نشریه پژوهش های برنامه ریزی درسی و آموزشی
سال دوازدهم شماره 1 (بهار و تابستان 1401)

The aim of this study was to identify and prioritize the needs of students in the elements of the curriculum of general courses of universities in Tehran. In this study, the four main elements of the curriculum including (goals, content, teaching method, evaluation) of general courses have been analyzed. The method used in this research is quantitative and descriptive-survey type. The statistical population of this study includes all students of universities in Tehran and professors of general courses in the same universities. The sample included 20 professors and 384 students selected based on Morgan's Table, The data collection tool included reviewing documents, interviews, and a researcher-made questionnaire. For analyzing the data, descriptive and inferential statistics (Friedman test to prioritize needs) were utilized. The findings revealed the most important educational needs of students in the four elements of purpose, content, teaching method and evaluation in the following order: Students and professors believed that the most important need regarding the goals of general courses is its flexibility with the changing needs of society in various sections (economic, cultural, educational, etc.), and also, paying attention to cultivating students’ skills. Considering the content, enriching the content of general courses with new and up-to-date knowledge and information, emphasizing the content for flourishing students’ insight and culture, were deemed as the most important needs. Considering the teaching method, using teaching methods that develop students’ intellectual skills, creativity and innovation, as well as teaching methods appropriate for the topics taught, were mentioned as the most important needs. Finally, for evaluation, professors’ use of continuous and appropriate evaluation of course subjects was unanimously considered to be the most important need. The findings can contribute to improvement of general courses quality and their correspondence with students’ needs which will add to the worth and significance of them among students.

This study was conducted with the aim of explaining the family role in the spiritual curriculum. In terms of purpose this research is an applied-developmental one and in terms of type and method of data collection, it is a mixed research. In the qualitative part of the study, in addition to valid documents and articles, semi-structured interviews were used and in the quantitative part, a researcher-made questionnaire was employed to collect the data. The results indicate that the position of family in the spiritual curriculum is explained through 18 important components. The importance of these components in the spiritual curriculum is such that if families pay more attention to them, the successful implementation and effectiveness of the spiritual curriculum will be feasible. Therefore, it is expected that by explaining the importance of the family in spiritual education of children, it can be associated with school for improving the spirituality of society. Faith and trust in God and recourse to the Imams, encouraging children to be honest and truthful, human and polite relations of parents with each other and with others, and finally, compassion and appreciation and responsibility are respectively the five important components that explains the position of family in the spiritual curriculum.

This research has been done with the aim of validating and designing a model of economic-vocational education for junior high school students. The research method is qualitative but applied; data analysis is based on the qualitative method of Strauss and Corbin. The statistical population consists of academic experts in the fields of curriculum planning and economic education working in universities of Ilam in the academic year 2019-20. The sample included 30 people in accordance with principles of qualitative research. They participated in the study until saturation was reached. Data collection tools were content analysis checklists, student interviews and university professors’ questionnaires, which were analyzed through coding and utilization of MAXQDA software. The validity of the questionnaire was secured by obtaining the agreement coefficient of two experienced evaluators. A coefficient of 0.73 indicated the validity of the instrument. To ensure the reliability of the questionnaire, it was examined by Cronbach's alpha. Coefficients of causal conditions (0.839), intervening conditions (0.870), effective contexts (0.925), economic strategies (0.913), consequences of economic education (0.763), total questionnaire (0.951) showed a stable reliability of the measurement. The findings of the study indicated that the economic-vocational education of students in junior high school contributed moderately to achieving the eight goals. The highest level of effect was taken by understanding vocational skills and the lowest was expansion of economic justice.

Professional learning and development in schools has received attention and emphasis. But this process is generally planned and imposed by external sources, and the needs and expectations of teachers do not play a significant role in determining it. The purpose of this qualitative research was to identify the practical needs and requirements of teachers' learning and professional development from their own perspective. Data were collected through a focus group interview with 12 primary school teachers in Chalous. Data analysis was performed based on thematic content analysis using coding, which ultimately led to the identification of three main themes about needs (ICT, teaching strategies and ideas, looking at teachers as professionals) and three themes about practical requirements (timing, focus and expertise, and collaboration) to meet these needs. The findings show that what teachers receive to help them learn and develop their careers does not fully match what they want or value in practice. Their preferences for professional learning needs are based more on their own beliefs about learning and education than on global and general programs, usually set and implemented by higher-order leaders.

