مجله پژوهش های برنامه درسی
سال سیزدهم شماره 2 (پیاپی 26، پاییز و زمستان 1402)

Higher education is one of the most important origins of knowledge creation and development and can apply theoretical knowledge and update it. The curriculum plays an effective role in the status of the university's field and scientific contexts, so countries have made efforts to make the curriculum decisions at the Institute of Education itself. In this regard, educational administration science should be given a chance to revise its curriculum to meet the administration needs of schools. Because The science of educational administration has an effective role in guiding and improve the quality of activity educational system. But the reality is that the current universities have not reduced the challenges faced by school administrators. Because in the process of revising the curriculum, they only limited themselves to removing and adding courses, or they implement the curriculum approved twenty-nine years ago, or they failed to operationalize their strategic document for revising the field of educational administration. For this reason, the Ministry of Science, Research and Technology, the regulations on surrender of authority It has issued a revision of the curriculum to the universities, in which the adaptation of the curriculum to the needs of the society and its up-to-date is emphasized. Research questions: This research, with the aim of analyzing the discontinuity of the intended curriculum of the master's course in educational administration, with regard to the administration challenges and problems of schools, aims to answer two questions: "What are the most important administration challenges and problems facing school administrators?" and the status of the Intended curriculum of the master's course in Educational administration. How is education to cover the challenges and administration problems of schools?" to answer.

The present study within the framework of the qualitative approach using two methods; Hermeneutic phenomenology and Thematic analysis. In the first question of Hermeneutic phenomenology, using experience and describing current school administrators was analyzed by postgraduate education administration, challenges and problems of school administration, from (17) school principals Four provinces; Khorasan-Razavi (7 people), Mazandaran (6 people), Qom (2 people), and Tehran (2 people) cities (2 people) were selected using available sampling and snow bullets to the theoretical saturation. Content narrative was used by the researcher's self-regulation, review of the results and cohesion of the research process, and the technique of Member control, determining the reliability using the training group, re-interviewing the administrators, and the reliability coefficient of the two coders (67%). Performed by the Holesti method (1969). In the second question, "Theme Analysis" was used using approved curriculum courses. The statistical community (125) is a Master's Degree in Educational administration and Research Sample approved curriculum ministerial through purposive sampling with snowball to the boundary Theoretical saturation has been selected , using content validity by using university faculty members to approve and accuracy of the overall and components of the ministry approved ministerial programs, determining the reliability by measuring the accuracy of the general data and the components of the approved program through the accuracy of the research process, understandable. The data and documentation of the documents have been.

Based on the findings of the first question, Based on the findings of the first question, (35) ended codes with (13) instructional components, (10) educational components, and (12) administrative-financial component were classified from the challenges and administration problems of the schools. By analyzing the resulting findings, (1) selected code, (3) "central code", and (57) open identification codes, and it was determined instructional challenges facing school principals more than other challenges. Findings of the second question, after identifying (285) initial code and converting and naming themes, concluded that out of (16) the basic theme of the approved curriculum only (5) themes were able to (8) of the (35) final code Cover the challenges and administration problems of the schools. that's mean (11) the basic theme of the intended curriculum and (27) of the school administration challenge has not yet been resolved. Data analysis using three methods of "theme format", "theme matrix", and "themes network", at three levels; "16 Basic Themes", "4 Organized Themes", and "1 inclusive theme" have been done. The analysis tool both questions was software (NVIVO10). The final results showed that the approved curriculum has a relatively unfavorable success in reducing the challenges and administration problems of schools.

This research has explored the Intended curriculum in accordance with the administration challenges of schools to reduce the challenges facing school administrators by applying educational administration graduates. This is not possible unless there is a qualitative relationship between managerial theories and school realities. The most important administration challenges and problems faced by school principals were educational (37.14%), administrative-financial (34.28%) and breeding (28.57%) respectively. (68.75%) of intended curriculum is barren and (77.15%) of the challenges and problems faced by school administrators remain unresolved. Considering these challenges and the Lived experience gained, the two official educational institutions of the country should try to train and provide school principals to align themselves with the rapid national and international changes and progressive challenges. The present study could encourage the administrators of the University Education administratoin Department to review or redesign the Intended curriculum. Help the education authorities to reduce the administratoin challenges of schools by repairing and changing the indicators of employing administrators. of the limitations of the current research has been the lack of formal access to school principals and their cooperation for the interview. Lastly, it is suggested that in order to develop the approved curriculum and reduce the administratoin challenges of the Joint Committee, consisting of specialist professors and educated school administrators, and in subsequent research, the undergraduate and doctoral curriculum gape Analyze the challenges and administratoin problems of the schools, and the content disruption of the program has been analyzed by the Master of Education administration with the country's upstream educational documents.

The effective implementation of the internship curriculum usually requires the presence of student teachers in the real environment of the classroom and school and performing educational activities under the direct guidance of the mentor professor and mentor teachers and in coordination and cooperation with other elements and pillars of education in the university and school. Before the outbreak of COVID-19, this course was necessarily conducted in person, but with the outbreak of this disease and the prohibition of in-person education to maintain the health of individuals, this course, like other courses, was offered virtually and non-physically. After a while from compulsory and emergency virtual education and considering the importance of this course and its practical, experimental, and in-person nature, this serious and fundamental question was raised that what challenges and problems has virtual internship faced and at the same time, what advantages it has had compared to in-person internship. This important question on the one hand, and the indispensability of this experience in the country and the research gap in this field on the other hand, prompted researchers to explore the experiences of one of the basic elements and pillars of this course, namely mentor professors, what has passed over the internship of Farhangian University during the Corona epidemic and virtual education, and to study and examine it. In this way, they reveal its strengths and weaknesses to help the authorities of teacher education in making decisions and appropriate patterns for the implementation of the internship curriculum in similar conditions and also in the post-Corona period. Research Question: What are the experiences of Farhangian University professors from virtual internships in the Corona era?

