Curriculum

This study considers the enhancement of socio-cultural competence of EFL students by means of extra-curricular activities. In this study, both control and experimental groups included 80 language learners (each group 40). The control group was given the questionnaires, pre- and post-tests along with the experimental group. Then, extracurricular activities were given to the experimental group which itself was divided into four mini groups. 10 participants were asked to prepare a self-video clip each week (4 clips as whole). Another group of 10 testees were asked to use social networks such as Facebook, What’s app, Telegram and the likes chatting with native speakers at least two hours a day involving themselves in English practice after taking pre-test and they were also given the subsequent post-test after a month. The third mini group, including 10 participants, had to write a letter each week to a native speaker e-pal (4 letters as whole). Finally, the fourth mini group including 10 participants participating at least once a week in ACD (American Corner Dushanbe) sessions which are related to social cultural events such as festivals, charity activities, etc. After that, research questionnaires were distributed among samples using SPSS software for data analysis. The author come to the conclusion that culture-related extra-curricular activities result in the enhancement of the level of language proficiency as well as contribute a lot to bringing up citizens, intellectually, culturally and multi-culturally developed professionals with deep awareness of intercultural values.

The present study aimed to investigate the concept of “Teacher Education” from a hermeneutic point of view. This view was selected since there were rare cases in the whole literature related to teacher education. On the other hand, defining a hermeneutic model could be expected to provide a more objective and tangible of teacher education nature and its configuration in the minds of those who directly deal with or discuss it. The main question for which this study tried to find an answer was whether it was possible to present a hermeneutic model for giving an operational definition to teacher education. To answer the question, the study followed a survey-qualitative methodology: first the concept of teacher education was investigated through archival scrutiny and its definition deficiencies were determined. Next, the same procedure was followed for the hermeneutics concept. The data of the study were analyzed via non-statistical comparative analysis, and it was concluded that it was possible to define teacher education hermeneutically; however, the vastness of the issue needed more survey.

The purpose of this study was to carry out a design on the desirable goals of curricula based on the components of entrepreneurship in the elementary schools from the viewpoint of teachers and experts. Hence, the research employed grounded and applied method. To collect data, a 22-item researcher-made questionnaire was designed in terms of knowledge, attitude, and skill. The sample size of 289 teachers was used using the Cochran formula, the entire statistical population was sampled as the statistical population of experts was limited. A random stratified sampling method was used to select the teachers’ sample. Frequency and percentages were used to analyze the data at the descriptive statistics level. In inferential statistics, chi-square test was used at 5% significance level. The results of the research revealed that, from the viewpoint of teachers and specialists, the desirable goals in the entrepreneurial curriculum were well suited to the dimensions of knowledge, attitude, and skills.

Purpose: The purpose of this study was to design and validation of a desirable model for developing critical thinking in the first-grade high school curriculum based on the upper documents of education in Iran. Methodology: This research is an evaluation study which the field research has been used in doing that. In this study, three methods were used to collect data. With reviewing the literature review of the research, the components of common critical though by various theorists and researchers were specified then, the national curriculum was analyzed with respect to the components of critical though. In the next step, the proposed model was designed and validated according to the components emphasized in the upper documents. A researcher-made questionnaire was used for validation. The research community consists of all curriculum practitioners who are as permanent members in Iranian Student Planning Association (500 people). In this research, simple random sampling method was used for sample selection and Morgan table was used to determine the sample size (217 ones). Findings: In addition to descriptive statistics, Chi-square method with an acceptable error rate of 0.05 was used for data analysis. The results of the research indicate that all the hypotheses and the appropriateness of the proposed model have been confirmed by specialists. Discussion: According to the results of the research Reviewing the objectives, content, learning activities and evaluation practices in Iranian first-grade high school education system with emphasis on developing the critical thinking in students can be proposed.

The purpose of this study was to compare the desirable and existing framework of social responsibility training in the social studies curriculum of elementary school in Iran. Regarding this issue, in this research, the data have been gathered from expert opinions, related subject books, articles, and such cases. Therefore, the present research method is applied in a mixed approach ( Qualitative - quantitative). Also, the research method was descriptive-survey. The statistical population in the qualitative part included books from 4th, 5th and 6th grade (review of documents) and 20th course planning experts selected by purposeful sampling. In the quantitative part, the statistical population included all faculty members of the educational sciences and science units of Azad Shahr Azad University and Farhangian University of Gorgan, 40 people (women and men) who were selected by available sampling method. Data were collected by a researcher-made questionnaire, a collection of information and a checklist of researcher-made questionnaires: a checklist for the contents of textbooks on social studies in the elementary school of Iran, a content analysis syllabus, syllabus syllabus curriculum, social studies, elementary studies and a checklist for analyzing the content of books A guide to teaching. The faculty and content validity of the tool was approved and approved by experts and experts. The reliability of the tools was calculated using Cronbach's alpha coefficient test, which was verified statistically. In order to analyze the obtained data in different stages of the research, the descriptive statistics and the percentage and also inferential statistics of t-test were used. The results of the research indicated that desirable social responsibilities were considered for inclusion in the social studies curriculum of the elementary period of Iran (social accountability, religious accountability, economic accountability, cultural responsibility, political accountability, environmental responsibility, occupational accountability). Research findings also showed that attention to all types of social responsibilities and dimensions of primary education was not the same, but mainly focused on the cultural and religious responsibilities of the subject and the cognitive dimension of social responsibility training. Also, the least attention is paid to environmental and economic responsibilities, and the functional dimension of the education of socialism has not been overlooked either.