This study was conducted to identify the effective factors in the quality of skills training in professional technical centers. With the help of research background and experts' opinions, the factors affecting the quality of skill training were identified and then, using the efficient Dematel method and pairwise comparisons, important and influential factors were identified. The statistical population of the study was the professional technical centers in the west of Mazandaran province, which were ranked by collecting questionnaire data by Vikor method. The results of the mean comparison test of a sample, showed that three indicators of educational factors, managerial factors and professional competence of trainers were the factors affecting the quality of accounting skills training. Dematel technique demonstrated that the component of educational factors has the highest impact on the quality of skill training followed by professional competence of trainers and then, managerial factors. Also, using the Vikor method, it was found that Tonekabon has the best performance with Nowshahr, Chalous, Ramsar, Noor, Kelardasht and Abbasabad in the next ranks.

This study aimed to predict happiness based on the locus of the control, personality traits and academic self-efficacy of the female students. The present study was a descriptive-correlational one. The statistical population consisted of all high school female students in District 8, of whom, 150 students were selected as the research sample using the cluster sampling method and based on the Green (1991) Sample Size determination in regression. The subjects were examined using the Oxford’s Happiness Questionnaire (OHQ), Rotter's Locus of Control Scale, NEO Personality Inventory (NEO PI) and Morgan-Jinks Student Self-Efficacy Scale (MJSES). Pearson correlation and multivariate regression analysis were used to analyze the data simultaneously using SPSS-22 software. The results of correlation test showed that there was a significant positive correlation between the locus of control and happiness (0.661) (p≥0.01) and there was a negative relationship between neuroticism (-0.403) and happiness (p≥0.01). However, there was a significant positive relationship between extroversion, openness to experience, agreeableness and conscientiousness with happiness at 0.01. Moreover, there was a significant positive relationship between academic self-efficacy and happiness of the female students (p≥0.01). Simultaneous regression showed that locus of control, personality traits and academic self-efficacy predict happiness in female students (p≥0.01). It can be concluded that locus of control, personality traits and academic self-efficacy predict the happiness of high school female students.

The purpose of this study was to identify the factors affecting educational inspirations of the Qur'an with the focus on the story of Prophet Ibrahim in order to provide a model (case study of Sari Azad University). The research method is heuristic (qualitative-quantitative) mixed method. Semi-structured interviews were used to collect the data. The statistical population of this study included prominent and experienced professors 20 of whom were purposefully selected. In the quantitative part, the statistical population included faculty members, visiting and adjunct professors, staff with graduate degrees that formed a total of 162 individuals. Based on Cochran's formula, the sample size was determined to be 114 participants who were selected via cluster random sampling. The method of data collection was field method. In the qualitative part the data were gathered by semi-structured interviews and in the quantitative part, a questionnaire was the major instrument (α = 0.886). Data analysis in the qualitative part was run by using the Delphi technique and in the quantitative part structural equation modeling through SPSS and PLS were conducted. The results indicate that all research variables were confirmed

The approach of virtue in the field of moral education has been revived in recent years and has been seriously considered by various thinkers in the field of moral education. There are a variety of perspectives from fundaments of moral education to operational solutions. Notwithstanding the variety and expansion, the literature produced in the country is mainly limited to notions of Thomas Likona and David Carr. As a reaction to the current status, the present study aims to introduce another prominent thinker in the field. One of the most important thinkers in this field in recent years is Professor Kristjan Kristjansson, an Icelandic philosopher, thinker, and educator who is currently the Vice President of the Jubilee Center for Character and Virtue at the University of Birmingham. In order to create the ground for the scientific community of the country to become more familiar with this thinker, in this research, an attempt has been made to examine the views of Professor Kristjansson based on his works. Analysis of the content of the works produced by this thinker shows that a paradigm shift in the basis of moral education from duty-oriented ethics to virtue-based ethics, providing a psychological reading of the stages of virtue evolution, mapping the process of character formation and its precedence over character training and enumerating the components of character education and addressing the irreplaceable role of emotions along with rational processes in moral education has been one of the most important scientific concerns of Professor Kristjanssonin the field of character education

