نشریه پژوهش های کیفی در برنامه درسی
پیاپی 11 (تابستان 1402)

The purpose of this study is to review and analyze "social" issues in articles published in scientific journals in the field of curriculum. Synthesis research method was used to analyze the articles and the criterion for selecting articles was to examine the inclusion of the two concepts of "social" and "curriculum" in the title, based on which 29 articles were studied. Findings showed that the use of social issues and its combination with other concepts (mainly as prefixes) in articles with great variety and in some cases without considering their meaning in the context has been done. Also, in most articles, the concept of "social" has been used in combination with other concepts without paying close attention to its meaning and dimensions. Another very important point is the expertise of the authors of the articles, which is mainly in the field of educational sciences and curriculum. Another noteworthy issue is the use of hybrid concepts with the concept of "social" on a wide and sometimes unrelated scale.

The aim of the present study is to analyze and explain the assessment and evaluation strategies in the first secondary school curriculum. The research approach is qualitative with a conventional content analysis method. The study population was key experts in the evaluation and valuation of Golestan province who participated in the research through semi-structured interviews using property-based sampling method. The aim of the present study is to analyze and explain the assessment and evaluation strategies in the first secondary school curriculum. The research approach is qualitative with a conventional content analysis method. The study population was key experts in measuring and valuing Golestan province who, using criterion-based snowball sampling method, 20 data saturation individuals participated in the study through semi-structured interviews. Data were analyzed using MAXQDA coding method and software in three steps of discovering concepts, subcategories and main categories. Based on the findings, assessment and valuation strategies in the junior high school curriculum are classified into four main categories: hierarchical, inclusive, specialist-oriented, and mixed. A hierarchy based on purpose and action-oriented, inclusive, need-based, expert-centered, as well as mixed, can be considered as participatory and multidimensional. The findings indicate that the first intermediate course of our country faces a great challenge in the field of assessment and evaluation in the curriculum. Therefore, it will be possible to solve it with the correct application of assessment and valuation strategies in the curriculum of this course by teachers by holding training workshops.

Value engineering is one of the most successful problem solving approaches, reducing costs and improving performance and quality. Continuous improvement of the quality of education is the ultimate goal of the country's educational evaluation. In this regard, internal evaluation makes it possible to judge the quality and achieve the goals of the education system. In the years after the Islamic Revolution, attention to the quality of education, especially in education, has become more important than ever.This research was applied in terms of purpose and quasi-experimental in terms of method. Fifty female high school students who studied in the first half of the 1400-99 academic year, in this type of sampling of 50 students by drawing lots of two classes of 25 people in a class as a control group and One class was selected as the experimental group. In this study, the two main indicators of the impact of value engineering and quality of secondary education in two groups with one pre-test and two post-tests were examined.The results show that there is a significant difference between the value engineering strategy in applying the maximum ideas and creativity of teachers and school staff as well as parents and students between the two control and experimental groups. Therefore, with the results of pre-test and post-test in two groups, it can be said that the value engineering strategy is effective in using the maximum ideas and creativity of teachers and school staff, as well as parents and students.

The purpose of this ethnographic study is to challenge the challenges of non-native teachers in schools with indigenous subcultures. The qualitative method of ethnographic and community type includes all primary schools and indigenous communities of Marzi Line city. After analyzing the findings using the thematic content analysis method, the findings are in 9 components, including the disabilities of non-native teachers in indigenous environments, indigenous fears of weakening indigenous culture, inability of non-native teachers to control students in multilingual areas, lack of Non-native teachers have indigenous information for better education and performance of students, Indigenous community welcomes indigenous teachers to learn and motivate students, Non-native teachers' communication problems with the indigenous community, Indigenous people's lack of trust in outsiders, Model concern Indigenous perceptions of non-native culture, lack of indigenous environment characteristics were identified in non-native teachers, and the conceptual model of non-native teachers' challenges was identified. Since Iran has a variety of indigenous and ethnic subcultures, in order to pay attention to the principle of educational justice, it is suggested that a curriculum of cultural accountability be developed and presented in accordance with the systems of indigenous communities. Keywords: Teachers, Indigenous areas, Challenges Teachers, non-native areas, challenges, ethnography

The present study has been conducted with the aim of analyzing the content of religion and life textbooks in the second year of high school from the perspective of paying attention to the mystical education approach. The research method was descriptive and qualitative research and applied research approach. The research population was the books of religion and life of the secondary school in the academic year 1398-99, which were purposefully considered as the books of religion and life of the secondary school along with the pre-university. Data collection tool is a sample of textbook content analysis based on indicators and principles of mystical education based on Sinai wisdom and adapted from Beheshti and Nazer Hosseinabadi (2012).. The results showed that a total of 643 times axles and components related concept is the Gnostic Education. that 170 in the first year of high school, in the second 165, third 240 and the pre-university year is 68 times; In pre-university education to the mystical elements of attention has been paid, but a central element of the law in general and especially in the first grade (4 times), was the least attention. Central element of the training elements of gnosis and distinguish the real from the other.

In the philosophy of education, there is no more important perspective than its emphasis on the learner’s participation in the formation of educational goals. Curricula play an important role in the success or failure of achieving to these goals of educational systems. This article has been prepared with the aim of explaining the negotiation curriculum and while stating the principles and foundations of the negotiation curriculum, examines the opportunities and challenges arising from the design and implementation of this type of curriculum. The nature of this research is practical in terms of purpose. The data were collected based on a qualitative research project of synthesis type. The research process has been done in 6 consecutive steps. According to the gained results of the study, the implementation of a negotiation curriculum is necessary to meet the new needs of communities. Curriculum negotiation can improve interaction and achieve some important emotional goals.