This applied study was conducted in the interpretive paradigm, with a qualitative approach and the method of phenomenological experience. The potential participants in this study were the mentor professors of Farhangian University of Fars in the academic year 2022-2023, who were selected using purposeful sampling method of the criterion type and to the extent of data saturation. The criteria considered in this study were having at least two semesters of virtual internship experience and interest in participating in research. Semi- structured interviews were used to collect data. The interview started with general questions about what experiences the participants have had from virtual internship during the Corona period and continued with detailed and exploratory questions about opportunities, strengths, advantages, challenges, weaknesses, problems, and limitations compared to in-person internship. The duration of the interviews was between 30 to 45 minutes and in two sessions. Some of the questions were asked in the first interview and then a few days were given to the interviewees to reflect on the experiences they had mentioned in the first interview and to express the unsaid in the second session. After each interview, the audio file that was prepared with the permission of the participants was carefully transcribed and reviewed and annotated several times, and this process continued until the fifteenth interview, i.e., until no new data was obtained from the interviews and theoretical saturation was achieved. To ensure saturation, two more interviews were conducted and in total, with 17 interviews, the data collection work ended. Then, data analysis was performed using the seven-step method of Colaizzi (1978) as follows. For the validation (reliability and validity) of the research findings, three criteria of credibility, transferability, and confirmability were used as follows. Credibility refers to the reality of the descriptions and findings of the research and means that whatever is obtained in the findings and results of the research is the same as what was in the mind and opinion of the respondent. For this purpose, in the second interview sessions, the transcripts of the first interview and the researchers’ perceptions were read to the participants to determine their agreement and disagreement with the mentioned materials. Transferability means generalizing the results to other fields and contexts. Given that qualitative research is conducted on small groups, it seems that the ability to generalize the results in this field is somewhat problematic. However, researchers tried to get close to this capability by providing rich descriptions, cross-case analyses, and using special coding and analysis procedures. Finally, confirmability, which in quantitative research means the researcher’s avoidance of the influence of biases on the data and findings of the research, is achieved in qualitative research by comparing the findings with the research background and referring to theoretical discussions in explaining them, which was also used in this research. In addition, adherence to the rule of theoretical saturation in the adequacy of data collection, i.e., repetition of data, is itself an index and evidence of the reliability of the research (quoted by Danai Fard, Alwani & Azar, 2021; Klaki, 2009).

In general, the research findings led to the identification of 135 basic topics, 35 first-level organizing themes (flexibility, knowledge and experience sharing, promotion of computer and media literacy, creativity and innovation, theoretical education, satisfaction, skill weakness, experiential weakness, ethical weakness, technological weakness, scientific weakness, bad teaching, easy communication, virtual intimacy, lack of connection with emotional and physical space, interaction weakness, non-verbal communication weakness, virtual communication problems, time saving, saving financial, material and human resources, increased internet and equipment costs for teachers and students, increased infrastructure costs for the university, easier school selection, familiarity with the place of service, no disruption, better seminar execution, organizational communication weakness, teacher’s lack of time, lack of coordination, documentation, easier access and supervision, continuous evaluation and feedback, indirect supervision, functional evaluation weakness, performance supervision weakness) and 5 second-level organizing themes (educational, communicative, economic, administrative and executive, supervision and evaluation) were identified as strengths and weaknesses.

The findings of this research indicate that virtual internships during the corona virus have been associated with strengths and weaknesses in educational, communication, economic, administrative and executive fields, as well as monitoring and evaluation. Based on this, in order to benefit from the strengths and avoid the weaknesses of virtual internship and to enhance the quality and effectiveness of this important and strategic program in training competent teachers, the internship curriculum at the University of Farhangian for the post-Corona period should be revised and modified in a way that this course can be implemented in a blended manner, i.e., both in-person and virtually. Also, for better implementation of this work, it is suggested that researchers, by conducting a mixed study of the sequential exploratory type, design and present an appropriate model for blended (in-person and virtual) internship.

Throughout history, human beings have needed regulations to be able to form and develop a regular and orderly society. They established a set of rules to realize human rights in society. From this perspective, it is necessary to sufficiently inform individuals about the primary regulations in society to realize their rights and those of others, and to implement the laws and regulations governing society as much as possible. Accordingly, we can achieve the desired goals of a law-abiding society by planning for legal literacy. Legal Literacy, as an important element, enables individuals to analyze problems such that it can be known as a field of power that could act as one of the governance tools based on democracy. It necessitates that governments and states pay more special attention to it. Furthermore, it could be noticed that legal literacy has a genuine duty to help people to be aware of their rights, to understand their civil tasks, and to increase their social and political literacy. Therefore, it could be pointed out that legal literacy means to be aware of rights and tasks that facilitate the realization of justice and balance between different interests. It is the awareness about rights, governance, and obligations of governance that could lead to the change of masses’ behavior and the demand for justice from the governance and its responsibility. On the other hand, it should be emphasized that legal literacy, as an important subject in society, is not in a suitable situation such that the legal system of our country has faced some problems that should be considered significantly.

This study was an applied one, objectively employing the content analysis of books, and was descriptive in nature. This study made use of the content analysis method and was an analytical-descriptive study. The population consisted of textbooks from secondary schools that the Ministry of Education published in the academic year of 2022-2023. The sample size consisted of textbooks from upper secondary schools, including Farsi II, Sociology III, and Social Sciences (Social Identity), which were selected using a purposeful sampling method. In this study, the reflection of legal literacy components in textbooks, including Farsi III, Sociology III, and Social Sciences (Social Identity), was examined using a checklist. We made use of face and content validity to determine the validity of the checklist, and we employed Cronbach’s alpha to calculate the reliability of the checklist (α= .83).