The present study was conducted with the aim of analyzing the dimensions and components of teachers' research competencies from the perspective of international and domestic experts. The research was applied in terms of purpose and qualitative in terms of data collection procedure. The statistical population in the domestic part of the study included the opinions and views of experts and specialists in valid written and printed documents such as books and articles, as well as experts, professors, specialists in the field of educational sciences and senior directors of education up to theoretical saturation which comprised of 17 individuals. In the international section, the population consisted of opinions and views of experts and specialists whose views were extracted from valid written and printed documents such as books and articles. Research samples in both domestic and international sections were purposefully selected. Data collection tools in the domestic part were semi-structured interviews and note-taking forms and in the international part, note-taking forms were utilized. Open, axial and selective coding has also been used to analyze the data. Based on the research results, teachers' research competencies were classified into 15 general components by domestic and international experts

The purpose of the present study was to see how we can enhance academic performance of children with attention-concentration disorder (sluggish) by using handiwork. The sluggish students of interest were studying at an elementary school in District 5 of Tehran. Following Morgan’s Table, a total of 300 of the students were recruited to form the sample. Thirty of them were randomly assigned to two groups of experimental (n= 15) and control (n= 15). Instruments of data collection consisted of Fam and Taylor’s students’ academic performance questionnaire, Swanson et al.’s (1980) attention-concentration disorder questionnaire, and handiwork application assessment scale. Inferential statistics including Pearson correlation were utilized to analyze the data. Findings demonstrate that attention-concentration disorder has a negative relationship with students’ academic performance. Also, using handicrafts showed a positive relationship with sluggish students’ academic performance.

The aim of this study was to provide a structural model for predicting academic achievement based on self-confidence and psychological capital mediated by coping strategies in students. The research method was descriptive،correlational. The statistical population included all high school students in Mashhad in the academic year 1399-1400. The multi-stage cluster sampling method was employed and the resulting sample included 405 students. Participants answered the Luzenberg Confidence Questionnaire, the Stress Coping Strategies Questionnaire (Andler & Parker), and the Lutans Psychological Capital Questionnaire. For data analysis, structural equation modeling was run with SPSS 24 and AMOS software programs in order to investigate the relationships between latent variables. The results showed that there was a positive and significant relationship between self-confidence, psychological capital and problem-oriented coping style with academic success. Moreover, there was a significant negative relationship between avoidance coping style and success. However, no significant relationship was found between emotion-oriented style and academic success. Also, students’ academic achievement was predicted by self-confidence and psychological capital with the mediating role of the problem-oriented coping strategy.

The aim of this research is to review of the characteristics of critical literacy curriculum within the approach of emergent curriculum for high school students from curriculum experts’ point of view. The research method was qualitative based on grounded theory. The research population consisted of curriculum experts who were faculty members at state and private universities in Tehran. The sampling was purposeful which continued until theoretical saturation was achieved. A total of 13 individuals participated in this study. The research instrument was a semi-structured interview. The data analysis was based on open, axial and selective coding as prescribed by Strauss and Corbin. Findings indicated that the characteristics of the emergent approach like being non-linear, life-related, conscious and creative, practical and active corresponded with the critical literacy curriculum. As a result, the critical literacy curriculum based on the intellectual interactions of teachers and students, is a constructive approach to involve them in making decisions related to analysis of unfair power relations in economic, political, social and cultural structures for reform, so that it brings about spiritual construction by strengthening criticism and self-evaluation, and socially, transmission of cultural and national values by accepting and respecting the ideological, ethnic and racial differences of other nations, including peaceful coexistence

