نشریه پژوهش های کیفی در برنامه درسی
پیاپی 13 (زمستان 1402)

The aim of this study was to investigate the components and objectives of the storytelling curriculum with a qualitative method based on interviews with relevant experts. The research approach is qualitative and its a survey method. The statistical population included all curriculum experts and primary education professors in universities who have research activities in lesson planning and primary education. To select the sample, purposive sampling was used. The specialists were purposefully selected. The aim was to increase the likelihood of the presence of all experts in the field in the sample. The logic and purpose of theoretical sampling are determined by the type of coding. First, the theoretical foundations and main themes of the interviews were extracted, coded, and classified. Two expert referees, open codes and subcategories, main categories, and finally abstracts were extracted. Therefore, it is possible to design a curriculum based on storytelling for the first year of elementary school based on Hokins' educational model.

The aim of the current research is to identify the implications of the necessity of revising humanities curricula based on future studies. The current research was carried out based on metacomposite method (Sendlosaki and Barusav, 2007) and the research environment was made up of all the articles published between 1371 and 1400. The method of sampling was purposeful and theoretical saturation of data. Therefore, among the 53 initially selected articles, 31 articles were selected based on the conditions for entering the research. Data analysis was done by extracting concepts, subcategories and main categories. The findings of the research showed that the fields are worn out, the fields are useless, the fields are not systematic, the fields are not targeted, the structural weakness of the fields, the fields are dry, the fields are not practical, the fields are not dynamic, the foundations are weak. The laxity of the fields, the non-interdisciplinary nature of the fields, there are serious damages in the humanities, and as a result, the indications of the necessity of revising the humanities should be formulated and presented accordingly.

The current research was conducted with the aim of identifying effective factors and obstacles to teachers' professional performance. The method of qualitative research is narrative writing. The statistical population of the research includes all the teachers who graduated from the field of elementary education from 1995 to 1998 in the Farhangian University of Iran. The size of the studied sample was 120 people who had a diploma and were selected by cluster random method. The sample subjects answered the semi-structured interview online.. The analysis was done by thematic analysis. Results The effective factors in the teacher's professional performance are: structural dimension: disregard for the dignity and position of the teacher, defects of the educational system, large volume of textbooks, large number of students in the class, the challenge of grading system, organizational dimension: lack of facilities in Schools, school atmosphere, non-cooperation of parents, special conditions of education in the era of Corona, economic dimension: concern about financial issues, individual dimension: lack of teacher's motivation.Obstacle,s factors in the teacher's professional performance are: structural dimension: disregard for the dignity and position of the teacher, defects of the educational system, large volume of textbooks, large number of students in the class, the challenge of grading system, organizational dimension: lack of facilities in Schools, school atmosphere, non-cooperation of parents, special conditions of education in the era of Corona, economic dimension: concern about financial issues, individual dimension: lack of teacher's motivation.

The purpose of this study was to identify the components and framework for preparing student special education teachers based on its internal competency and validation approach. The method of mixed research was exploratory design. In the qualitative part of documents, articles, books obtained through systematic search and texts extracted from interviews with 21 expert professors and experts who were purposefully selected, the deductive content was analyzed. In order to determine the validity of qualitative research, triangulation, peer review and peer review were used, and for its reliability, agreement between the two coders was used. Data were collected in the qualitative part using semi-structured interviews and content analysis of documents and in the quantitative part using a researcher-made questionnaire. The results of content analysis led to the identification of 14 components for the special education model of special education teachers based on the competency approach and 60 sub-components that were presented in the form of a model. First, a conceptual model and then a process model were designed and compiled. A questionnaire was used to assess the internal validity of the model. Validity was obtained through expert review and reliability with Cronbach's alpha was 0.91.2. The sample consisted of 42 specialists in educational technology and special education. The average of all items was 4.76 and above the hypothetical average of 3 and the difference between the means was significant and with 99% confidence we can say that the designed pattern has internal validity.

The purpose of the research was to design and validate the supplementary curriculum model compatible with the brains of ADHD students. This research was a mixed, exploratory type in the qualitative part of document analysis, qualitative content analysis and interviews with 17 experts, and in the quantitative part, a questionnaire with 10 components and 180 sub-components were designed and implemented with 40 experts in curriculum planning, psychology, and brain sciences. Based on the feedback, the questionnaire was modified and given to 419 experts in curriculum planning, psychology, brain science, education experts, counseling and elementary school teachers in Mashhad. The validity of the questionnaire was confirmed by experts, and the validity and reliability of the data were confirmed by means of member checks and Cronbach's alpha (0.83). A qualitative, targeted sampling method was used in the quantitative part of the multi-stage cluster sampling method. Structural equation modeling analysis was used to validate the model and it was confirmed by first-order factor analysis. The results of the second-order confirmatory factor analysis showed that the 11 components (logic, goals, content, learning teaching strategies, evaluation, learning environment, materials and resources, teacher's role, learning time, grouping, and inclusive characteristics) have sufficient factor loading. To predict the brain-compatible supplemental curriculum pattern of students with ADHD. Also, the indexes (CMIN/DF = 0.842), RMSEA = 0.000, CFI = 1.000, TLI = 1.005, IFI = 1.003) and RFI = 974 Was. The results showed that the designed model has a very favorable fit.

The purpose of the present research is to evaluate the view of the integration of knowledge in the curriculum and to take advantage of its educational benefits; Therefore, all scientific, philosophical and religious viewpoints have been used in determining the criteria. In this article, the basic principles of the unity of the sciences are considered based on the compliance with the top documents of the country's education and training and in line with the monotheistic point of view. The current research method is content analysis, which has been used in defining the qualitative indicators of the unity of sciences and applying it to textbooks of elementary experimental sciences. The findings of the research indicate that six main criteria can be mentioned to strengthen the goal of the unity of sciences, which are: 1- Interdisciplinary approach (based on epistemic areas of the transformation plan), 2- Philosophy of science, 3- History of science, 4- monotheistic and innate worldview, 5- slogans and scientific and educational metaphors, 5- dialogue and interaction. In the conclusion, it seemed that the experimental science books of the fifth elementary school are acceptable in some indicators under the first criterion and not acceptable in others. The second to fourth criteria are also not acceptable. The fifth criterion including participation, group work and discussion in the class has an acceptable status.