Purpose: The purpose of the present study was Presentation of Competency Model Needed by Elementary Education Graduates of Farhangian University based on the theory Deliberative Inquiry. The method of qualitative research, type of phenomenology and content analysis, was a statistical society of faculty members in the field of curriculum and all scientific sources and documents. Method: The semi-structured interview data collection method and the use of checklist and encoding were used. Also, for interpreting the data, an interpretative analysis method was used. Findings: The results of the research show that the experts of the curriculum have considered contemplative, developing thinking, arts and aesthetics, perception, problem solving, decision making, skill orientation, and professional development. Conclusion: Accordingly, four main curriculum elements Flexibly, including educational goals, educational content, teaching methods and evaluation, were analyzed and the optimal model of elementary curriculum for teacher students of Farhangian University was designed in 3 main areas of knowledge, attitude and ability (skill), and was evaluated and validated The validation results show that the proposed pattern is relatively favorable.

Abstract The present investigation is an endeavor to scrutinize the Iranian EFL professors’ and teachers’ viewpoints towards the status quo as well as the constituents of the current Iranian EFL national curriculum. Two questionnaires based on teachers and experts’ focus groups and study’s objectives were designed. The participants of the study included 306 Iranian EFL teachers and 13 Iranian EFL professors. The teachers’ questionnaire was analyzed through SPSS version 21 and the professors’ questionnaire was analyzed through coding. The findings revealed that both teachers and professors do not have positive attitudes towards the new curriculum. In spite of the educational reform in Iran and writing the new curriculum and the new textbooks, time allotment, load of skills in each English book, and untrained teachers hinder the new curriculum to reach its target, i.e. communication with the world. Therefore, to fulfill the objectives of the new curriculum, Educational Department of Iran should remove the difficulties.

Purpose: The purpose of this study was to analyze the content of Persian literature books in the first grade of high school based on the components of educational and critical knowledge from the perspective of experts and teachers. Methodology: The method of this research is a type of evaluation study, which has been used to carry out the field research methodology. The statistical population includes curriculum specialists (118 people) and teachers of Persian literature in the first grade of high school in Mazandaran province (940 people). Stratified random sampling method was used to select 272 teachers and 92 curriculum specialists based on Cochran formula. A researcher-made questionnaire was developed using the nominal scale and Likert scale. The face and content validity of the questionnaire has been approved by the supervisors and counselors as well as a group of relevant curriculum specialists and relevant teachers who have sufficient expertise in the subject matter of the research. The reliability of the tool is confirmed by the Cronbach Alpha coefficient of 0.924. Descriptive statistics such as abundance and average percentages were used in the data analysis method and X2 test was used to test the assumptions. Findings: According to the findings of this research and based on the fact that the centralized educational system of Iran, where textbooks are considered to be the most basic educational resources available to teachers and students, in order to fulfill the curriculum objectives based on the components of critical and educational competence, the content of these textbooks was analyzed. Discussion: to formulate curriculum, which leads to the creation of interesting questions and the creation of Interested in reading new concepts based on documentation and away from any individual biases

Purpose: The purpose of this study was to design an integrated social education curriculum model in elementary school. Methodology: The research method was a mixed (qualitative-quantitative) type of sequential-exploratory design. The statistical population consisted of 85 teachers and educational experts in the qualitative section and 830 teachers of social sciences in the quantitative section in the academic year of 2019-2020. The sample size was 40 and 263, respectively. Cluster sampling was selected. The instrument used in the qualitative part was interviews and document summaries, which extracted 70 codes and 18 themes using the content analysis sequential modeling method, and in the quantitative section, the tool used a researcher-made questionnaire. Using the factor analysis method, the extracted concepts were analyzed and analyzed into 21 sub-categories and 10 main categories. Findings: The results showed that with respect to features such as attention to learners 'educational knowledge, revision of curriculum content formulation and emphasis on flexibility components, interdisciplinary understanding, learners' abilities, and implementation of upstream education curriculum documents, modifying content-organizing approaches from subject-based approaches to integrated approaches can reinforce the elementary curriculum integrated curriculum. Conclusion: interdisciplinary and logical curriculum integration are essential in the academic and personality development of learners because Can knock Wit to lead learning transfer.