Data analyzed using content analysis method suggested that of the total 6653 Persian words in textbook of Farsi III, five words (.07 %) were related to components of “Familiarity with constitution”, five words (.07 %) were related to the “Introduction to the law science”, five words (.07 %) to “Laws of crimes and punishments”, no word (zero) was related to “Family rights”, “Insurance rights” and “Traffic rights”, 12 words (.30 %) were related to “The right to get acquainted with courts and tribunals”, four words (.60 %) to “The right to be familiar with the responsibility of wasting another's property” and three words (.30 %) to “Laws of contracts and transactions”. On other hand, of the total 39323 words in the textbook of sociology 3, nine words (.022 %) were related to “Familiarity with constitution”, 21 words (.05 %) to the “introduction to the law science”, 9 words (.023 %) to “Laws of crimes and punishments”, no word (zero) was related to “family rights”, “insurance rights” and 6 words (.01 %) to “traffic rights”, 6 words (.1 %) were related to “The right to get acquainted with courts and tribunals”, 4 words (.01 %) to “The right to be familiar with the responsibility of wasting another's property” and one word (.002 %) to “Laws of contracts and transactions”. Furthermore, of the total 24107 words in the textbook of social identity, two words (.008 %) were related to “familiarity with constitution”, four words (.01 %) to the “Introduction to the law science”, no word (zero) to “Laws of crimes and punishments”, no word (zero) was related to “family rights”, “insurance rights”, two words (.008 %) to “traffic rights”, 2 words (.008 %) were related to “The right to get acquainted with courts and tribunals”, one word (.004 %) to “The right to be familiar with the responsibility of wasting another's property” and 1 word (.004 %) to “Laws of contracts and transactions”.

Based on the calculated frequencies of the studied components in the textbooks, it can be stated that legal literacy, as an independent and integrated curriculum, was overlooked. It was not addressed in a balanced way; some components received more attention, while others received less or no attention at all. This indicates that more attention is needed. Furthermore, the results showed that there was no required consistency among the contents of legal literacy in the textbooks of Farsi III, Sociology III, and Social Identity in most sections. Based on our results, there is an urgent need to examine and present these topics at the textbook level. This has familiarized students and teachers with these concepts. As a result, students become familiar with the types of crimes and their punishments through this mechanism, which in turn has led to crime prevention. It is possible to prevent many crimes occurring at the community level through this approach.

From the perspective of various researchers, considering the executive factors of the non-implementation of the fundamental transformation document of education, more attention should be paid to factors that can play a fundamental role in the implementation of the document. These factors include: awareness, attention, motivation, implementation of chapters and strategies recorded in the document by teachers of various educational levels, especially secondary school teachers. Research Questions: Main question: What rank do the factors affecting the motivation of secondary school teachers in Marvdasht city have in implementing the fundamental transformation document of education? Three sub-questions are: How is the ranking of individual factors, occupational factors, and environmental factors on teachers’ motivation in operationalizing the fundamental transformation document of education?

The research method is descriptive considering its nature, applied considering its purpose, survey considering its implementation method, and quantitative considering the type of data. The research population included secondary school teachers in Marvdasht city in the academic year 2023-2024 (1850 people); to determine the research sample, a stratified random sampling method was used and the sample was selected (98 people); the research tool was a pairwise comparison questionnaire, a nine-option standardized spectrum (Saati, 1980); validity and reliability (Cronbach’s alpha .88) were confirmed; data analysis was done with Choice Expert software and Hierarchical Analysis (AHP).

The findings showed that: the occupational factor of teachers’ motivation ranks first, the individual factor ranks second, and the environmental factor ranks third; the inconsistency rate of the matrix and the component of the occupational factor indicated the compatibility in the judgments of experts and teachers; the first to fifth components of the occupational factor: salary and reward, nature and working conditions, job responsibility, job security, supervision and monitoring; the first to sixth components of the environmental factor: facilities and budget, school and community communication, community support for the teacher, educational system structure, local culture of the region, political changes and developments; the first to fourth components of the individual factor: meeting individual needs at work, attention to the level of experience and education, commitment and possibility of individual growth, job compatibility with interest and individual ability were obtained.

Among the main factors, respectively, job factor, individual factor and environmental factor, teachers' motivation have higher ranks. Therefore, success in implementing educational programs and activities and the optimal implementation of the fundamental transformation document of education requires the provision of facilities, conditions, and motivations that can pave the way for achieving high educational goals in communication and interaction.

Introducation: 

Each person's lifestyle is a cognitive framework in which a person chooses certain behaviors. These behaviors help a person to cope with life. But in general, despite the confusion of the theoretical definitions of lifestyle, the existence of common axes can be felt among most of the existing definitions. Therefore, the beliefs, values, manners and habits of life are the components of the social identity of the human society, which itself is a result of the worldview and ideology of the same human society. These behaviors in Islamic culture originate from the monotheistic worldview and provide the material and spiritual needs of man in this world and the hereafter. The consequences of this lifestyle provide human growth, excellence and happiness. Moderation in life and observance of moral virtues are among the distinctive features of this lifestyle. The aim of this research was to evaluate elementary school textbooks based on the components of the Iranian-Islamic lifestyle model. Considering the efforts of the West to promote its desired lifestyle in Muslim countries, we need to formulate a comprehensive and codified program based on the Islamic Iranian approach that can effectively confront the Western lifestyle. We also need young people and teenagers who are trained and raised based on the characteristics of this lifestyle, and this lifestyle based on the Iranian-Islamic approach should be taught in a detailed and basic manner, and therefore, it is the best way to This lifestyle should start from the beginning of formal education, i.e. from the elementary school system, so that it can be integrated with the personality of the students, and in accordance with their physical and personality development, this type of lifestyle will deepen in their existence. Although some efforts have been made in this field in the educational system, such as in some curricula, the title of Islamic life and education is considered, which is taught in the elementary grades, but nevertheless There is a concern that the output of education, i.e. the graduates of different academic courses, are not as they should be, and perhaps they are not adapted to the behavior based on the educational model of the Islamic-Iranian lifestyle. Research Question 1- How are the basic textbooks of the component (insight, attitude and tendencies) of the Islamic-Iranian lifestyle model? 2- How are elementary textbooks based on the component (human relations) of the Islamic-Iranian lifestyle model?

