فائزه ناطقی

The purpose of this study was to design and validate the environmental curriculum framework based on the upstream documents in the middle school, which was carried out using a qualitative-quantitative method with exploratory design in two sections. The research population in the first section of the research was upstream documents. The sampling method from this population was criterion-based. The data collection tool comprised a checklist and taking notes whose validity was assessed and approved by experts, masters, and professors. The output of this section was the environmental curriculum framework in the format of four elements of the curriculum (purpose, content, method, evaluation), which was used to validate the 42-item questionnaire. The validity of the questionnaire approved from the experts' point of view and reliability by Cronbach's alpha coefficient. The statistical population of the study in the validation section comprised 2259 people of the experts and masters of the social sciences, experimental sciences, and Farsi literature from six districts of education in Isfahan in the academic year of 2018-19, of which, 329 people were selected by categorized relative random sampling. The data obtained from this section were analyzed using confirmatory factor analysis method using Lisrel software. The results showed that the fitness was appropriate for the proposed model based on the indexes (X2/df=1.947), (GFI = 0.95), (AGFI = 0.90), (RMR = 0.81).

Purpose: The present study aims at analyzing the content of work and technology curriculum in the junior high school. Methodology: A qualitative and applied research method was used, which was performed based on the content analysis. The statistical population consisted of work and technology curricula of the junior high school in the academic year 2019-2020, which were examined without sampling. The data collection tool was a triple list designed based on the goals of economic-professional education set out in the fundamental reform document of education. The collected data were analyzed using Shannon entropy software. Findings: In this software, the frequency of each data unit was identified, its indices of descriptive statistics were extracted and the importance coefficients of each of them were reported. The data in this study was in the form of themes, photos and learning activities. Therefore, data analysis was performed by using descriptive statistics indicators and their quantitative analysis. The results showed that the rate of emphasis on economic-professional education in work and technology curricula in each of its eight goals was as follows: understanding professional skills 0.99, professional ethics 0.066, entrepreneurship 0.053, avoiding unemployment 0.052, observance of productivity 0.040, commitment to ethics and values 0.039, wealth development 0.038, business laws 0.032, economic justice 0. Conclusion: The content analysis of the work and technology curricula of the first year of high school showed that the understanding of professional skills in the seventh grade was 46.6%, in the eighth grade was 75.4% and in the ninth grade was 61.5%

Purpose: The purpose of this study was to investigate the storytelling and storytelling curriculum in preschool and presenting a favorable role model. Methodology: This study was a descriptive survey. The research method was mixed method. Due to the exploratory nature of the research and the way in which the data were collected and arranged, (firstly qualitatively and then quantitatively) this research has been classified into successive exploration plans. The qualitative part uses the documentary method and the quantitative part uses the descriptive survey method. The statistical environment of the study consisted of all books, articles, theses, and printed and electronic texts related to the subject. Structured interviews were used to collect data and purposeful sampling was used. Findings: The results of content analysis in qualitative part including open coding and axial coding showed that ratings of storytelling and storytelling components in preschool curriculum were from the strongest to the weakest, respectively: cognitive goals, attitude goals, skill goals, Evaluation, content, teaching and learning methods. The results of t-test showed that the mean of obtained sample (3.70) was higher than the mean of community (3) Conclusion: The results showed that storytelling and storytelling can have a significant role in the curriculum and motivate students to be more motivated and motivated to study formal and higher education. He should have a positive and positive impression of school and school.

One of the most important basic human issues is the education, which has always been considered by many thinkers. The issue of education has gone a long way from the past to the present; so that in the contemporary world, it has entered new realms with the emergence of new schools such as pragmatism and postmodernism. One of the most important of these arenas is the emergence of critical thinking in the field of education. Critical education is a theory in the field of education that emphasizes the development of critical thinking and knowledge of students, and the curriculum elements are designed in such a way that critical knowledge of political, cultural, economic and social developed in it. Thinkers such as Paulo Freire , Henry Giroux, Michael Apple, Jurgen-Habermas and Peter McLaren, who plotted and made their point of view. The present research sought to determine the main elements of the curriculum of critical education based on the views of theorists on this field. Identifying the philosophical and social foundations and determining the main elements of the curriculum, such as the role of school, teacher, student, and evaluation, finding teaching methods and curriculum content in critical education, emphasizing the notion of prominent scholars of this field were among the goals of this research. First, the critical theory of the Frankfurt School and then the foundations and elements of the curriculum in postmodernism and critical education were examined and then the views and ideas of the major theorists of this field were analyzed. The findings of this research made it clear that prominent scholars of this field followed humanists in their philosophical and psychological foundations and to achieve their educational goals, which were critical awareness, propose a problem and in this case, dialogue played an essential role.