The aim of the present research was to identify and rank policy making dimensions for improving staff training in case of Tax office of Mazandaran Province. In terms of purpose, the study was applied with a mixed-methods approach and exploratory design. In the quantitative phase descriptive survey method of inquiry was employed. The population, in the qualitative phase, consisted of managers and experts at the provincial Tax Office of Mazandaran totaling to 20 people. In the quantitative phase the population included 1075 individuals. In the qualitative phase purposive sampling was utilized considering the saturation law which yielded a sample of 10 individuals and in the quantitative phase, following Cochran’s formula, 283 individuals were recruited by using random stratified sampling. To collect the data, a researcher –made questionnaire with 40 items was used. Face and content validity of the instrument were confirmed by experts. Also, the reliability of it was calculated to be over 0.70 using Cronbach’s alpha. In order to analyze the data, exploratory and confirmatory factor analyses using SPSS 21 and PLS were run. The results indicated that policy making has five dimensions of forethought, strategic vision, knowledge management, planning, and organization structure. Dimension of strategic vision with 0.863 factor loading and organization structure with 0.435 factor loading obtained the highest and lowest ranks respectively.

The purpose of this study was to compare academic motivation, social competence and academic identity of children of single-parent families and nuclear families. Using purposive sampling method, this cross-sectional study was carried out on 50 children of single-parent families and 50 children of nuclear families who were homogeneous in terms of their age. The study made use of the inventory of school motivation (ISM) (McInerney & Sinclair, 1992), adolescent multidimensional social competence questionnaire (AMSC-Q) (Gómez-Ortiz & et al., 2017) and academic identity status questionnaire (AISQ) (Wass & Isaacson, 2008). In this study, Multivariate analysis of variance (MANOVA) was used for data analysis. The results of multivariate analysis of variance showed that there is a difference between academic motivation, social competence and academic identity among children of single-parent families and nuclear families. In this way, the children of single-parent families have lower scores in academic motivation, social competence and academic identity (achievement) than the children of nuclear families. The results also show that children of single-parent families have higher scores in academic identity (moratorium, diffusion and foreclose) than children of nuclear families. These results have important implications for family structure for their children's academic functions. Accordingly, educational psychologists and educational counselors can benefit from the results of the present study to improve the educational problems of single-parent children.

The purpose of this study was to investigate the effect of competitive intelligence and organizational intelligence on intellectual capital management in educational Office of Mazandaran province. In terms of purpose, the study applied and in terms of data collection method, it was descriptive survey. The statistical population consisted of 2785 managers and deputies of departments and districts of education and school principals of Mazandaran province from among whom 336 individuals were selected as the sample using random cluster sampling based on Cochran's formula. A researcher-made questionnaire of competitive intelligence, organizational intelligence and intellectual capital management was used to collect the data. The face and content validity of the instrument were confirmed by experts and the reliability of the instruments was secured by calculating Cronbach's alpha coefficient. The data were collected and analyzed using Pearson correlation coefficient and structural equation modeling in Lisrel and SPSS software programs. The results of structural equation test showed that competitive intelligence with an impact factor of 0.76 and organizational intelligence with an impact factor of 0.63 have a direct and significant effect on intellectual capital management. The model also had a good fit. As a result, competitive intelligence and organizational intelligence are among the factors that can be considered in order to develop intellectual capital management in the education system.

Higher education has always faced problems and limitations in instruction and research and realization of its goals have greatly depended on students’ academic progress. Thus, the present study looked for a comparative study of students’ academic progress based on educational levels and admitted quota. To this end, a sample was drawn from the population of conditioned associate and bachelor students of the first semester in academic year 2018-2019 at Islamic Azad University, Roudehen Branch. Data collection instrument was the questionnaire of critical thinking which is known as writing test of critical thinking. In order to analyze the data, inferential statistics of t-test and analysis of variance were conducted via SPSS 25. The results indicated that teaching of critical thinking without the effect of quota and levels has a positive impact on critical thinking and academic progress. The findings provide evidence for the significant and independent role of critical thinking instruction in teaching, learning and academic progress of higher education students.

