مجله پژوهش های برنامه درسی
سال چهارم شماره 1 (پیاپی 7، بهار و تابستان 1393)

The main point of this paper is to investigate the paradigmatic struggles in curriculum and analysis of Pinar claim that paradigm shift has occurred. After the introduction, paradigmatic conflicts in curriculum are described to determine their relationships to the claim of a paradigm shift and to provide ground for disputing this claim. In this area there are three positions. a) the view that supports the curriculum paradigm, b) the view that believes there is no paradigm of curriculum or accepts a particular conception, c) the conservative view about the presence or absence of curriculum paradigm. Then Pinar perspectives about paradigm shift in curriculum is presented and in addition to the introducing efforts by Pinar and some reconceptualists demonstrate the paradigm shift, their arguments have been criticized. Pinar and reconceptualists efforts are: referring to the history of science to prove a paradigm shift from the perspective of Thomas Kuhn; introducing the traditionalism as a paradigm that has been marginalized; and production of written works specially Curriculum Theorizing. The reflection on efforts have led to the conclusion that for various reasons reconceptualization of curriculum cannot be an example of a paradigm shift in the sense of Thomas Kuhn. Finally from other perspectives reconceptualization of curriculum is viewed and its nature is presented.

The aim of this study is to investigate effect of cooperative learning on school connectedness among high school students. The method of this study is quasi-experimental with pretest- posttest and control group. For this reason 135 student were selected using cluster sampling method among high school students at Najaf Abab schools. Betty, Bery and Watt questionnaire were used to measure school connectedness. The validity of this instrument was confirmed by proficient s and for measuring reliability Alpha Method was used. Data was analyzed by Ancova. The results indicate that using cooperative learning in experimental group influences school connectedness in compression with traditional classroom.

The purpose of this study was an assessment of undergraduate management diciplinaries (commercial & industrial) experience curriculum content congruence with islamic manager standards. This research was instrument development sequential exploratory mixed method. Statistical population was consists of all faculties and bachelor course students of Shiraz University's commercial and industrial management in 91-92 academic year. In QUAL, selected 25 facilties using by saturation sampling as key experts then Islamic manager standards were confirmed after structured interview. In QUAN, firstly this standards shared to 30 faculties to determine how much commercial and industrial management experienced curriculum must be develop Islamic manager standards in students. Mode of their answers was considered as desired level. Then 119 students were selected with total number sampling method and questionnaires were distributed them. The resulted showed: commercial and industrial management experienced curriculum content congruence with islamic manager standards were less than desired level of faculties view point and there are not significant different between commercial and industrial management experienced curriculum content congruence with islamic manager standards.

The purpose of this study was to explain, describe and interpret lived experiences of students. The method of research was phenomenological research. Participants of the study were male and female selected from high school students in sabzevar based on purposive homogenous sampling. Data collection instruments, included semi-structured interviews, drawings, diaries, It should be mentioned that the interviewees were interviewed one at a time and they were coded. After interviewing 14 participants, the research reached saturation and he felt confident that additional data didnt develop, but for dependability purposes 22 subjects were interviewed. For both levels triangulation and construct validity were taken into account and for increasing reliability the interviews were conducted, in an appropriate environment, with pre prepared plans. The suitable conditions of the interviews were carefully considered and all interviews were conducted without any bias. The findings of the current study revealed that before the children went to school they sometimes had positive attitudes toward schools and these positive attitudes were mainly resulted from the fact that by going to school they become educated and can live with their friends. But they sometimes developed negative attitudes and the cause of these negative attitudes was that they were afraid of going to school. Also, it should be mentioned that students at times had ambiguous and unclear mental images toward schools. The lived experiences of students indicated that they, now days, consider schools as a strict discipline place. Moreover, schools are seen as a place where teachers teach too much stuff and content, that are impractical, mechanically. From the student's viewpoints, schools are places where students can live freely, flexibly, and happily. They also should be valued highly.

The purpose of this study was comparing two methods of teaching: synectisc, lecturing in developing students’ creativity in the art class. In this study 50 students were selected randomly from the students of primary schools of Aliabad city in 1388-1389; the selected students were divided into two groups consisting of 25 students: students control and experimental group. The method of research was based experimental type (pre - test and post – test) with control and experiment groups. To measure the creativity, the photographic creativity test was applied. For analyzing the data the T. test and SPSS software, was used. The results of this research indicate that the average of creativity scores of students who were taught with synectisc methods were different from those of students were taught with lecturing method.

The purpose of this article is compare self regulated learning and achievement of students of tradition and smart school and compare relationship between two variables. 400 primery students selected with Hierarchical clusterfrom 5 district of Isfahancitys education and answerd to questionare of self regulated learning Miller and et (1996). Methods Compared-cause results showed that there is not different between tradition and smart school in achievement but self regulated of smart schools students is more than traditions schools students. Also the relationship between self regulated learning and achievement of smart schools students is more than tradition schools students. So self regulated learning can improve achievement that smart schools were success in this field.