نشریه پژوهش های کیفی در برنامه درسی
پیاپی 12 (پاییز 1402)

The purpose this research is representation Critical ethnography top patters teaching primary teachers , and research approach is qualitative and that strategy is critical ethnography. Participant than between succeed teacher be select. And thus two teacher third grade primary (a male and a female) through in access sampling be selected. For Information gathering process than natural observation and semi-structured interview and check list be used. Natural observation process including noted lesson class event whole, for researcher inform than teachers viewpoint used semi-structured interview and in final be used than check list for observation and interview confirm. And for data analysis be used open coding and categorization and select coding. According to gathering data than Teachers pay attention to the elements of teaching (pragmatic method in teaching, indigenous-content knowledge, awareness, personal goals in teaching, communication with another, ethnic character, commitment and ethics of teachers, pedagogical limitations, teaching story) Based on the teaching elements, teaching models (work-thinking model, student-partner model, narrative teaching model, ethics-based model) have been introduced. In discussing the research results, they have stated that the story of each teaching is highly dependent on the context, context, language and local conditions

The purpose of this study was to analyze the content of Secondary School Chemistry textbooks based on the emphasis on the objectives of the resistance economy. The research method used in this descriptive study was content analysis. In this research, after quantitative data gathering, Shannon's entropy technique was used to analyze them. The statistical society of this study compiled the content of all secondary school chemistry books (tenth chemistry, eleventh chemistry, twelfth grade, and tenth science science and eleventh science lab). . The sampling method was all in this study; therefore, the entire text of secondary school chemistry was analyzed. The registration unit was the subject of this research. The results of content analysis showed that in the text of the reviewed books, the objectives of the resistance economy in the field of consumption and the areas of skill and knowledge are the most attention, and in the field of employment and production in the field of attentions, the least attention has been paid. Among the books, the focus is on the objectives of the resistance economy in the book of the 11th Science Lab and the least attention is given to the twelve-year chemistry curriculum. Findings from the frequency of components have shown that the attention to the objectives of the resistance economy is not normal distribution and is very little about the objectives of the resistance economy in the chemistry books.

The purpose of designing and validating research was the optimal model of social studies curriculum of the first high school according to the constructivist approach. The method is descriptive and analytical. In order to identify the optimal model through studying and studying the theoretical foundations of social studies and also obtaining a picture of the current situation, it was tried to use a specialist view, as well as a review of resources and specialized studies, to illustrate the desirable situation of drawing In this stage, using targeted sampling using documents, as well as through an interview with 12 experts in social planning and curriculum planning, the identification of elements Social studies education provided the ideal model for the first level secondary education curriculum. The results of this study suggest that the nine elements of the curriculum are to be found in the three areas of constructive psychological foundations, in accordance with the lesson of social science education, the field of sociology of social science education and the philosophical field corresponding to the curriculum of constructive social science education Oriented approach and, finally, with elements and constructivist approach, the cycle of learning process results in four stages

The aim of this paper is to identify qualitative-descriptive evaluation damage in the primary schools. This research was performed using a qualitative approach and utilizing a non-exploratory research project. The participants were 24 people (8 qualitative-descriptive qualification, 8 teachers and 8 parents) who were selected by purposeful sampling and interviewed with semi-structured interview. A descriptive-interpretive approach was used for analyzing data. Analysis of interviews was done in a continuous comparison of data to reach the saturation point. The results showed that the qualitative-descriptive evaluation of damages could categorized in five dimensions consisting of evaluation, tools (checklist, content, self-assessment and peer-assessment, performance tests, classroom registry office, portfolio, workbook and promotion), score, feedback and parents. Experts said that teachers do not have any information about the evaluation objectives, and it’s sovereignty has not yet been ruled out. It should be mentioned that teachers have long been pointing out descriptive feedback, high content and dispersion, lack of pressure leverage to study, and so on. Additionally, the parents also believed that the motivation of the students and the competition were gone, justification classes are not held, there is no objective criterion for judgment, and the student's situation is not well represented

The purpose of this study was to study the study courses of the Ph.D. Iran Sport Management (based on the latest review of 1393) and compare it with selected countries (America, Canada) to learn the content of the course syllabus in order to achieve fit, consistency and achievements. The research method is based on the nature of the subject, a qualitative comparative-comparative type that consists of four stages of George Brady: 1. Description 2. Interpretation 3. Neighborhood 4. Includes comparison. The target population is selective and covers both the United States and Canada. Sampling with the degree of importance and progress of the universities of the studied countries has been studied. In the United States, the University of Applied Sciences, Ph.D. in Sport Management, received from the North American Sports Management Association (NASSM) include: Troy, Louisiana, Oregon, Michigan, Ohio, Minnesota, New Mexico, North Carolina, Indiana, Kansas, Illinois, Florida, and Canada have universities in Brooklyn, Ottawa, Waterloo, Western, Alberta, Virginia. The research tool has been used to collect information from the library, which is based on the results.The findings of this study indicate that in the universities of the United States and Canada, compared to the University of Iran, the curriculum components of the community are more intrinsic to the depth of research and applied.Continuous review and enhancement of flexibility for updating and utilizing the course syllabus and special attention to the quantitative and qualitative research topic

Null curriculum is one of the conceptual achievements of the curriculum, which was introduced by Eisner in 1979 for the first time and has attracted the attention of some curriculum scholars in this form of curriculum and its dimensions and effects. The purpose of this study is to analyze the dimensions of the null curriculum based on the efforts made by experts to develop this concept. The present study was carried out using a synthesis method and the synthesis of the findings showed that the dimensions of the null curriculum that has been discussed so far are: how to identify the null curriculum, the causes that make the curriculum null, the types of null curriculum, the functions of null curriculum, the types of the null curriculum affects and the field in which you should follow the null curriculum. Based on the analysis and categorization of the data, there was no theoretical difference in any of the cases, and the existing differences arise from the deeper insight of some scholars into the dimensions of the null curriculum that was not considered by others. Due to the lack of resources and theoretical analysis in this field, this concept seems to require more and more appreciating attention from experts.