درخت حوزه‌های تخصصی

Purpose: The aim of this study was to investigate the position of ethnicity in formal and hidden curricula of the new secondary education system. Methodology: The present research method was qualitative analysis of content analysis which consisted of two parts. The first part of the research included documentary analysis and content analysis. The statistical population included 51 books in the field of humanities in the second secondary school. The research sampling method was purposeful sampling and the research sample included 6 volumes of history and sociology books of the second secondary school. The content analysis unit consisted of text, images, and textbook activities. To evaluate the content validity was used experts' opinion about the degree of coordination of the content of the measurement tool and the purpose of the research. On the other hand, in order to ensure its reliability, Scott method was used. Based on the obtained reliability coefficient (79) it was quite stable. In the second part of the research, the research method was qualitative and ethnographic, and various tools such as student journals, photographs, semi-structured and informal interviews and observation were used to collect research data. To analyze the data in this section, qualitative content analysis was used by Smith method. Finally, to ensure the accuracy of the findings in this section, Triangulation method and re-referral of data to participants were used. Findings: The findings of the research in the first part showed that only 4% of the three sections of the content from the reviewed books paid attention to the 22 desirable components of ethnicity. Also in data analysis based on Smith method in the second part of the research, various themes including ethnicity neglect, teachers 'ignorance, different teachers' expectations, ethnicity as a cause of discrimination and the consequences of ethnic discrimination appeared. Each of them contained several sub-themes. Conclusion: Based on the findings, it can be acknowledged that the place of ethnicity in the formal and hidden curricula of the new secondary school system has been largely neglected. Therefore, due to the multiplicity of Iranian society, it is suggested that the curriculums of the secondary schools be completely revised to cover the necessary components for multicultural education and ethnic diversity in Iran.

Purpose: Increasing improvement in the field of computer sciences, appearance and development of information networks, especially internet, facilities and new ways are provided for the programmers and executives of training plans. The purpose of present research is planning and validation of curriculum model of medium period technological competence. Methodology: This research has mixed strategy. To answer these questions, the research was done in four phases. The first phase was done with qualitative approach and other phases with quantitative approach. Handling this research in the first phase, interview, search and investigation was used for data collection. After doing interviews with 12 persons of elites and using the articles of related researches, obtaining data were collected and the questionnaire including 76 questions in 6 main effective indices on curriculum model of medium period technological competence was planned. In the next step of this questionnaire, it was distributed among some elites of managers and assistants of electronic training schools to determine efficiency amount of each noted factors in the questionnaire on curriculum of medium period technological competence and based on their idea using confirmed element analysis method was designed for medium period technological competence. Finding: Obtained findings indicated that 6 indices with 15 components make the status of network substructure with two access components to network and network quality, relation tool and collaboration with two components of concurrent and in-concurrent relationships, non-technical competences and technical skills with three components of knowledge, skill and attitude, strategies of simplicity training with three components of patterning and cooperation, management and supervision, training strategies for increasing trust with three components of trust, honesty and appreciation and management with two components of time management and support for curriculum model of medium period technological competence. In addition, confirmed element analysis of obtaining components indicated that there is acceptable curriculum model of medium period technological competence with data. The most element load was related to management (0.964) and the least one related to network substructure (0.579). Conclusion: Due to obtaining findings, we can conclude that based on the idea of experts, hardware factors such as substructure of communication networks and internet and technical skills along with software and human factors such as management play the role in designing curriculum of medium period technological competence.