فصلنامه مطالعات برنامه درسی
پیاپی 74 (پاییز 1403)

The aim of the present study was to identify the dimensions, factors, consequences, and coping strategies of teacher isolation in global studies. The research approach was qualitative and integrative and the seven-stage method of Sandelowski and Barroso was used for data collection. After searching for keywords in reputable scientific databases, documents related to the research questions and objectives published between 1980 and 2024 were extracted for review. The findings showed that teacher isolation encompasses six psychological, social, educational, physical, professional, and geographical dimensions. Factors such as ineffective professional attitudes, limited specialized knowledge and skills, weak human resource management, curriculum inefficiency, inefficient organizational bureaucracy, school physical environment, social distance, economic problems, psychological elements (such as introversion, competitiveness, self-centeredness, etc.), and cultural-social components (such as generational gap among teachers, sense of social alienation within the school organization, management style, etc.) lead to teacher isolation. Furthermore, the results showed that teacher isolation has psychological consequences (such as anxiety, job-related stress, professional burnout, etc.), social consequences (such as interpersonal conflicts, etc.), educational consequences (such as poor academic performance of students, etc.), and organizational consequences (such as job turnover, etc.).

This study aimed to develop an integrative model of professional support of news teachers at the beginning of their careers. This research adopted a qualitative approach and employed grounded theory, a systematic methodology, to identify conceptual patterns from the data collected via semi-structured interviews. Through purposive sampling, 22 education experts and experienced teachers were selected and their responses were analyzed using MAXQDA software in three stages of open, axial, and selective coding. To ensure the validity of the findings, member checking and rich data expansion and description techniques were utilized. The qualitative data analysis yielded 375 conceptual terms, 71 sub-themes, and 21 main themes, which were classified into six dimensions of the paradigm model comprising causal conditions, the main phenomenon, strategies, background conditions, intervening conditions and outcomes. While emphasizing the starting phase of career as an important period in the professional development of teachers and the necessity for providing comprehensive support for new teachers according to the desired model, it is suggested for education to use the capacity of formal and informal supporters of new teachers.

The aim of the current research was to design and validate the proposed curriculum framework for the first, second and third grades of primary schools in nomadic schools. The research method was qualitative document analysis and the research corpus were all related texts, which included 234 documents, from which finally 57 texts were selected. The data analysis was done in an inductive way and based on the ten curriculum elements' of Akker. Credibility, dependability, conformability and transferability were the evaluation criteria of qualitative data. The proposed curriculum framework validity was confirmed using the content validity ratio formula and Laushe table. The main findings indicated that the logic of the curriculum is the realization of educational justice. The goals should be focused on peace and environmental education. The content has the coordinates of nomadic culture and should be taught by a local teacher in the form of integrated and project-oriented activities, in a looping teaching system. The nature-oriented and network schools should be active at a time other than nomadic migration periods. The outcome of the curriculum based on the mobile ecosystem will enhance the students’ motivation toward the curriculum.

The purpose of the current research was to investigate the current state of education in order to institutionalize the competencies of primary school students. For this purpose, the foundation data method and the Strauss and Corbin (2006) approach were used. The statistical population of the research included managers, teachers and other key informants related to the subject area. The research data was collected using semi-structured individual interviews, the statistical sample included 27 managers and teachers who were selected in a targeted theoretical manner. The data were analyzed using a three-step coding method. The findings of the research show that the caricaturization of the competence of the learners of the educational system acts as a central phenomenon and that individual, educational and social contexts have an effect in this sector. Also, the factors affecting the current situation, the centralization of the educational system, the weakness in the implementation of qualitative evaluation, and the self-awareness of the learners were mentioned. The strategies considered by the participants in the research were also mentioned in the three axes of networking in the field of developing competencies, improving the skills and competencies of the factors involved in the institutionalization of competence, paying attention to individual.

This research was conducted with the aim of identifying the opportunities and challenges of shadow education for the official education system of Iran based on the lived experience of teachers, with a qualitative approach and phenomenological method. The participants in this study were elementary and middle school teachers in Shiraz in the academic year 2023-2022, who, in addition to formal education, had teaching experience in a private school. Using the purposeful sampling method, 16 people were selected until data saturation was reached. A semi-structured interview was used to collect data and the data analysis was done using the seven-step Claizian method. The results of the research showed that shadow education has many opportunities such as: "improving learning, preparing for exams, filling free time and..." as well as challenges such as "weakening the centrality of formal education, educational discrimination, social inequality." and..." for the official education system of the country. Based on this, it is suggested to equip schools and diversify the learning environments, standardize shadow training places, change the procedure in the admission system and entrance exam of schools and universities.