Purpose: The purpose of the present study was Analysis of the Internationalization of Iran's Higher Education Curriculum; requirements & obstacles. Methodology: This research was applied in terms of the purpose and, in terms of the type of data collected, is quantitative. Also a descriptive survey type was used based on the data collection method. The statistical population of this research includes all faculty members of comprehensive universities of Tehran which was 4429 people. The sample was 384 people based on Cochran formula and selected by simple random sampling method. The main tool used for measuring and collecting data.in this research is a researcher-made questionnaire. To create the questionnaire, the components were extracted from the literature review and theoretical foundations and the researches carried out in the field. Then, after the modification, they were classified and arranged in a form. Finally, in the first section, in order to identify the current status of the university in terms of internationalization of the curriculum of higher education with 29 items and in the second section, to identify the obstacles to the internationalization of higher education curriculum with 8 grades on a 5-point Likert scale Low, very low, moderate, high, very high), was developed and answered to the professor. In this research, we used SPSS software and Cronbach's alpha test to obtain the reliability of the questionnaire. Cronbach's alpha for the questionnaire, "Identifying the barriers to internationalization of higher education curriculum" was equal to 0/74 and for the questionnaire "Reviewing the current status of curriculum internationalization" was calculated to be 0/76.Due to the fact that reliability is generally more than 0 70, the researcher-made questionnaire has a relatively high reliability. Findings: The Result showed that the “Lack of motivational and incentive factors for professors” with 6/909 T test and with 0/000 Significant was the most important obstacles that this research was Identified and the “Lack of financial support from professors in traveling abroad in line with international research” with 6/718 T test and with 0/000 Significant was second obstacles are Identified. Conclusion: The present status of internationalization of curriculum at the comprehensive universities of Tehran has been studied. Then the barriers were identified and finally solutions were presented. In the following, a comparison between the comprehensive universities of Tehran in relation to the internationalization of the curriculum was carried out and, finally, a comparison was made between the different faculties.

Purpose: The present study was conducted to design a model of media literacy curriculum in teacher training centers. Methodology: This research was applied in terms of purpose and qualitative in terms of research method and data type. Experts in the field of media literacy and education, including university professors, were considered as the research community. By conducting a snowball method with 20 interviews, the collected information reached saturation point. The data collection tool was a review of relevant national and international research as well as a semi-structured exploratory interview. Finally, after collecting information from the interview sections and reviewing the sources, at this stage, the data foundation and coding methods were used to classify the data. In order to check the internal validity of the findings, in addition to selecting and confirming the data by studying theoretical foundations, research background, sources, and interviews with focal individuals, the opinions and guidelines of a group of experts were also taken into account. The final was done. In order to confirm the accuracy of the data, the study method was used by the research members to validate the study. Findings: The findings of the study indicated that the appropriate model of media literacy curriculum for teacher training centers, consisting of dimensions such as public media literacy, specialized media literacy, media understanding, media management, media construction and Moral literacy was media. Conclusion: Media literacy is a technique that strengthens the discriminating power by creating dynamism against media messages.

Purpose: The present study was conducted with the aim of providing a curriculum model with an entrepreneurial approach for top talented students in Iran. Methodology: Research method in terms of purpose, was basic-applied. In terms of data type, it was mixed (qualitative) of exploratory type; and in terms of data collection time, it was cross-sectional and in terms of data collection method or the nature of the research, it was descriptive survey. The statistical population of the research in the qualitative section included all the heads of the Provincial Elite Foundation and the heads of the talented departments of the General Directorate of Education and the provinces and also 20% of the teachers implementing the Shahab project. Quantitatively, the statistical population includes junior high school students in gifted schools. The number of these students was 7000, using Cochran's formula, 364 people were selected. Sampling method was done through multi-stage cluster sampling. In the qualitative part of this study, the Delphi questionnaire based on CVR and CVI forms was used and in the quantitative part, the questionnaire was used to analyze the data. The validity and reliability of the instruments were evaluated and confirmed. Findings: The results showed that the curriculum with entrepreneurship approach for top talents including environmental components, economics, entrepreneurs, entrepreneurship, factors affecting the implementation of this approach in the curriculum, including components of support, teacher, system policies and influential factors of The curriculum was introduced with an entrepreneurial approach, including talent discovery, improving top talents and self-efficacy. Finally, a model was presented from two parts, quantitative and qualitative, which had a good fit. Conclusion: Recognizing talented students is one of the priorities of education and paying attention to the curriculum with an entrepreneurial approach to top talented students is an issue that has good consequences for students and society.

