فصلنامه مطالعات برنامه درسی
پیاپی 30 (پاییز 1392)

The main aim of Job Analysis in field of human resource management and development is to increase productivity level. Likewise, Curriculum Field encompasses a range of different jobs that the most important one is curriculum profession. The purpose of this paper is to analyze and characterize occupational identity of curriculum specialists. The two main questions in the study are: what is the job profile of curriculum specialist? And what are the job requirements for a curriculum specialist? The approach to this study is qualitative and research method is deliberative. The purposive sampling is adopted, thus the data has been collected from twenty experts in the field of curriculum studies (n = 20). Thematic content analysis was used for analyzing and categorizing data. The results show: the profession of curriculum specialist has job-specific characteristics, the clear scope, specified functions and roles and labor requirements. Curriculum specialist has variety of skills, specific responsibilities, basic tasks, self-directed and feedback functions. Therefore, Curriculum Specialist job needs job requirements; special qualifications, skills, experience; professional training; scientific knowledge; and specific responsibilities.

This study aims to examine the concept of learning to live together in Iran's national curriculum for primary schools and determining the extent to which school's curriculum is emphasized on this concept with particular reference to peace and multicultural education as two important components of learning to live together framework. Using content analysis as a platform for data collection, however, textbooks were analyzed based on nine conceptual elements which could cover all dimensions of peace education and multicultural education. Purposefully we focused on three textbooks in grades 4 and 5 which seemed to be the most relevant subjects to the research field of study. These consisted of reading and writing, civic education and religious studies. In order to examine the extent to which textbooks are emphasizing learning to live together, both quantitative and qualitative measures were applied. The findings revealed although Iran has been privileged as a multicultural country but due to its highly centralized educational system ruled by hardliners the textbooks are not paying attention to cultural diversification of the country importantly while they have highlighted the country' formal religion, attractiveness of its environment and different climates. Additionally although, the textbooks have emphasized on courageousness and self-sacrifice for the nation but encouraging peaceful solutions for conflicts and disagreements has not been emphasized as it is expected.

Artistic works have bilateral characteristics in themselves. One is the aesthetic feature according to what we see in their appearance and the other one is the conceptual meaning which is hidden in them. Rugs and carpets have special world in themselves too. The writer believes that Rugs have a kind of learning possibilities for children and educational systems. In fact, the main aim of this essay is to put emphasize on potential characteristics of rugs and carpets for children learning. Kid’s rug is a new category to the economic world today specially according to its design and color in comparison with painting. Maybe it is common among people to be indifferent toward the subjects of daily life. But, with closer looking we can understand that space with whole dimension put a great influence on every human, in considering it such as direct, daily, objective and tangible device. The method of this study is documents analysis. The researcher didn’t find any first-hand books or essays on this matter. But, we have a few books about children painting in Iran. Though, by surfing internet it will be possible to find just some pictorial references. Having educative view on carpets, floor covering in compellation of kid’s growth is considers as the aim of this writing. For achieving this purpose, we need to imagine the relations of kid’s world dream against space such as design on carpets and the scene of kid’s painting.

Teaching Arts in Iran’s education system fall indirectily within the ambit of elementary level without any particular textbooks. The art subject-matter starts comprehensively from the first year of junior high school through providing students with textbboks. But it seems that the content of these books doesn’t have a highly desirable quality and fails to meet the students’ needs at that level. In this paper the researchers made a comparison among the contents of three Art textbooks from 1350 up to 1390, which have been presented for first-graders at guidance level. The study has come to the conclusion that the last modifications to the given textbooks in 1366, resulting in the publication of current art textbooks, not only failed to improve the quality of the contents but also fell into decline and needed to be revised. A descriptive-analytic approach and library-based data-gathering were the research methods used in the present study. The study firstly dealt with the content analysis of Art textbooks before the Islamic revolution and the two eras before and after 1366 and then spotted the differences between them.

Curriculum leadership as a culture is a cooperative and sharing task. Curriculum scholars believe that the quality of this culture promises the effectiveness of school. One of the important consequences of this culture is teacher's professionalism neglected by the educational researchers specifically in Iran. The purpose of this study is to investigate the role of quality of curriculum leadership culture in teacher's professionalism in elementary schools of Tehran. Using cluster sampling method, a representative sample (260 teachers) was selected from five educational districts in Tehran. Selected teachers responded to the questionnaires of curriculum leadership culture (Adams, 2007) and teacher's professionalism (McMahon, 2007; Geist, 2002). Data was analyzed by using Pearson correlation coefficient and standard multiple regression. Results showed that the quality of curriculum leadership culture has more relation with teacher's professionalism in teaching than teacher's professionalism in non-teaching works. Also, the results of regression showed that prediction of the dimensions of curriculum leadership culture (the quality of school-based leadership, quality of curricular elements, and quality of curriculum decision-making) from teacher's professionalism in teaching is significantly more than professionalism in non-teaching works. Generally, the research findings indicate the important role of the quality of curriculum leadership culture in teacher's professionalism, particularly, in professionalism in teaching. This study presents suggestions for policy makers, administrators, teachers, and future researchers.

This study scrutinizes the curriculum for pre-service teacher education at the elementary level from the perspective of art and aesthetics competencies included in the program. In order to identify the inadequacies in teachers’ competencies, the researchers relied on the five annual evaluation reports which investigated the experiences of teachers involved in the field testing of the new art curriculum. This information, then, became the basis for evaluating the existing courses in the program to determine the extent to which they are responsive to the required competencies by teachers. Consequently, certain recommendations are given as to how the curriculum should be adapted to achieve the ends sought.

The purpose of this paper is to critique fifth grade textbook of science education in primary schools of Iran from viewpoint of Imre Lakatos. Primarily, we studied viewpoint of Lakatos and then extracted his view about science nature, nature of scientific methodologies and history of science. In the second step, we examined and criticized science education in the 5th textbook at primary level with post-positivistic criteria by use of content analysis method. Our findings indicate that science education in this textbook is in a positivistic style. It emphasizes mainly on induction; verifiability and fixe nature of science and it ignores history of science and connection between science and metaphysics. Otherwise, in the viewpoint of Lakatos, education ought to connect science to metaphysics and values. Science should be educated in historical context and stress the influence of scientist's social condition on scientific theories. Science education should notice tentative nature of science too.