Mehtods:

 The research method was a qualitative case content analysis. The statistical population of the research included all six-year elementary school textbooks in the academic year 99-98. The research sample included 26 volumes of textbooks of five titles that had a higher relevance to the research objective and topic, and were selected using non-random selective sampling. In order to have a qualitative analysis of data, the qualitative content analysis method of King and Horrocks was used with the MAXQDA-2018 software.

The results of the analysis of the first and second research questions showed that based on the Iranian-Islamic lifestyle model, in the components of attitudes and orientations, in 6 grades in the "Farsi-Bekhanim" and the book "Hedieh-e Asmani" had the highest frequency related to the sub-component of religious rituals and ceremonies, but the books of "Benevisim" and "Motaleatee-ejtemaei" had the highest frequency related to the sub-component of cultural signs. And in the component of human relationships, in 6 educational bases in the Persian book "Bekhanim," the book "Benevisim," and the book "Hedieh-e Asmani" had the highest frequency related to the sub-component of respect and reverence, but in the book "Talimat-e Ejtemai" had the highest frequency related to the sub-component of collectivism and individualism.

The results of these questions indicate that the emphasis of the producers of elementary textbooks is based more on cultural and religious components and less on more material components such as worldliness, materialism and happiness. Paid. In fact, it can be said that the creators of the content of elementary textbooks tried to point out both the religious dimension and the national dimension of Iranian Islamic identity above all, and show both aspects well and distinguish it from others. Differentiate dimensions and aspects. Considering that the results of the research showed that the content of the primary course content is more emphasized on the spiritual, cultural, national and religious aspects, it is recommended that those involved in the education system strengthen teachers in this field and train in this regard. pay more attention Also, considering that the results of the research showed that the dimensions of life skills, such as anger management, expressing emotions, empathy, good communication with oneself and others, etc., are less emphasized in the elementary school textbooks, therefore, those involved Preparing the content of the textbooks of this course, it is suggested to pay more attention to these dimensions and to address them more in the content of the textbooks. It is suggested to analyze the content of the textbooks of other academic courses in the future researches, so that in addition to a more comprehensive picture of Iranian Islamic lifestyle in the books of these courses, a comprehensive picture of all academic courses can be obtained in terms of Iranian Islamic way of life.

Design thinking, as one of the new learning approaches, is related to the way designers think and process cognitive processes. This method is considered one of the most effective solutions in teaching technology to students. This not only helps technical knowledge and skills but also enhances creativity. Other benefits include the development of critical thinking, communication skills, teamwork, self-assessment, independent learning, and evidence-based decision-making. This path helps the individual to nurture social-emotional competencies. On the other hand, social-emotional competence refers to a set of skills, attitudes, and communicative and human abilities that enable the individual to successfully operate in social and interpersonal environments. These competencies include effective communication skills, empathy, cooperation, emotion management, critical thinking in relation to oneself and others, social problem-solving skills, companionship and support for others, and the ability to understand and manage one’s own and others’ emotions. These skills and abilities are of great importance as they play a significant role in the individual’s social, professional, and personal success. Subsequently, the components of design thinking can help identify different structures used to refer to social-emotional competencies; therefore, this study has been conducted to investigate the impact of teaching the curriculum of work and technology with a focus on the design thinking approach on the emotional competencies of female students. Research question: Is the teaching of the work and technology curriculum based on design thinking effective on the emotional-social competencies of students?

This study was a semi-experimental type with a pre-test-post-test design with a control group. The research population was seventh-grade female students from the first middle school in Baharestan city in the academic year 2020-2021. Among the members of the community, 40 people were selected with the available tools and divided into two equal experimental and control groups. In this sampling method, classes of a school that was available to the researcher were selected. Classes and students select individuals who have academic records, age 13 to 15 years, no receipt of design thinking training, and no receipt of any educational and research intervention in the past three months. The criterion for leaving the study was the lack of cooperation of students with groups and designated activities. The experimental group underwent 12 sessions of 45- minute work and technology education based on design thinking, and the control group did not receive any training. The collected data were obtained using the social-emotional competency questionnaire (Zhou & Ee., 2012). In the present study, the reliability obtained with Cronbach’s alpha coefficient for each dimension of self-awareness was .65, social awareness was .71, self-management was .86, relationship management was .67, and responsible decision-making was .72 and overall, .71 was obtained and analyzed by multivariate composite analysis, which took place in SPSS-23 software.

The results of multivariate analysis of covariance showed that work and technology education based on design thinking changed all variables of social-emotional competencies of students. Based on the effect size, it can be said that .19 percent of changes in self-awareness, .29 percent of changes in social awareness, .33 percent of self-management, .20 percent of changes in relationship management, and .34 percent of changes in responsible decision-making are due to the effect of education based on design thinking. Therefore, the results showed that the experimental and control groups were different in the post-test with pretest variables of emotional-social competence; in other words, work and technology education based on design thinking improved the components of emotional-social competence (self-awareness, responsible decision-making, interpersonal relationships, social awareness, self-management) in female students, p<.05.

