فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 31 (زمستان 1390)

According to the critical theory, education is seen as an inseparable factor from human and social evolution. This theory considers school, curriculum, teaching and learning as factors and activities which go beyond mere academic affairs and have political, economic, social and educational implications. In this regard, the present study attempts to analyze the critical theory of education and its implications for the curriculum. In this study, "Speculative Essay" is used as research method and "Review of Documentation" is used as a tool for information gathering. According to the research purpose, topics such as philosophical foundations of critical theory of education, the education process in this theory, critical theory implications for the curriculum and the criticisms related to it have been surveyed.

The aim of this study is to investigate the relationship between self - efficacy, achievement goal orientation and academic coping strategies of university students. In addition, self-efficiency, goal orientation, and academic coping strategies of male and female university students are compared. Research method is correlation and 248 college students were selected by cluster sampling from college of educational sciences, engineering, and medical sciences university of Shiraz. Scale (Friedel & others, 2007), Personal Goal Orientation Scale (Migley & others, 1997) and the Academic Coping Questionnaire (Tero & Connell, 1984). The results of multiple regression analysis revealed that academic self – efficacy of university students predicts adaptive coping strategies positively, and non - coping behaviors negatively. Also, master goal orientation predicts adaptive coping strategies positively and maladaptive coping strategies (consist of denial and projective coping) negatively. According to independent t - test results, there are significant differences between female and male university students in master and performance goal orientations.

The purpose of this study is to compare descriptive and traditional evaluation methods based on quartet evaluation standards (utility, propriety feasibility, and accuracy) from the viewpoint of elementary school teachers in Tehran city. In order to achieve this aim, and besides the review of literature, opinions of all teachers (40 persons) in executive schools of descriptive evaluation project were gathered through researcher-made questionnaire. The results of data analysis show that descriptive evaluation adjusts better to evaluation standards. In addition, among the mentioned standards, the efficiency standard represents more adjustments than feasibility standards with descriptive evaluation.

This study aims to survey the effect of the educational applications of information and communication technology on the critical thinking and attitude of the first grade high school girl students. The population includes all of the first grade girl high school students in district 4 of Tehran in the academic years 2008-2009. Sample size was 69, 35 of whom were from Hooshmand school of Shahid Dr. Sadeghi (experimental group) and 34 students from Hadaf school (control group), which were selected by the usage of convenient sampling. This study was performed through the quasi-experimental pre and post design and the control group. In contrast, the control group received no training. For data collection, California (form B) critical thinking and attitude towards information and communication technology questionnaire which has suitable To analyze the data, descriptive statistics and inferential statistics (MANOVA) were utilized with SPSS18. The findings show that information and communication technology has a significant effect on the critical thinking of the first grade high school girl students in aggregation and in detail, criteria such as analysis, evaluation and inference are effective.

The present study was performed to survey and compare the information finding behavior in researcher and non-researcher teachers in four education districts of Shiraz city. This research is an applied - descriptive study which was done by the use of ex post facto method. The population of the study consists of all teachers who were teaching in 1387-88 academic years. There were 14284 teachers teaching in the related 4 districts and about 65 of them were considered as researchers. The material was a researcher - made questionnaire with 60 questions consist. The results of this study show that there are differences between the kind of necessary information of researcher and non - researcher teachers. The researcher teachers use more ICT and their knowledge about different ways of getting information is far more than non - researcher teachers. Beside this, researcher teachers make use of software and hardware more than non - researcher teachers and their researching methods are different.

The purpose of the study is to survey the effect of educational software designed based on meta-cognition of the students´ self direction at the fifth grade in primary Schools; the research method was quasi experimental with case control and pretest-posttest. Statistical population was 12192 students of primary school in Kermanshah. 105 students as sample were selected by random cluster sampling method and put into the experimental and control groups randomly. Research data gathering tools were standard, Fisher self-direction questionnaire and academic achievement test. Statistical analysis was ANOVA and ANCOVA. Results revealed that there was a significant difference between the scores of self-direction students of experimental and control groups (p=0/003). Findings of sub components about self direction shows that there are significant differences among the scores of experimental and control group students in regard to the components of self- management (p=0/013), tendency in learning (p=0/044), and selfـ control (p=0/009).

The aim of this study is the survey of the curriculum syllabus in the technician courses of librarianship and information sciences in higher education of Iran from the viewpoint of university instructors, students of last semester, postgraduates and their masters. Statistical sampling includes 147 university instructors, students of last semester, postgraduates and their masters which are selected statistically, and four researcher-designed questionnaires are administered to the participants. The appropriate method of this research is survey, and descriptive statistics are used for data analysis. The findings of the study show that curriculum in the technician courses of librarianship requires to be reviewed. Therefore, adding Courses such as Introduction to Internet and Databases, Electronic Journals, Training (2), Librarianship Morality and Information Sciences as well as a change in the title and syllabus of some courses such as, Introduction to Congress and Dewey Classification, Collection (2), and integration of fundamental lessons of information sciences with library and librarianship, etc is effective to improve the curriculum in the technician courses of librarianship and information sciences.

The general purpose of this research is the study of relationship between mathematics anxiety and learning styles in high school students. To assess the student's learning styles, the Kolb's learning styles inventory and to assess the mathematics anxiety, Chiu and Henry's “Mathematics Anxiety Scale for children (MASC)” were applied, the reliability and validity of which had previously been calculated. The population consisted of all high school science and mathematics students that studied in four districts in Shiraz; participants were selected by random-cluster sampling. The findings indicated that there was a positive significant relationship between mathematics anxiety and concrete experience learning methods, on the one hand & negative significant relationship between mathematics anxiety and abstract conceptualization, on the other hand. There was no significant relationship between mathematics anxiety and learning styles with respect to gender. In addition, surveying the relation between student's mathematics anxiety and their learning styles according to their education grades revealed that there was a negative and significant relationship between mathematics anxiety and abstract conceptualization learning style. The correlation was statistically significant for students of the third grade.