فصلنامه مطالعات برنامه درسی
پیاپی 65 (تابستان 1401)

The field of curriculum studies is traditionally tied to theory and practice in the field of education. Examining the status of the field of curriculum studies in Iran and the world shows that the distance between the experts in the field of curriculum and the decision-makers and practitioners of these programs has increased significantly. This article argues that, practically, at the international level, withdrawal from schools in the form of re-conceptualism movement was intentional, while in Iran, this distance was not intentional and it was created as a result of the existing limitations, indicating to the phenomenon of curriculum experts in exile. Practically due to such obstruction and lack of connection between the field and the motherland (especially in Iran); The field is in a situation that lacks a territory like many interdisciplinary and professional areas. Although this landlessness requires taking critical actions, challenging the factors that create this situation and putting efforts to open the closed doors to the experts and graduates of this field; at the same time, it gives us an opportunity to search for new platforms for the field in other fields of human life apart from the educational system. Taking an auto-biographical approach, this article seeks to encourage and draw the movement outside the defined borders by using concepts such as getting lost, getting rid of the ruling intellectual structures and the concept of curriculum civilizations, and in this regard, it discusses different levels of civilization in the curriculum. It also raises the necessity of moving from re-conceptualism to multi-conceptualism in curriculum studies.

The purpose of this study was to design a curriculum framework for elementary school which could be implemented during the Corona Virus pandemic period. This qualitative study was conducted using the six-step method of Sandlowski and Barroso. In this regard, 29 related research sources were used as the basis for the analysis, which resulted in extracting 5 basic axes of the elementary school curriculum in Corona crisis, including purpose, content teacher role, role of learners and role of government. The data validation was confirmed using data validation, transferability and data alignment and data reliability techniques with precise guidance of researchers' data collection and alignment. Based on the research results, the objectives of this curriculum should be considered according to the new conditions, with the approach of continuing education and achieving learning objectives. The content of this program includes Coexistence training with Corona, theoretical and practical training, and strengthening of socio-emotional competencies.

The aim of this study was to design a financial literacy curriculum model for elementary school students. To this aim, the qualitative method was used for analysis. In addition, 12 professors and specialists in the field of curriculum planning and primary education, economics and finance of Tehran universities with the academic rank of associate professor and professor were interviewed in 2020. And external audit method was used to determine the validity of the findings. The proposed model was designed consisting of five factors including curriculum context, objectives, content, method and characteristics of learners, and its theoretical basis is "Tyler rationale". The results of this study was the design of a valid curriculum model for teaching financial literacy to elementary school students, which has 21 characteristics as objectives, 26 characteristics for content, 19 characteristics for teaching methods and 8 characteristics for curriculum evaluation methods. The designed template can guide the process of planning, implementing and evaluating the curriculum.

This study aims to investigate the patterns and importance of integrating the curriculum of religious course with experimental sciences course. This research was conducted through a qualitative and grounded theory approach. In this method after interviewing with designers, specialists in curriculum planning and theology, and teachers with master and Ph.D degrees, the data were systematically designed by using data analysis steps through open, axial and selective coding. The participants were selected by purposive sampling technique to reach the theoretical saturation point. The research data were collected by using semi-structured interviews. The results of the coding were collected in four categories: 1) The positive effects of integration the curriculum of religious course with the experimental sciences course, 2) The hardware and software facilities required for integration, 3) The teacher's expertise in the field of integration, and 4) Holding subject knowledge enhancement courses.

This study is conducted with the aim of investigating the extent to which teachers apply the four components of Noddings’ caring education theory (i.e. modeling dialogue, practice, and confirmation). In addition, the research study was survey-based, and the data were collected using a researcher-made questionnaire. The reliability of the research instrument was computed using Cronbach's alpha as 0.965, and its validity was confirmed based on expert opinion. The statistical population comprised a total of 3,742 elementary school teachers in Isfahan during the 2019-2020 school year. A cluster sampling method was employed, and the size of each cluster was considered when sampling. According to Morgan’s table, the questionnaires were distributed among 350 people from the statistical population. The findings indicate that the rate of application of caring education by elementary school teachers in Isfahan is, on average, 3.86, which is significantly higher than the countrywide average rate (i.e., 3) and, thus, it has a relatively desirable status.