The Work and Technology Education Program, based on the design thinking approach, seeks to enhance emotional-social competencies, increase self-awareness, and the ability to manage emotions and relationships with others through increasing social awareness and self-awareness of female students. In social activities, it is important that individuals can work effectively in different groups and have criticism acceptance and relationship management. This is especially true in the design thinking process that requires group work. Successful results are only achieved when group members can communicate effectively and make responsible decisions together. When individuals are able to make responsible decisions and overcome challenges, they can have a positive impact on their society. In this study, students have shown positive personality traits such as leadership, respect, and perseverance during the use of the design thinking process. These features, including perseverance, problem-solving, and respect for different opinions, are all important aspects of social competencies. In addition, one of the key stages of the design thinking process is empathy. At this stage, students should consider the experiences, social contexts, and knowledge of others in a comprehensive and pervasive way. By practicing empathy, students can gain a deeper understanding of how different contexts are understood by others, which can help grow emotional-social competence. One of the limitations of the present study, was sampling only from the female students and also teaching only in the virtual space. Given the limitations, it is suggested that this study to be conducted on male students and also other cities and the results to be compared with the those of the present study. Finally, considering that this study has been conducted using quantitative research, it is suggested that in the next research plan, mixed designs be used. Considering the research results, curriculum planners should integrate the design thinking approach into the educational activities of the Work and Technology curriculum by reviewing this curriculum. Also, training and empowering teachers on how to use design thinking for teaching work and technology seems necessary.

The initial years of teaching present numerous challenges and tensions for new teachers. These arise from their transition into a new environment and exposure to its culture. In fact, as they shift from the role of student teacher to that of a teacher, they experience tensions resulting from the clash between their previous culture and the culture of their new environment (the school). The quality of this encounter and the interaction between these two cultures is explained as the acculturation phenomenon. This study aims to elucidate the acculturation process of new teachers. Research Questions: 1. What are the cultural perceptions of new teachers before entering the teaching profession? 2. How do these cultural perceptions change when they start their teaching profession? 3. What is the acculturation process of new teachers?

This research is a qualitative study employing a narrative approach and the auto-ethnographic method. The researcher and five other novice teachers were selected as the study sample from among elementary school novice teachers, using purposeful and criterion-oriented sampling. The selection criterion was the diversity of cultural experiences of the researcher and the five other new teachers. Their undergraduate years in Lorestan province, master’s degrees in different provinces, pre-service training at Farhangian University, and pre-service experiences in the cities of Tehran and Lorestan provinces have exposed them to a variety of cultures within the country. Data were collected through reflection, note-taking in the researcher’s autobiographical notebook, and semi-structured interviews with the participants. Pinar’s four-step method and a coding and categorization process were used to analyze the data. To validate the findings, the researcher provided rich, detailed, deep, and original descriptions of his experiences, not limited to a specific time, place, or event. He also revisited the written narratives, categories, and experiences of himself and the novice teachers’ multiple times. Additionally, an external observer, who were two new elementary school teachers in the final year of a doctorate in educational sciences and familiar with qualitative research methods, was employed to read the narratives and evaluate their honesty, originality, selection, and believability, and to extract categories for verifiability.

Based on the findings of the first question in the research, it was determined that pre-service teachers consider the following cultural beliefs as the most important: teacher location, teacher (teacher attire, teacher communication, ethics, and behavior), student, educational content, and assessment. The results indicated that pre-service teachers have prior knowledge about teaching, which is derived from their past educational and school experiences, beliefs, and the value system. This knowledge influences the cultural assumptions of pre-service teachers during their student and pre-service teacher years. Regarding the second question, the research revealed that the interaction between pre-service teachers’ prior culture and the culture encountered during service either reinforces or modifies their cultural assumptions. The study found significant differences between the educational experiences during their student years and teacher training and the realities of the work environment. Interestingly, there were substantial similarities between the cultural assumptions of teachers during their student years and their work environment, as evidenced by their reflections on the past. Lastly, the research highlighted that the cultural background of preservice teachers and the university’s educational instructions are often overlooked in the cultural assimilation process. In most cases, schools and educational systems employ a “melting pot” strategy to align pre-service teachers with their own culture. Conversely, pre-service teachers often utilize a “blending” strategy to preserve their own teacher culture while benefiting from the desired culture prevalent in the university and educational system.

Considering the findings of the present research, it is necessary to utilize appropriate strategies for the optimal management of teachers’ cultural assumptions throughout the stages of selection, training, and professional development. In the initial phase, prior to employing teachers, prospective candidates should be familiarized with the numerous challenges and issues inherent in this profession through a series of preparatory programs. This ensures that we do not witness premature departures from the teaching profession. During the training and education phase, efforts should minimize the gap between theory and practice, emphasizing the realities of the classroom environment, and adequately preparing student-teachers for their presence in schools. In the final stage, the establishment of programs such as mentoring, orientation, professional development, and networking between novice teachers and experienced colleagues is essential for the retention and advancement of novice educators. Additionally, it is recommended that the cultural receptivity of novice teachers be examined from the perspective of the host group (schools and educational systems), and their narratives be heard. This approach will effectively elucidate the process of cultural assimilation among novice teachers through interactions with both guest and host groups.

Policy-making seeks a better life for mankind and deals with the creative drawing of the future, in fact, future-making is the ideal of policymakers. One of the effective fields in macro-politics is the policies created in the field of the education system. Education is the most important tool through which the country achieves national growth, and it is one of the most necessary conditions for the principle of economic and social growth. The basic area where the education system and its policies are visible to the public is the curriculum and its policies. Curriculum is the essence of any type of education, which, in combination with effective teaching methods, guarantees the efficiency and effectiveness of the education system. Therefore, determining the optimal structure of the curriculum system and choosing and organizing the content have been among the preoccupations of education system policy makers. In order to succeed in their goals, the officials and administrators of education need a common discourse in the field of curriculum policy so that they can find the ability to face different situations and conditions in the society. Those who wish to develop curriculum must understand the broader issue of changes and institutions of power in policy formation. Research Question: what are the characteristics of the curriculum policy model According to the experts, for Iran education system?

