نشریه مطالعات برنامه درسی آموزش عالی
پیاپی 4 (پاییز و زمستان 1390)

a number of studies have elaborated on strategic curriculum in higher education. This study is a phenomenological research focused on a lived experience regarding a university course on "Principles of Secondary Education". The study was concerned with classroom events bearing in mind the fact that access to modern science and technology posed for universities new challenges and demands. This experience of curriculum explains how lived experiences, previous learning, and current conditions are subject to change. Efforts made by lecturer and students toward identifying problems in order to provide strategic responses are plausible issues here. Involvement of students with different academic background and job experiences made this experience distinct and unique.

The purpose of this study was to identify the main barriers of the internationalization of curriculum in 6th states Azad universities (Khuzestan) according to the facultie's viwes. This is a descriptive research and a survey method is employed. The statistic population includes 1474 full time faculties of 6th states Azad universities and 330 participants were selected based on Multi Stages Cluster Sampling. A research-made questionnaire with 45 statements has been administrated as the tools. The validity was measured by simultaneous method and the coefficients were between 0/7 and 0/75 and the reliability of questionnarie was 0.93 based on Chronbakh Alpha. For the analysis of data, a combination of descriptive and inferential techniques at the significant level of α = 0/5 including one-sample T test has been used. The findings indicates according to the facultie's viwes cultural, financial, equipment, political/admini-strative, technological, human resources, curriculum content, teaching strategies and structural problems were known as the main obstacles of the internationalization of curriculum in the 6th states Azad universities.

This research evaluates characteristics of a good instructor in a framework of a qualitative approach by using content analysis. This research used semi structured interviews to determine indicators of a good instructor. Population of study included all master students in Tarbiat Moallem University. A sample of 32 master students was selected. Content analysis and open and axial coding method was used for information analysis. The result indicated that a good instructor has eight principal characteristics including knowledge about teaching skills, research productivity, observing professional ethics, paying attention to affective dimensions, ability in class management, having an excellent personality, having scientific competencies and finally having assessment skills.

Theses are to a great extent but a reflection of students’ inclinations and tastes forming in their university years. How the formation of the “problem” is done, is of great importance to these research documents. The aim of this paper is to investigate into the theses’ contents, topic orientation, methodology, trend and proportion of using Persian and English references. The methodology for this research is “content analysis”. The research questions are: 1. What are the main subjects in curriculum development? 2. What is the status of the analyzed theses in the major curriculum development in relation with their topics? 3. What are the differences and similarities between the analyzed theses and papers from the Association of Curriculum Development Studies as far as their topics are concerned? 4. What are the methodologies of these theses? What is the trend and proportion of Persian and English references? Findings and The diversity of subjects/topics was not seen to be satisfactory in the major “curriculum development”. The main approach was seen to be quantitative, and the most important methodology was descriptive In regard with a significant increasing trend in the frequency of taking advantage of English references, this was seen to be a research norm among students. According to the findings, one can conclude that graduate theses pay enough attention to particular subjects and not enough consideration of some other topics. This can be a result of the limitation in the expertise of teachers, lesson rubrics, or not being up to date on the part of teachers or students.

This study is conducted to revise and restructure curricula in Mechanics of Agriculture Machinery (MAM) in undergraduate level. The survey method was used in this study and three population subjects were included as faculty members, business managers, and graduate bachelor students in MAM in the East, West Azerbaijan, and Ardebil provinces in Iran. The data was gathered by Likert Scale questionnaires as well as by open questions. Descriptive statistics and ANOVA were used to analyze the data. The findings of this study indicated that: 1. Technical and practical courses were offered in a poor manner, theoretical courses in a fair situation, major courses in a median level, and general science course in a high level. 2. Technical and practical courses are not appropriate with MAM objectives in applying them to business sectors. 3. In order to prepare students in tune with demands of the private sector, it was suggested that the emphasis of the MAM should be on major courses except Animal Husbandry, Agronomy, and Horticulture and Breeding. 4. Finally, nine new courses were suggested by the three groups of the study, five new ones by the students and business managers, six new courses by the faculty members and students, one new course by the faculty members and the business managers, five new ones only by the graduate students, and one new course only by the business managers were suggested to include in the MAM curricula in order to improve the efficiency of the Mechanics of Agriculture Machinery courses.

The present study examines the effects of variables including seeking independence, internal control, risk taking, achievement motivation, and creativity among the students of vocational college academic subjects. The method applied in this study is “descriptive-survey” and the population includes the students of Shiraz educational district No. 2. In order to calculate the variance for the population and specifying the number of samples, first a group of 30 students are selected through simple random sampling according to Morgan and Jersey table and the variance is obtained through a questionnaire administered to the samples. Next, 300 individuals are selected according to the variance and the sample size formula and by applying stratified random sampling. The instruments that serve the purpose of the study include a five-likert scale, research-made questionnaire for which the reliability of. 86 is calculated through Cronbach’s alpha. Finally, the collected data are analyzed by t-test. As the results show, entrepreneurship is higher than the average for the variables of seeking independence, internal control, achievement motivation, and creativity. This is in line with the results by McClelland (1996), Grossm (2003), and Baron and Shane (2008) who take seeking independence and achievement motivation as the most determining characteristics of entrepreneurs which should be reinforced through planning, contrastive studies, and examining the path that other countries have taken. But the results indicate that risk-taking score is lower than the average. This is in agreement with the results obtained by Jafari Moghadam and Fakharzadeh (2011), Druker (1985), Shine (1994), Postigo (2002), Khanaka (2003) and Baron and Shane (2008).

Abstract: The aim of this study was suggestion of casual model of Student's Study Approaches, their Evaluation of Teaching and their Academic Gains. Statistical population of this study involved all of Shiraz university students in the year of 2010-2011. By Cluster sampling method, 430 students were selected. Three questionnaires were used: Student's Study Approaches (Symons, 2009), Evaluation of Teaching Effectiveness (Mc Cormic, 2008) and Measures of learning (Bishop, 2010) which were distributed and collected after calculation of validity and reliability. Data analyzed by Path Analysis and Multivariable Regression. The results showed: 1) Student's Study Deep, Surface and Strategic Approaches were a positive significant anticipant of their Academic Gains 2) Student's Study Deep, Surface and Strategic Approaches were a significant positive anticipant of Organizing, Planning, Communication, Professor_ Student Interaction variables, and they were significant negative anticipant of Paperwork’s, Exams and Scoring variables. 3) Student's Study Deep, surface and strategic Approaches were a significant positive anticipant of their Academic Gains and quality of their attempts also. 4) Control of Exogenous variables showed that Paperwork’s, Exams, Scoring and Advanced Educational Methods variables were a significant anticipant of learning variables directly, whereas Organizing, Planning, Communication, Professor_ Student Interaction variables were not a significant anticipant of learning variables directly.