Purpose: The purpose of this study is to compare and investigate the differences existing in the attitudes of one of the most influential philosophical schools, Rorty's new-pragmatic, and the associated Western pragmatism, especially the educational system of the United States, with the Islamic educational philosophy. Methodology: This is a qualitative research study in which the internet and library resources have been used. The finding of this study indicated that the tenet of new-pragmatic is to propose factual issues beyond time and ignoring objectivity. Findings: Given that, new-pragmatism made use of some principles based on which it could bridging the gap of relativism. However, it is unable to explain the identity of an individual in a comprehensive educational philosophy. Consequently, new- pragmatism proposes the design of modern language which is an idealistic one and since it is a futuristic model, it cannot be the basis for educational philosophy which needs a practical model. Sequentially, it should be noted that in the studies which are conducted on the current educational philosophy practiced in Iran, many of the new alternatives are provided are not without failures. Discussion: That said, no new educational philosophy should be used in Iranian context without doing research and comparing it with the Islamic philosophy which pays the utmost attention to the human spirituality for many years even if the founders of such schools of philosophy have global reputation and be among the most influential philosophers.

Purpose: The present study aimed to analyze the content of new primary school Farsi writing books in Iran considering the components of social competence. Methodology: The research method is a combination of descriptive survey and quantitative and qualitative content analysis. The statistical population of the research included 150 experts of Educational Sciences and the content of six course books of Farsi writing books of the primary school. Therefore, sampling method in this study was census method. The data collection tools in a study were a questionnaire and data record checklist. The validity of the tools was evaluated and confirmed by referring to the experts and correlation test was used to test the validity of questionnaire tools and determination coefficient was used in order to assess the validity of the data record checklist. The correlation coefficient was calculated as 0.82 and determination coefficient was calculated as 0.78 showing high reliability for the research tools. Findings: In this investigation, one main question and five detailed questions were asked. In the answer to the first detailed question, a component of skills the familiarity with which is the need of primary school students was determined by asking the experts and the factor analysis. Based on four skills by Felner and the affirmed components for primary school students and content of books, the rest of the questions were analyzed and the results of the analysis were studied with the help of frequency descriptive statistics and percentage. The results of response to the first question of research showed that 30.87% of the content of primary school Farsi writing textbooks in Iran has discussed social competence component that is a relatively good deal. But the disadvantage of the imbalance is for the emphasis on four skills of social competence that exists in all textbooks. Discussion: The entire content of the books more emphasizes on cognitive skills and less emphasis is on the emotional skills.

Purpose: The objective of the present study was to validate the evaluation model of the quality of combined education in higher education based on the CIPP evaluation approach. Methodology: The present study was applied in terms of objective, and cross-sectional in terms of method and data collection. The statistical population included students of the Islamic Azad University of Tehran in 2020 and 140 students participated in this study by power analysis sampling method. A researcher-made questionnaire on a 5-point Likert scale including 9 main categories, 20 sub-categories and 83 items was used for data collection. Convergent validity, divergent validity and Heterotrait-Monotrait Ratio (HTMT) were used to validate the questionnaire and a value greater than 0.7 was obtained from all categories. The reliability of the questionnaire was investigated using Cronbach's alpha, composite reliability and Rho coefficient and calculated greater than 0.7 in all categories. Also, the total Cronbach's alpha of the questionnaire was 0.891. In order to investigate the conceptual model of the research, the partial least squares and Smart PLS software version 2 have been used. Findings: The results showed that the use of appropriate evaluation methods leads to students' increasing knowledge and skills. Finally, this growth will lead to satisfaction with the quality of education, practicality and field of study. Conclusion: According to the study results, it was found that the appropriate selection of managers by increasing the capability and utility of their role will pave the way for appropriate methods of evaluation.

Purpose : The aim of this study was to design and validate an extracurricular curriculum model in junior high school with a social harm prevention approach. Methodology : In this study, the methods of qualitative content analysis, documentary method and descriptive-inferential method were used. The samples for data collection were 20 experts in the field of education and 10 sources related to extracurricular activities in education who were selected by non-probability sampling method of snowball or chain. Data collection techniques were semi-structured individual interviews with extracurricular curriculum specialists and qualitative analysis of texts. The data obtained from the interviews were analytically coded and analyzed using SPSS software. Findings : The findings of this study identified the characteristics of extracurricular curriculum elements with social harm prevention approach for purpose, content, teaching learning strategies and evaluation, respectively, and the initial model of extracurricular curriculum with harm prevention approach. The model was approved after validation by exprts and experts and the implementation of adjustments. The results of this research can be used in the design of extracurricular curriculum in junior high school. Conclusion : According to the research findings, students who participate in extracurricular activities have more social adjustment.

This study aimed at evaluating the elements of electronic curricula in the Humanities Department of Islamic Azad University. The statistical population of this descriptive survey consisted of all students (4515) and professors (287) of electronic learning of Islamic Azad University. Sample of the study included 354 students and 164 professors who were selected using stratified sampling method with Cochran formula. The research instrument was two researcher-made questionnaires consisting of 59 items based on 5-Likert scale for teachers and students, whose validity and reliability were confirmed. Results showed that, in general, respondents evaluated the current state of the elements of goals, contents, and learning activities better than other elements, while, to them, there was a gap between the current and desirable states of the elements of the curricula. This gap is particularly visible in some elements such as learning materials and grouping.