This research is qualitative in terms of the type of data collection, and it has been carried out with conventional content analysis method. Data were collected through semi-structured interviews with 11 curriculum policy experts in the academic year of 2018-2019. The potential contributors consisted of academic professionals with curriculum policy experience. The participants were selected by snowball sampling. The research tool was a semi-structured interview based on the 5w1h technique. The content validity of the interview was confirmed by the opinion of five education experts. The data with coding, named, categorized and analyzed. The Maxqda-2018 software was used for the preliminary analysis of qualitative data. The findings were confirmed using the Lincoln and Guba evaluation method.

Through examining the findings, the model of curriculum policy for Iran education system was designed in three formal, technical and prudent dimensions and at three supra, macro and micro levels. The results showed that curriculum policy in Iran's education system has four policy-making components regarding curriculum goals, teaching and learning opportunities, policy content and policy evaluation. Based on experts' opinions, five levels with the presence of curriculum elements were proposed for the research model Taking into account the opinions of the interviewees, the following steps can be taken for curriculum policy-making in considered: (determining macro policies, strategies & visions), (issuing laws, strategies, policies & standards), (issuing instructions, regulations & circulars), (implementing policies at the school level), (comprehensive needs assessment, pathology), (curriculum executive policies and classification, prioritization, determining the impact of policies, creating a culture for implementing policies & repetition of the cycle).

The findings are consistent with the those of researches that emphasize the importance of determining specific standards and competencies in order to achieve curriculum goals. Also, studies that have given importance to the role of private companies in curriculum policy making and facilitating teacher-student discourse are consistent with the components of this model. According to the findings of the research, it is suggested to create a cyclical and active curriculum policy, a secretariat to monitor the implementation of policies in a network and a curriculum policy think tank with the aim of monitoring and improving policies. Creating an environmental framework and determining specific time periods for reviewing curriculum policies is also considered.

In today’s world, learning is considered a right, opportunity, and tool for growth for all children. Providing opportunities and effective learning experiences for children is something that should be valued by the education system. According to findings in cognitive neuroscience, developmental psychology, and education, early childhood plays a crucial role in cognitive and personality development (Hermida et al., 2015; Van Laere, & Vandenbroeck, 2016). Research findings by Rexhepi, Murati & Ceka (2020) showed that preschool education in rural areas plays a significant role in children’s psychological development and the growth of their cognitive and social skills. In Iran, certain groups of children, including those in rural and bilingual areas, do not have access to preschool education. In this regard, many education systems have initiated multi-grade schools and classes as a solution to providing educational opportunities for children (Mulkeen & Higgins, 2009; Blum & Diwan, 2007). Multi-grade classes provide an opportunity for groups of children who are at risk of illiteracy and dropping out of school (Ansari, 2017; HyryBeihammer & Hascher, 2015). This is particularly important in rural and bilingual areas, especially for covering the education of preschool beginners (Preschool group of planning and writing textbooks, 2017). The preschool period is recognized as a golden age for the development of prerequisite skills for reading, writing, and mathematics. Where formal education begins with reading and writing, the readiness to learn these skills depends on learning linguistic and metalinguistic skills; therefore, the existence of a longitudinal relationship in the path from oral language to written language (Hjetland et al., 2020) indicates the importance of the preschool period in the development of language skills and readiness to acquire reading and writing skills in later ages. In this context, the phenomenon of bilingualism in some beginners and the weakness in the development of language skills in rural areas for preschool children can be considered as a risk factor in the development of language skills and prerequisite skills for reading and writing, which is of special importance to educational policymakers. Given such a necessity, the aim of the present research was to explore the obstacles and problems of educational coverage of preschool beginners and solutions for its improvement in multi-grade schools, especially in rural and bilingual areas at the national level. Based on this goal, the present research sought to answer the following questions: 1- From the perspective of teachers and educational experts, what are the obstacles to educational coverage of preschool beginners in multi-grade schools in rural and bilingual areas in Iran? 2- From the perspective of teachers and educational experts, what are the solutions to improve the educational coverage of preschool beginners in multigrade schools in rural and bilingual areas in Iran?

 Method:

To answer the research questions, a descriptive qualitative method (Sandelowski, 2000) was used. The research community included experts from provincial general offices and multi-grade teachers in bilingual villages. A total of 37 participants (22 from provincial general offices, 15 multi-grade school teachers) were selected using purposeful sampling from the provinces of Sistan and Baluchestan, Fars, Qazvin, West Azerbaijan, and the counties of Tehran. Data were collected using a focus group interview method and the interview texts were analyzed using a network content analysis method. The extraction of themes was carried out in three stages, including the identification of basic themes, the identification of organizing themes, and the identification of global themes. The results were validated using four indices of triangulation, credibility, reviewability, and long-term engagement. In conducting this research, respect was shown for the rights of the participants and only those who had full consent to participate in the interview participated in the research. Participants were debriefed about the research objectives and could withdraw at any stage of the research. Also, participants were assured that all their personal and confidential information would be confidentrial. Results The results are presented in two sections, including the obstacles and problems of educational coverage of preschool beginners and solutions for its improvement. The qualitative analysis of the participants’ views on the obstacles to educational coverage of preschool beginners in multi-grade classes led to the identification of one global theme, four organizing themes, and ten basic themes, which are reported in Table 1.