The purpose of this study was understanding the types of teacher-student interactions based on the idea of education as an asymmetrical interaction. The research method was classroom study which conducted in a large boy’s elementary school, with sixty classrooms. Firstly five, third grade classes were selected based on purposeful sampling strategy of available samples. The data were collected through observation and video recording of the classes. The identified teacher-student interactions include caring, managerial, participatory, destructive, and functional interaction regarding the society. The caring and participatory classrooms interactions were aligned with the Bagheri’s theory of education. There is a need for coordinated changes between the goals of teachers, their professional skills and science, schools, community, and other elements of the education system. inappropriate physical environment, some traditional beliefs of teachers, parents and school officials, students and inadequate professional skills of teachers and methodology oriented curriculum are the main obstacles to the interaction of human theory in class.

Preschool education can have a significant impact on various aspects of children's development and personality, especially in their psychological and personal and social life. The aim of this study was to investigate the effects of preschool education on self-esteem of first grade elementary students by post-event method on 100 preschool students who did not attend the first grade of Save, Iran. The research instrument was the standard self-esteem questionnaire of Pope et al. (1989) and the research data were analyzed using descriptive and inferential tests (independent t-test, one-way analysis of variance and ANOVA). Preschool children were higher than those who did not, and no significant difference was found between family self-esteem and self-esteem among male and female students.

This study intends to review the effects of rewards in domestic and foreign research. For this purpose, research articles in the field of rewarding and punishing students in both Persian and English languages were searched in the database of Persian articles in the period between 2000-2020 in databases. After conducting the initial search and after applying the entry criteria, 42 papers entered the study for review. Out of 42 incoming articles, 11 Persian articles and 31 articles were published in English. The results of this study showed that the view of reward in the country's education system is different from research abroad. Our schools continue to emphasize the traditional reward-punishment model, which reinforces external motivation and ultimately only improves product and output (not outcome) based on the pattern of organizational elements, which may be beneficial to the individual and the organization in the long run. It will not have significant consequences for society.

One of the factors affecting student achievement and improving educational achievement is increase student involvement in educational activities and learning. Given the role of educational content to increasing academic engagement and its impact on the learning process, this study seeks to analyze the task of the sixth grade Science book and teacher’s handbook (the Section of suggestions), based on components of student engagement. Therefore, the content analysis method was used and the corpus was the sixth grade Science book and its corresponding teacher’s handbook. To analyze the data, the content analysis process (Krippendorf Model) has been used for categorization and descriptive analysis. The results showed 5 categories as categories of involvement in educational assignments. In the analysis of tasks’ Science textbook, it was observed that only 31.88% of tasks had 3 categories of involvement, which is less than 50% of the total tasks and this indicates the undesirability of Science textbook tasks in terms of helping more students engage in academic engagement. An analysis of the suggestions of teacher’s handbook also revealed that 51.8% of the suggestions did not have any engaging features, which indicates the teacher’s handbook (the Section of suggestions) is insufficient in term of helping more student engagement.

This study was conducted to determine the rate of students’ subjective well-being in elementary school in Tehran. The statistical population consisted of all primary school students in the 15th district of Tehran. From this population 410 students, 4 schools and 12 classrooms were selected by convenience sampling method. The present study followed a mixed approach including both quantitative and qualitative methods to answer a specific research question. The data for analysis were collected using the Kamali Elementary School Students’ Subjective Well-Being Scale (2019) as well as a researcher-made checklist. The results showed that among the six components of school happiness, the three components including "teacher teaching", "student friends" and "student self" are in a relatively satisfactory condition and in three components including "managerial executive", "cultural", "environmental" has been in a state of unsatisfactory happiness and dissatisfaction. A comparison of alignment results revealed that in seven classes, students' and researcher's opinions were consistent. In three classes where students' opinions did not agree with the researcher, the researcher evaluated the conditions better and the students did not consider the conditions appropriate.