Understanding the family-centere d curriculum requires more than exploring the combination of family activities and interactions, and there should be a focus on the views and intellectual systems that exist behind the norms of Iranian families. The current research was carried out with the aim of explaining the concept of family-centered curriculum. The data was collected using the semi-structured interview technique with 15 curriculum informants who were familiar with the family and the school. The collected data were analyzed and categorized based on the Systematic Approach Strauss & Corbin (2007). Based on the results of the research, 3 main categories (family orientation, hidden and informality and academic support) and 9 subcategories were extracted for the concept of family-oriented curriculum. Based on the findings, it can be concluded that the family-centered curriculum can include a set of hidden and informal functions of parents that are related to the educational and educational activities of children in the home environment, and the set of these functions can play a constructive role in empowering parents and further home and school participation and ultimately could lead to children's academic progress.

Consistent changes in paradigms and theories of second language education failed to remove major deficiencies associated with traditional approaches in which “curriculum development” has not been an exception. During the past two decades some principles have been suggested under the title of post-method which include the capacity to remove some of these deficiencies. Thus, this research employed the theoretical foundations of post-method and used a mixed approach in research, which, in addition to phenomenography of the deficiencies in the aforesaid curriculum and validation of its findings, has utilized structural analysis to suggest a fitting strategy through expert views’ analysis in the matrixes of crossed impacts and balance impacts. It was found that, according to Eigen value, three main factors including process, knowledge-epistemic and political-approach are involved in the construction of the deficiencies that embrace 15 variables with significant factor loading value. Adopting linear and product-based views toward learning, ignoring consequential validity, prescriptive syllabus and washback effect were amongst major deficiencies.

The aim of this study was to investigate the effectiveness of using a learning analytics dashboard in synchronous e-learning environments on increasing student engagement in a teaching methods course. A quasi-experimental single-group design with pre-test and post-test was used for this purpose. The participants in this study included 34 students from teaching competency courses, who were selected through convenience sampling. The BigBlueButton platform, which features a learning analytics dashboard, was utilized over six sessions. The data was collected using the learning analytics tool from the BigBlueButton platform. The results indicated that using a visual learning analytics dashboard had a significant impact on the number of emojis sent, the number of times participants raised their hands, speaking time, and the number of questions answered. Although the average number of messages increased after the dashboard was displayed, this increase was not statistically significant. Therefore, dashboards can lead to an increase in learning opportunities. Based on these results, it is suggested that virtual education platforms in universities and educational centers could be equipped with simultaneous learning analytics dashboards and future researches should be developed in this field.

The aim of this study was to compare the effectiveness of teaching method based on exploratory learning method with functional teaching method on the interest and academic achievement of 11th grade students in psychology course.  The research was quasi-experimental with pre-test and post-test design with experimental and control groups.  The statistical population of this study included all students studying in the 11th grade of the Department of Humanities in the city of Divandere in the academic year 2021-2022.  In this study, simple random sampling method was used and 60 people were selected and assigned to three equal groups of 20 people. The questionnaire of interest in studying Claire and Sobia (1993) and the score obtained in psychology were used for the purpose of data collection.  The collected data were analyzed by descriptive statistics, parametric default tests and analysis of covariance with SPSS version 26.  The results showed that in the post-test stage, there is a statistically significant difference between the mean of the two methods of exploratory and functional teaching with the control group in the variable of academic achievement.  Also, the results showed that both exploratory and functional learning methods could lead to improving interest in education in students of experimental groups (P <0.05), but the difference between the effect of these two methods on the variables of interest in education and academic achievement was not significant (P <0.05).

  The purpose of this article was to explain the characteristics of the math education model based on the entrepreneurial approach in the second year of elementary school. In the qualitative part and using the database method, data were collected in two parts, including a systematic review of documents and semi-structured interviews. In the first part, 68 articles were examined through the preparation of a checklist of documents. In the second part, data was collected through 15 semi-structured interviews using purposive sampling, and in this way, the features of the model were explained. In the quantitative part, the validation checklist was used in the form of a researcher-made questionnaire, and the findings from the qualitative part were validated by experienced teachers of the second elementary school. The results showed that the characteristics of the mathematical education model based on the entrepreneurial approach in the target component refer to the characteristics of teaching direct and indirect mathematical concepts with an entrepreneurial approach, applied mathematics education, and fostering creative and innovative students. The content component, refers to the appearance features and content features, in the teaching methods component, it refers to the prerequisites for using the entrepreneurial approach and the methods of combining mathematics with entrepreneurship; and in the component of evaluation methods, it emphasizes flexible and multilateral evaluation. Explaining the characteristics of the math education model based on the entrepreneurial approach can facilitate the realization of educational outcomes.