درخت حوزه‌های تخصصی

Teaching media literacy to students pursues several goals, including creating creative, critical, and scrutinizing thinking about the media content and performance, as well as recognizing the visual forms of communication using it, along with other reading, writing, speaking, and listening skills. This research aimed to design a curriculum model for media literacy in the second grade of elementary school and to validate it. The research method was qualitative-quantitative and it was applied in terms of purpose. In the qualitative part, the media literacy curriculum model was identified using the synthesis research method based on the analogical model and the Klein model. Then, in order to validate the mentioned components, the obtained information was provided to experts in the field of curriculum planning and media and information management. The scope of the research was in the range of 2006 to 2021 for domestic documents and in the range of 2005 to 2021 for foreign documents. The statistical population in line with the model validation was experts in curriculum planning and media and information management. In order to validate the entire research, the statistical sample consisted of two groups of 10 experts in the field of curriculum planning and media and information management, who were selected based on the minimum number required to evaluate content validity. The data collection method in the validation stage was researcher-made questionnaires. Lawshe’s Content Validity Ratio (CVR) was used to measure the content validity. Results showed that the goals of the media literacy curriculum in the second grade of elementary school include two kind of goals: general goals (achieving Iranian-Islamic media culture) and partial goals (empowering students and teachers). The content of the media literacy curriculum in the second grade of elementary school included functional consumption education, critical consumption education, functional production-consumption education, and critical production-consumption education. The learning-teaching strategies used were presented in two sections: teacher’s activities (teaching method) and students’ activities, and the evaluation element was defined in three levels: students, teachers, and curriculum and educational content. Also, the results showed that the grouping in the media literacy program in the second grade of elementary school should be based on the individual and socioemotional characteristics of the students. The required resources and facilities were continuous improvement of the media literacy curriculum for the second grade of elementary school, compilation of the media literacy textbook for the second grade of elementary school, provision of educational facilities and media training assistance for second grade of elementary school students, and development of research in the field of media education. In choosing the time and place in the media literacy program, time and place flexibility in the presentation of teaching content was emphasized. Based on the results of this research, the suggested model of the media literacy curriculum of the second grade of elementary school can be used and implemented in the education system.

Purpose: Strategic decision-making plays an important role in organizational functions and its effectiveness. As a result, the aim of this study was to identifying and analyzing the dimensions and components of strategic decision-making for the managers of education regions. Methodology: This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population were experts in the field of educational management and human resources management and managers of educational regions of Tehran city in 2021 year, which according to the principle of theoretical saturation number of 14 people of them were selected as a sample with using the purposeful sampling method. The research tool was a semi-structured interview that lasted 75 to 120 minutes, and their validity was confirmed by the triangulation method and their reliability was obtained by the agreement coefficient method between two coders 0.88. The data were analyzed by methods of thematic analysis and DIMTEL technique. Findings: The findings of the qualitative part showed that strategic decision-making for managers of education regions has 98 indicators, 23 components and 10 dimensions were include moral intelligence, individual skills, knowledge of organizational processes, cultural and value skills, knowledge of financial resources, power of change and transformation, knowledge and technology management, human resource management, intelligent planning and training. Also, the findings of the quantitative part showed that the dimensions of human resource management, intelligent planning, cultural and value skills, knowledge of financial resources, knowledge and technology management and training had more effective and the dimensions of knowledge of organizational processes, moral intelligence, individual skills and power of change and transformation had more influence. Conclusion: The findings of this study have practical implications for specialists and planners of educational systems, especially in the education system, and they based on the results of the present study, can take an effective step towards strategic decision-making.

Purpose: The current research was conducted with the aim of designing the national identity curriculum model for the second elementary school. Methodology: According to the nature and scope of the research, various qualitative methods were used to achieve the research objectives, which include: a) grounded theory, to design the national identity curriculum model in the elementary school; b) Thematic analysis method to determine the characteristics of elements of national identity in primary school textbooks to achieve the curriculum model of national identity. In part A, the community was studied by experts in the field of national identity, including experts in social sciences and educational sciences and upper education documents. The method of gathering information from experts was through semi-structured interviews with 36 teachers and experts. Also, the interviews were conducted based on the grounded theory in three stages of open, central, and selective coding, and the obtained concepts were classified into categories and subcategories. Findings: National identity curriculum model was presented in two dimensions of why and the necessity of national identity curriculum and how national identity curriculum in the form of a conceptual model, including the necessity and need (needs assessment), goals (general goal and partial goals), content (principles of content organization, content selection), teaching methods, learning, teacher's role, and evaluation methods. Conclusion: Among the features of this model, we can refer to being native, attention to individual, social, ethnic and national characteristics, being scientific, simplicity, originality, educational outlook and active approach in teaching and learning.

Women have always been of cultural relevance as one of the most important elements of the society. The central role of women in cultural development has caused significant increase in the attention to these areas in recent years. The main aim of this research has been to interpret the women's status in cultural development and improvement. For this purpose, first based on theoretical principles and the literature available in this regard, the initial conceptual model was prepared. Then, based on the opinions of the statistical population of the research, as experts specialized in culture, interpretation of the indices of this model has been done. The sampling method in this research has been cluster, with the sample size determined as 384 using Morgan table. In this research, for measuring the research indices, questionnaire has been used. The reliability of this questionnaire was confirmed through Cronbach alpha coefficient, and its validity via construct validity method. The results of this research led to identification of the major indicators and components affecting the women's status in cultural development and improvement.

Purpose: School revitalization plays an important role in students' academic performance. Therefore, the purpose of the present research was to present an integrated curriculum model in order to revitalize elementary schools. Methodology: The present study was applied in terms of purpose and descriptive survey in terms of methodology. The research population included the professors, experts of the Education Department of Tehran province, and the sample size was determined 289 people using the Cochran formula. Participants were selected using stratified random sampling method according to their job position. The data collection tool included a researcher-made questionnaire of an integrated curriculum aimed at revitalizing elementary schools, whose content validity was confirmed by the opinion of experts and its reliability was obtained 0.83using Cronbach's alpha method. Data analysis was carried out using exploratory factor analysis and structural equation modeling methods in SPSS and AMOS software. Findings: The results showed that the integrated curriculum model for revitalizing elementary schools consisted of 68 design items, i.e. goal (8 items) content (9 items), content organization (5 items), characteristics of learning activities (5 items), learning activity strategy (5 items), and evaluation (8 items), of which only the factor loading of 40 items was higher than 0.40. Also, the integrated curriculum model for revitalizing elementary schools had a good fit and the integrated curriculum for revitalizing elementary schools had a significant effect on all six components of goal, content, content organization, characteristics of learning activities, strategies of learning activities and evaluation (P<0.05). Conclusion: According to the results of this research, an effective step can be taken to revitalize elementary schools through the items of each of the six components of the integrated curriculum, including the goal, content, content organization, characteristics of learning activities, strategies of learning activities and evaluation.