مجله پژوهش های برنامه درسی
سال دوم شماره 1 (پیاپی 3، بهار و تابستان 1391)

Given the role creativity plays in the contemporary world, the creativity training was investigated in elementary schools. To this end, two studies were conducted. The first study examined the effect of teaching creativity on elementary student's creativity. Initially a pre-test devised by the researcher was administered to both experimental group (67 subjects) and control group (58 subjects). Then the experimental group participated in a 12-week creativity training course. The results of the tests taken by the experimental and control groups were analyzed, using recurrent measurements. The findings showed a significant difference between the two groups with the experimental group outperforming the control group. Drawing on these findings showing the positive effect of creativity training on student's creativity, the second longitudinal and qualitative study was conducted on 40 pre-school and elementary male and female students in 4 consecutive summers. This study aimed to develop a native model which instructors can use for the purpose of teaching creativity to students. Showing the positive effect of creativity training on student's creativity, this study also provides a model which illustrates how creativity training methods can be applied. Moreover, it provides the teachers and trainers with guidelines regarding the content of a creativity course.

The purpose of this research was to evaluate the achievement of the goals set by the educational approach-based teaching project in the second-grade guidance school courses of Natural Sciences and Social Education. The sample of the study contained 1500 second-grade students of guidance school who were selected through multiple cluster sampling from among the students in Tehran and the provinces of Golestan and Sistan & Baluchistan. Form each of the provinces, 4 areas were randomly selected. Then one boys’ school and one girls’ school were selected from each area as the experimental groups. Control groups were also selcted from the neighboring schools. The data were collected through the short form of Teacher & Student Positive Interaction Questionnaire (Wubbels & Leavy, 1993), Social-Adjustment Questionnaire (Sinha & Sing, 1993), a reaseracher-made questionaire designed to measure the students’ attitude toward the integration of the content with Islamic teachings, and the short form of the Learning Motivation Questionaire (Hermens, 1997). The participants’ average scores in the first academic semester of 1389-88 were also benefited from. The reliability of the instruments was determined through Cronbach’s Alpha and the validity was basically checked in terms of content validity. The data were analyzed through a tow-way Anova. The results indicated that there was no significant difference between the experimental and control groups concerning the academic achievement, learning motivation and social adjustment. However, there was a significant difference between the two groups in terms of the attitude toward the integration of the content withAbstracts of the Persian Articles in English 5Islamic teachings and the positive interaction between the teacher and students. As such, educational authorities are recommended to revise the project before embarking on any further development of the project.

For all the Muslims, Islam is the purpose of their life and knowledge has to be subjected to religion for it to be pure and complete. If education in general is concerned with the full human life, then Islamic education is concerned with the full Islamic life, based on faith (iman), belief (aqidah) and unity of God(tawhid) and is guided by the teachings from the Holy Qur’an, and the Sunnah (the traditions of the Prophet Muhammad (p.b.u.h). In considering a curriculum rooted in Islamic values and beliefs, duality in education, that is splitting of knowledge into two distinctive types, secular and religious, with aims and objectives independent of each other, needs to be abolished. Using several researches and studies in western and Islamic perspectives, this study intended to design a model curriculum based on Qur’an and Hadith. This model concerns all the principles and objectives of sexual health and benefits from all the stakeholders in designing a comprehensive curriculum.

The purpose of this tudy was to compare the instructional supervisors’ self-assessment of their performance with the teachers’ assessment of such performance based on Oliva and Pawlas’ model of instructional supervision. For this purpose, a stratified random sample including 368 teachers and 120 instructional supervisors of quadruplet educational districts of Shiraz was selected. For data gathering, Torkzadeh and Norozi’s scale of instructional supervision services (2010) was used. Reliability of the scale (0.80) and its validity (0.63-0.90) were estimated and verified. For data analysis, one sample t-test, independent samples t-test and repeated measures analysis of variance were used. The results showed that: 1) Shiraz instructional supervisors assessed their total supervisory performance as well as dimensions of helping teachers in instruction design, instruction presentation, classroom management, instruction evaluation, group works and individual assistance higher than average and in a desirable range, and their performance in the dimensions of curriculum design and implementation, curriculum evaluation, in-service programs and self-assessment in an average level. 2) Teachers assessed the total supervisory performance of the instructional supervisors as well as their performance in all the dimensions of supervisory practices less than average and in an undesirable range. 3) Instructional supervisors assessed their supervisory performance significantly higher than the teachers’ assessment in terms of both the total performance and all its dimensions. 4) There was a significant difference between the 8 Academic Journal of Curriculum Research teachers’ assessment of the instructional supervisors’ performance in the domains of teacher development, curriculum development and instructional development.

This study aimed to determine the extent to which democracy compo-nents are taken into consideration in the Social Education textbooks of the elementary school based on Dewey, Schou, Shariatmadari, Bashirieh and Akhavnkazemi’s viewpoints. For this purpose, first we identified ten components of democracy based on the above men-tioned scholars’ viewpoints. Then we considered the paragraphs, pic-tures and questions in each lesson as the units of analysis. The fre-quency of unites of analysis, either including the democracy compo-nents or not, was counted and analyzed through William Romey's In-dex of Student Engagement (ISE). In addition, using Chi square test, the frequency of distribution of democracy components in all the se-lected textbooks as well as the differences between the engagement coefficients (ratios) was obtained. The results revealed that with re-gard to the democracy components, the Social Education textbook of the third grade had a very weak performance (ISE=0.24), the fourth grade book had a good performance (ISE=1.6), and the fifth grade book had a high performance (ISE=2.23). The questions in Social Ed-ucation textbooks of all the grades showed very weak performance concerning the democracy components. In regard to pictures, only the fifth grade book had a semiactive performance (ISE=0.91). Moreover, the results of Chi square test showed that no significant difference ex-isted among the grades concerning the distribution of democracy 10 Academic Journal of Curriculum Research components. Finally, the distribution of the democracy components in the whole content of the books was significantly unbalanced.

The aim of this research was to suggest an explanatory model of the student's perception of the faculty responsibilities quality, hidden curriculum and their academic gains. The statistical population of the study included all the students and faculty members of the Islamic Azad University of Bandar Abbas branch in the academic year of 1389-90. Through cluster sampling 581 students and through simple random sampling 117 teachers were selected. The research instruments were three questionnaires of the Faculty Members’ Responsibilities Quality, Student's Perception of the Hidden Curriculum and Student's Gains. The data were analyzed using SPSS 16 and LISREL 8.54. The results showed that: 1) the variables of teaching, supervision, social services and scholarship were significant positive anticipants of the student's academic gains; 2) the variables of teaching, supervision, social services and scholarship were significant positive anticipants of the university structure and faculty-student interactions and they were significant negative anticipants of the student's interactions with eachother; 3) controling the Exogenous variables, it was revealed that the variables of university structure, faculty-student interactions and student-student interactions directly and significantly predicted the student's academic gains.