The present research aims to explore the obstacles and challenges in providing educational coverage for preschool students, and potential solutions for improvement, in multi-grade schools, particularly in rural and bilingual areas in Iran. A qualitative analysis of the perspectives of educational experts and teachers in multi-grade schools regarding the obstacles and issues faced by preschool children in these settings led to the discovery of four key organizing themes. The first theme and obstacle relate to the low social capital of unofficial teachers, as evidenced by some parents of preschool children lacking trust in teachers and educational authorities. The second theme and obstacle are the weak motivation of multi-grade teachers when working with preschool children. The research findings showed that multi-grade teachers and coaches in rural areas are dissatisfied with the per capita student considered and teachers face challenges in dealing with these costs. Consistent with this finding, UNICEF (2011) names financial resources as a pillar of the early childhood education system. The third obstacle is poor management of preschool children’s education. Consistent with this finding, Condy & Blease (2014) and MulryanKyne (2007) also mentioned time constraints as one of the challenges faced by teachers in multi-grade classes. The fourth theme and obstacle is the environment lacking proper facilities and equipment. The space and equipment, such as tables and chairs in multi-grade classrooms, are old and do not suit the physical characteristics of children. Consistent with this finding, Mortazavizadeh et al. (2017) named the poverty of educational materials and the educational environment as part of the problems of bilingual students in Iran. The analysis of participants’ perspectives on how to improve the education of preschool children in multi-grade schools led to the identification of three themes regarding improving the educational coverage of the preschool period in multigrade classes. First, efficient financial policies are needed to provide the necessary financial resources for the educational coverage of preschool children in multi-grade schools and to activate the plan for free nutrition, clothing, and stationery. Consistent with this concern and on a much broader level, the National Nutrition Support Program in Indliuj’oijlkia started in 1995 and in 2013 more than 120 million primary school students received free meals. Also, since 2003, books have also been made free for deprived students in schools (Afridi, 2010). In Kenya (Vermeersch, & Kremer, 2005) and Bangladesh (Ahmed, 2004), the free nutrition program has increased the participation of children in the preschool period. The second identified solution is culturalization about the importance of the kindergarten period, which is tied to empowering parents and using trusted local institutions. Consistent with this finding, Mortazavizadeh et al. (2017) found that the local community plays an important role in improving children’s learning in multi-grade schools. The third solution is to empower teachers through in-service training and to use the capacity of educational leaders to support teachers. Holding centralized in-service training courses can also be used as a solution to reduce costs. Based on the results of this research, the following practical suggestions are offered for improving the preschool period in multi-grade classes: 1-Reorganize in-service training courses for multi-grade school teachers. 2- It is suggested that in the education departments of rural and border areas, activities should be carried out to sensitize and reassure about observing all ethical affairs. 3- It is suggested that in multi-grade classes in rural areas, nutrition, clothing, and stationery should be provided free of charge to preschool students to increase their educational enthusiasm. 4- It is suggested that the necessary financial credits be provided to solve the financial problems of multi-grade schools. 5- Paying attention to indigenous issues and linking them to national-religious themes at the national level can be useful in fostering the national identity of bilingual children.

The global Covid-19 pandemic has compelled widespread home quarantine measures, impacting both physical and mental health. Among those facing unique challenges during this period are parents of mentally challenged students. According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders, Intellectual Disability encompasses cognitive deficits and behavioral challenges across conceptual, social, and practical domains. These students require specialized support, distinct from that needed by their neurotypical peers. Parents of intellectually disabled students grapple with managing their child’s unique behaviors and needs. The strain on families, particularly parents, is considerable. Amidst the pandemic, family-oriented educational programs play a crucial role in addressing psychological and educational requirements. Therefore, assessing the specific needs of parents with mentally disabled children becomes paramount for designing effective familyoriented educational interventions. Research question: What are the psychological and educational needs of parents of intellectually disabled students with regard to the home quarantine period of the Covid-19 disease, based on the Borich model?

The present study aims to identify the psychological and educational needs of parents caring for mentally challenged students during the Covid-19 home quarantine. It falls under the category of applied research and utilizes a descriptive survey approach for data collection.

The findings indicated that within the psychological sector, parents prioritized receiving online counseling services due to their child’s unique circumstances. They sought advice on how to interact effectively with other children. They required assistance and support from their partners in caring for their children, and they needed specialized counselors to enhance their resilience during home quarantine. In the educational sector, they required accurate information from experts regarding their child’s academic future. They needed to monitor and implement timely educational interventions related to their child’s academic subjects by teachers. Furthermore, they needed to receive the necessary training to correctly utilize virtual space, thereby benefiting optimally from their child’s education during the quarantine period.

The findings of the present research indicate that the parents of intellectually disabled students have a high need for psychological and educational support. This underscores the necessity of designing, planning, and implementing family-oriented educational programs. Given the findings of the present research, it is imperative for support groups to work effectively to minimize the need for restrictive laws for parents and students with intellectual disabilities, and to implement quarantine methods through effective communication and reliable therapeutic relationships. Maintaining quarantine causes confusion and increases the occurrence of challenging behaviors, and appropriate measures should be taken to reduce this stress. Therefore, it is crucial to provide psychological counseling to these individuals and their families during the time of Covid-19. From an educational perspective, due to the uncertainty and the lack of definitive methods for the treatment of Covid-19, and also to meet the needs of people with disabilities, measures such as the use of public and free education by teachers and trainers in a virtual and online format should be implemented. Public facilities should be made available for the care of disabled individuals, and modifications should be made according to critical conditions, as well as ensuring access to appropriate rehabilitation insurances. In line with the final goal of the research, which was to design family-centered educational programs, considering the psychological and educational needs assessment of parents of intellectually disabled students, and considering the home quarantine period of the Covid-19 disease, it can be said: family-centered educational programs, a set of values, attitudes, and practices for providing services to children with special needs or exceptional children and their families, aim to introduce parents as experts and educators regarding their children’s needs and to promote the relationship between parents and service providers, and support the role of the family in deciding the services provided to their child. Specialists consider family-centered educational programs as a kind of support method between parents and service providers. According to its principles, every family has an opportunity to participate in providing educational services and help to their child according to their interests and desires. It is worth mentioning that the more parents participate in designing educational programs for their children, the more support they will feel. As a result, those programs will be more successful. Therefore, increased participation of parents in planning programs should be encouraged. Parents who participate in their child’s educational programs and activities as helpers or educational partners will have the most significant effect on the improvement and promotion of their child’s behavioral and educational performance.

