ethical, social and legal issues, increase of negative emotions caused by quarantine. Decreased quality of assessment, lack of media literacy of teachers in teaching social studies, unattractive educational content for students, diminishing importance of social studies lessons, parental interventions, slow internet speed, heavy costs of buying internet packages. In addition to the main topics that addressed the challenges of teaching social studies in cyberspace and the answers to the main research question, some other topics emerged from the interviews that pointed to the opportunities for teaching social studies in cyberspace. Includes: increasing the speed of information transfer, students 'interest in participating in teaching social studies, increasing students' media literacy, achieving social goals outside the textbook.

This research was conducted with the aim of evaluating the technical and vocational schools of Markazi province

The research method is descriptive-survey. The statistical population consists of group managers, faculty members and employees of the provincial technical and vocational colleges. Due to community constraints, sampling is not done and all people in the community are considered as examples. A questionnaire was used to collect the required information and analyze the findings. In this research, content validity was used to determine the validity of the questionnaire. Cronbach's alpha method was used to determine validity and reliability.

According to the results, the status of the technical and vocational university of Markazi province has been medium evaluated in all aspects of educational, research, student, cultural, credit and facilities. SPSS software was used to analyze data.

According to the results, the status of the technical and vocational university of Markazi province has been medium evaluated in all aspects of educational, research, student, cultural, credit and facilities

It is obvious that effective and efficient learning and desirable academic performance of students depends on the existence of a set of educational and non-teaching factors that their lack poses a serious obstacle to learning and realization of intended goals and objectives. The present study attempts to determine the most important factors affecting learning weakness and academic performance of second-grade female students based on the lived experiences of students in this level. The general approach to this research is qualitative in terms of its nature and purpose, during which the data were collected by a semi-structured interview with 22 female secondary school students. The seven-step Colaizzi method was used to analyze the obtained data. Analysis of the data showed that the most important factors related to the learning weakness of female high school students can be expressed and discussed in three themes or general themes. That is, individual factors (lack of academic and study planning skills, inability to decide and solve problems and purposeful planning for the future, the basic weakness of previous years' courses, lack of focus in the classroom and etc.). School factors (weakness of teachers, evaluation method, condition of classrooms, textbooks, etc.) and extracurricular factors (family problems, excessive use of mobile and cyberspace, the impact of friends and peers and major problems of the educational system) can be abstracted. Obviously, using a set of scientific solutions to deal with these factors can improve and enhance the learning of female students.