درخت حوزه‌های تخصصی

Purpose: The objective of the present study was to validate a model for a multicultural curriculum based on Foucault's view at the 2nd stage of secondary school. Methodology: This study was applied, descriptive survey. The statistical population of this study included 11,024 teachers (5,692 men and 5,332 women) at the 2nd stage of secondary schools in Semnan Province. The research sample included 360 second stage of secondary schools teachers who were selected by multi-stage relative cluster sampling and Cochran's formula. The data collection tool is a researcher-made questionnaire of a multicultural curriculum based on Foucault's view with 70 questions and 4 dimensions of "goal, content, teaching-learning strategies and evaluation" and each dimension has three components of "knowledge, attitude and skill" on a five-point Likert scale. In order to confirm the validity of the questionnaires, content validity was used and composite reliability (CR) was used for the reliability of the questionnaires, which was suitable and acceptable. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and structural equations modeling were used for data analysis by SPSS21 and PLS. Findings: The study results showed that the components of goal, content, teaching method and evaluation affected explaining a model for a multicultural curriculum based on Foucault's view. Conclusion: According to the study results, the model had a good fit.

Purpose: Educational environments are a place for the development of science, advancement of educational goals and cultural transfer. As a result, the aim of this study was presenting the pattern of school administrators’ interaction with educated new teachers of Farhangian University based on the anthropological of Islamic education. Methodology: This research in terms of purpose was applied and in terms of implementation method was qualitative. The statistical population of this research was managers and professors familiar with the field of research in Farhangian Universities of Razavi Khorasan province in 2021 year. In this study, the samples according to the principle of theoretical saturation were included 8 people who were selected based on the inclusion criteria and with using the purposive sampling method. Data collection tools were included demographic information form and semi-structured interview with managers and professors, which whose validity was confirmed by triangulation method and its reliability was calculated by agreement coefficient method between two coders 0.86. Also, to analyze the data were used from thematic analysis method. Findings: The findings of the present research showed that for the pattern of school administrators’ interaction with educated new teachers of Farhangian University based on the anthropological of Islamic education were identified 42 sub themes in 11 main themes. The identified main themes in this research were included the principal's respect to new teachers, principle of human respect, principle of dialogue, principle of tolerance and leniency, principle of altruism, principle of piety, principle of moderate rationality, principle of accepting intellectual and religious differences, management skills, interpersonal skills and communication skills. Finally, the pattern of the main themes of the school administrators’ interaction with educated new teachers of Farhangian University based on the anthropological of Islamic education was designed. Conclusion: According to the results of this study, in order to improve the school administrators’ interaction with educated new teachers of Farhangian University based on the anthropological of Islamic education can provide the ground for the realization of the identified sub and main themes for it.

Purpose: Media literacy plays an important role in teaching and learning curriculum. Therefore, the purpose of the present research was to design and validate the media literacy education model in secondary school. Methodology: This was an applied study in terms of purpose and qualitative in terms of implementation method. The study population for designing the media literacy education model was the specialized council of the thinking and media literacy book department of the country (n=18 people) who were selected by census sampling method. Also, the study population for the validation of the media literacy education model was professors and researchers in the field of communication, Education Department experts and experienced teachers in the field of media literacy, 20 of whom were selected as a sample using the purposeful sampling method. The data collection tool was in-depth interviews in the model design section and calculation the agreement rate in the model validation section. Data analysis was carried out by coding method in MAXQDA ver.10. Findings: The results showed that the model of media literacy education in secondary school consisted of 40 components in 7 categories of media message creation techniques, media unknowns, audience studies, media and lifestyle, media consumption regime, harm of media literacy education and opportunity of media literacy. Also, the model of media literacy education in secondary school had an acceptable validity after calculating content validity ratio (CVR) (0.88) and content validity index (CVI) (0.91) based on the opinion of professors and researchers in the field of communication, Education Department experts and experienced teachers in the field of media literacy. Conclusion: Based on the results of the current research, it seems necessary to plan for the inclusion of media literacy education in secondary school curriculum through the identified components and categories.