لطف الله عباسی سروک

Purpose: Considering the importance of curriculum for different classes, especially for multi-grade classes, the present research was conducted with the aim of validating and presenting the curriculum pattern of multi-grade classes of elementary school. Methodology: This study in terms of purpose was applied and in terms of implementation method was mixed. The population of the qualitative part of the current research was the documents related to the research field in scientific databases of internal (1391-1402) and external (2013-2023), which numbers of 27 document were selected as a sample with using the purposive sampling method. The population of the quantitative part of the current research was the experts familiar with the field of research, which numbers of 25 expert were selected as a sample with using the purposive sampling method. The research tool in the qualitative part was taking notes from the documents and in the quantitative part was answering about the validity of the designed pattern with the criteria of adaptability, comprehensibility, research process evaluation, generalizability, theory evaluation and control. The data of the qualitative part to present the curriculum pattern of multi-grade classes of elementary school were analyzed with the meta-synthesis method in MAXQDA version software, and the data of the quantitative part to validating the mentioned pattern were analyzed with the one sample t-test in SPSS version 23 software. Findings: The findings showed that the curriculum pattern of multi-grade classes of elementary school had 157 indicators in 28 components and 10 dimensions including the logic, purpose, content, learning methods, teacher, materials and resources, student, time, place and evaluation methods, which based on it, the pattern of dimensions and components of curriculum of multi-grade classes of elementary school were drawn. Other findings showed that the curriculum pattern of multi-grade classes of elementary school was valid based on the criteria of adaptability, comprehensibility, research process evaluation, generalizability, theory evaluation and control. Conclusion: The designed curriculum pattern of multi-grade classes of elementary school in the present research can help experts and planners in improving the curriculum status of multi-grade classes.

Purpose: The purpose of the present study was to provide a model of happiness for students of primary schools in Tehran. Methodology: In terms of the basic purpose, the present study was exploratory mixed (qualitative-quantitative) in terms of the nature and type of study. The statistical population of the current study included all specialists in the field of happiness, such as psychologists and sociologists, educational sciences, and quantitatively, all managers, educational assistants, and sports teachers in Tehran, which included (220 men and 280 women). Therefore, in the qualitative dimension, the sample size of the research was 16 experts in this field, and in the quantitative dimension, 334 people (144 men, 190 women) were selected using the cluster random sampling method. The measurement tool of the current research is a semi-structured interview form in the qualitative dimension, which was developed using open coding and axial coding. The formation of the said form was finalized with the help of interviews and Delphi technique from experts through selective coding. The validity and validity of this matter was confirmed with the help of experts. The research tool in the quantitative dimension was a 121-question questionnaire, which was compiled by transforming the saturated interview form by experts and by giving weight to the indicators. The reliability of the questionnaire was calculated through Cronbach's alpha and was equal to 0.958. Its validity was obtained with the help of content and confirmatory validity, which was relatively high. The research data were analyzed through the coding process based on the systematic design of the theory derived from the data of Strauss, Corbin (1998). Findings: The method of data analysis in the qualitative dimension including the open coding method, axial coding was done, and after the theoretical saturation of the experts, the model of happiness based on 3 dimensions, 11 components and 121 indicators was finalized. In the quantitative dimension, it was confirmed with the help of factor analysis test, which consisted of 3 dimensions, 11 components and the final model of the happiness pattern was confirmed. Conclusion: Based on the findings, the final model of the dimensions of the happiness model includes, in order, family (parental relations, education, economy), school (teacher, principal, classmates, employees) and environment (culture governing the society, security, rules and regulations, media ha) is.