This study aims to investigate the contextual factors in transmitting entrepreneurial beliefs to students at vocational schools in Guilan province. The research method was exploratory mixed-methods and examined the desired components qualitatively and quantitatively. The statistical population of the study in the qualitative section included 34 experts from the Bureau of Education 20 of whom were purposefully selected. The data were collected using semi-structured interviews. In the quantitative section, from the population of 251 principals and craftsmen, 148 were selected following Morgan’s Table and based on simple random sampling and responded to a questionnaire. To analyze the data in the qualitative section MaxQDA Software was used. In the quantitative section, structural equation modeling was employed through Smart PLS2.0. The findings of the study showed that mediating factors such as gender, age, social and entrepreneurial content, and field of study can be very effective in transmitting the entrepreneurial belief patterns to students. The results indicate that in entrepreneurial communities, the social content of the subject is important for individuals. Creating and strengthening entrepreneurial values, attitudes and behaviors, generally understood as business culture, is one of the main components of governments' approach to entrepreneurship development.

The aim of the present study was to do a comparative study of the pattern of political socialization in secondary school textbooks in the Justice-oriented government. For this purpose, the textbooks of the second year of high school in humanities, Islamic arts and education, empirical sciences, physics and mathematics, vocational and technical, and work knowledge were considered as the statistical population and based on purposive sampling, social studies cluster books were selected as the statistical sample. William Scott’s method was used to measure the components, based on which an agreement coefficient of 93.20 was obtained. Descriptive and inferential statistics and SPSS software were used to analyze the data. In the context of this study, the model of political socialization in terms of teaching the categories of republic, tolerance, political legitimacy, political identity, critical pedagogy, social justice, Islamic revolutionary political values, economics, good governance, political attitude, political participation and awareness were analyzed. Findings indicate that in the studied books, the dominant approach is to promote the political and ideological components of the Islamic Revolution, in the process of which the components of republic and good governance have been neglected. The components of religious political identity and political values of the Islamic Revolution are the most important categories related to political socialization in these books, which have been considered through alienation or ideological introduction and critique of Western political identities .Also, the political values of the Islamic Revolution are emphasized more than its social and economic values.

The purpose of this study was to investigate the relationship between modern teaching methods and self-regulated learning strategies with the mediating role of students’ perceptions of classroom activities. The research was applied in terms of purpose and the method was descriptive, correlational. The statistical population of this study included 4816 students of Secondary school of Neka. The sample included 381 participants recruited by using Krejcie and Morgan’s Table via stratified random sampling concerning gender. The data were gathered by using three Questionnaires: Valinejad Sangdehee et al.’s (2016) modern teaching methods, Bouffard et al.’s (1995) self-regulated learning strategies, and Gantry et al.’s (2002) perceptions of classroom activities Questionnaires. The reliability of the instruments was calculated to be 0.70, 0.77 and 0.92 respectively using Cronbach’s alpha. To analyze the collected data structural equation modeling was employed using the PLS software. The results of this study showed that there is a significant relationship between modern teaching methods and measuring the perceptions of classroom activities with self-regulated learning strategies. 83.7% of self-regulated learning strategies and 73.3% of perceptions of classroom activities were explained by modern teaching methods. The perceptions of classroom activities had a mediating effect on the relationship between modern teaching methods and self-regulated learning strategies. The indices indicated that the proposed model is an appropriate fit.

The main goal of the present study was to examine the mediating role of attitude toward online instruction in the relationship between informational literacy and teachers’ scientific self-efficacy. The study is applied in purpose and correlational in terms of method. The population consisted of teachers working at female high schools of Mazandaran totaling to 2776 individuals out of whom 237 teachers were selected via convenience sampling to form the sample of the study. The data collection instruments were attitude toward online instruction questionnaire (Vatanparast et al., 2016) with reliability index of 0.85; scientific self-efficacy questionnaire (Megan-Schanen & Woolfolk-Hoy, 2001) with reliability index of 0.79; and informational literacy questionnaire (Yazdani, 2012) with reliability index of 0.83. To validate the instruments, face and content validity were employed that brought about good results. To analyze the data, structural equation modeling using Lisrel and SPSS was utilized. Findings indicated that there was a significant and positive correlation between informational literacy and attitude toward online instruction and scientific self-efficacy. Additionally, attitude toward online instruction mediates the link between scientific self-efficacy and informational literacy.