فائزه ناطقی

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 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.

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.

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 experts 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.