Students represent a society’s most valuable human capital, as societal success hinges on their academic performance. The academic performance serves as a key metric for assessing the efficacy of an educational system, with academic vitality playing a pivotal role in addressing educational challenges. Academic vitality, by fostering educational creativity, can enhance academic performance. Self-directed learning, predicated on the learner’s selforganization in terms of metacognitive beliefs, motivational beliefs, and learning behaviors, has gained prominence in today’s rapidly changing, technology-driven world. Despite previous research highlighting the importance of self-directed learning in education, questions remain about the impact of online self-directed learning on students’ academic performance and vitality. Online education presents an opportunity to address societal crises through widespread implementation in educational systems. Therefore, it is imperative to identify its effects and employ effective educational methodologies. Research Questions or Hypothesis 1. Online self-directed training has a significant effect on students' academic performance. 2. Online self-directed training has a significant effect on students' academic vitality.

The present research method was experimental with a pre-test - posttest design with a control group. The research population included second-grade high school female students in Sari city during the academic year 2022-2023. The research sample size was 34 students (17 in each group) who were selected by accessible sampling method and randomly divided into experimental and control groups. The research tools were the academic performance questionnaire by Fam and Taylor (1999), the academic vitality questionnaire by Dehghani-Zadeh and Hosseinchari, and the self-regulated learning training based on the protocol presented by Jafari and colleagues (2022). It should be noted that this intervention was carried out virtually on the Shad network outside the curriculum in 16 sessions over 2.5 months. There were two sessions per week, and each session lasted a maximum of 35 minutes.

To investigate the existing differences, the results of the univariate and multivariate covariance analysis on the dependent variables have been presented. The obtained results showed that there is a significant difference between the experimental and control groups in terms of at least one of the sub-scales of students’ academic performance. Furthermore, self-regulated learning training can lead to improvement and increase in academic vitality in the experimental group.

It can be argued that providing training on time management, homework tasks, goal setting, and teaching resources, which are sub-scales of academic performance, has influenced the formation of a positive concept of oneself as an efficient learner and has improved academic performance. Regarding the sub-scale of emotional effects, it can be mentioned that desirable academic performance requires the perception of positive emotions and the absence of self-doubt and unworthiness, which is rooted in the feeling of inability or lack of skill in managing these emotions. One of the influential results of the present study in curriculum studies is that self-directed training, which leads to an increase in self-control and self-management, could potentially accompany emotional control and management for the student. Also, regarding the effectiveness of the self-directed educational intervention on the motivation sub-scale, it can be said that the root of improving academic performance goes back to incentives such as academic advancement, having a suitable social position, success in society, and peace of mind, which can be pursued through curricula. In this regard, the presented intervention somewhat tried to discuss the sources of motivation, especially intrinsic motivation, and to converse with the students to activate it. In addition to this, focus was placed on teachings such as academic arousal and enjoyment of learning. In this regard, new studies indicate that the use of educational techniques such as games and interactive learning, which are accompanied by the enjoyment of learning, can improve the motivation related to educational performance. Considering that the presented intervention took place in a limited time and its results were examined, it may not have been able to reveal the long-term effects of the intervention. In explaining the effectiveness of the online self-directed learning method, it can be said that the self-directed learning processes of students using internet communication technology help collaborative learning. Based on the results, it is suggested that self-direction in virtual learning be taught to students. It is also suggested that self-directed education be included in the topics of educational courses and inservice training of teachers so that they can master it and provide the context for teaching it to students.

The purpose of this article is to examine the various positions regarding to the relationship between ideology, education, and curriculum. In this view, diverse perspectives on the relationship between ideology, education, and curriculum have been raised in scientific and educational forums specially in Iran, each expressing particular beliefs and interpretations. The general analyses indicate that these positions can be summarized within a spectrum of perspectives that include anti-ideology, de-ideologization, and pro-ideology. From the perspective of anti-ideology and de-ideologization, making education and curriculum ideological have no validity, and education should not be dependent on ideological perspectives. In contrast, ideologues believe that education is inherently ideological, and anti-ideology and de-ideologization cannot be removed from the essence of education and curriculum. From the perspective of ideologues, de-ideologization approaches, which often align with critical left-wing and positivistic-secularistic intellectual paradigms in education, themselves promote and advocate for alternative and substitute ideologies within the domain of education and curriculum. Initially, the concept of ideology is defined from the perspective of various scholars, and its position in the field of education is elucidated. Subsequently, drawing on the views of Eisner, Ornstein, Hopkins, and other experts, it is argued that education and curriculum are inherently ideological and cannot be abstracted from ideology; as every educational theory or ideology is based on a specific philosophical framework and value system that guides it. Furthermore, three main perspectives on the relationship between ideology and education, including antiideology, de-ideologization, and pro-ideology, are introduced and examined. The anti-ideology and de-ideologization views, which claim that making education and curriculum ideological have no validity, are logically refuted; as education and curriculum are intrinsically and necessarily ideological, and it is impossible to eliminate this inherent characteristic from them. It is also argued that proponents of these two views are often influenced by the critical-Marxist and positivistic-secularistic paradigm and are themselves indebted to an alternative and substitute ideology. In contrast, the pro-ideology approach, which emphasizes the inherent ideological nature of education, is endorsed. Accordingly, any education must necessarily be ideological and explicitly articulate its specific ideological orientation. Finally, the importance and position of ideology in the religious education system are discussed, presenting ideology as the factor that links faith and religious practice and realizes the guiding function of religion.