Purpose: The present research aimed to designing and compiling a pattern to pave the way for the growth of creativity in the learning process in the curriculum structure of elementary course education. Methodology: This study was in terms of purpose was applied and in terms of implementation was qualitative by method of theoretical. The research population was superior documents and education experts of education of Tehran city in 2019 year, which for this purpose were used from the theoretical foundations and approaches of creativity and the opinions of experts. Data were collected by filing and interview methods and their psychometric indices were confirmed. To analyze the data were used the methods of document analysis, interpretive analysis and consensus adequacy. Findings: The findings showed that the amount of attention of the document of fundamental change of education to foster creativity was low and the amount of attention of the document of national curriculum to foster creativity was very low. Also, the most important elements and characteristics to pave the way for the growth of creativity in the learning process were included purpose, content, teaching and learning strategies, evaluation, learning activities, learning space, learning time, teaching materials and resources and grouping. In addition, the research pattern according to the findings was designed and approved based on the general consensus of experts. Conclusion: According to the results, in order to pave the way for the growth of creativity in the learning process in the curriculum structure of elementary course education, must to pay attention to the elements and characteristics extracted from this research and design and implement programs to improve them.

Purpose: The primary objective of this study was to analyze the lived experiences of male first grade high school students regarding sex education with an emphasis on providing a curriculum model. Methodology: The method of the present study was qualitative-phenomenological and applied in terms of purpose. The statistical population of the study was the male high school students of Isfahan in the academic year of 2018-19, who were interviewed by semi-structured and in-depth interviews with 17 of them by purposeful sampling method until they reached theoretical saturation. Data analysis was performed at three levels of open, axial and selective coding. To validate the findings, the researcher and colleagues first reviewed the entire coding process and then provided it to 6 professors and experts. Satisfactory and approved. Findings: The findings were classified into two main categories which are: “Objectives” and “Content”. Regarding the “Objectives” group, 4 main components (being familiar with the type of dressing and hijab, sexual recognition, responsibilities related to sexual functions, and prevention of sexual deviations) and 18 sub-components in terms of the content of the curriculum based on sexual education, 6 components (reproduction, sexual relationships, sexual maturity, sexual abuse, sexual health, and sexual information references) and 23 sub-components were obtained. Conclusion: According to the present data, it may be stated that based on the students' viewpoint, recognizing sexual issues is considered to be a need that should be adequately addressed and understood during the educational period at school.

Purpose: The aim of this study was a comparative study of media literacy curriculum policy in the educational system of leading countries and Iran. Methodology: The approach of the research was qualitative approach and the method used in it was comparative-analytical method. The research population in this study included all valid scientific documents, including books, articles in specialized journals related to media literacy, from which the works related to the subject were selected using purposive sampling method and appropriate to the research objectives of the case. Were analyzed and data were collected by documentary method, Descriptive analysis method was used in data analysis. Based on the research question, a framework for data analysis was considered. Based on this framework, the required data from available resources were selected, organized, and then their similarities and differences were identified and compared and interpreted. Findings: Based on the results of this study, the concerns and views on content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media. . The results also showed that media literacy has been considered as one of the most effective monitoring tools in the countries. Also, according to the results of the research, the most important differences between the selected countries and Iran in this regard was that the goal of these countries is to institutionalize the media literacy curriculum in an organized manner and in the form of codified policies and long-term plans, but in Iran. Although this issue has been emphasized in the upstream documents, due to the lack of sufficient infrastructure, lack of culture appropriate to the age of technology and teachers not being familiar with this knowledge, these conditions have not been provided and implementation in schools has been unsuccessful. Several years of implementation have not yet led to a successful indigenous approach and model for implementing this skill in schools. Conclusion: The results showed that the concerns and views on the content, necessities and goals of media literacy in different countries are largely similar and educational planners try to maintain their cultural identity in the use of different media.

The present study investigated the educational objectives of the English literature curricula at the undergraduate and graduate levels at Iranian universities based on Bloom’s revised taxonomy. Using a detailed checklist based on Bloom’s revised taxonomy and the respective classifications, the educational objectives associated with knowledge ( factual, conceptual, procedural , and metacognitive ) and cognitive ( remember , understand , apply , analyze , evaluate , and create) dimensions were analyzed. The results of the content analysis revealed the dominance of the lower-order thinking skills in the undergraduate curriculum and the prevalence of the higher-order thinking skills in the graduate curriculum. The results showed that the most frequent objective in terms of the knowledge domain was understand in both curricula. Regarding the knowledge dimension, conceptual and procedural knowledge occurred most often at both curricula, confirming that acquiring the knowledge of concepts and the processes safeguards the commended quality for the curriculum designers. Moreover, it was found that the metacognitive-related categories were almost missing from the categories. The results of the cross-tabulation revealed the superiority understand / conceptual in BA and the supremacy of understand/procedural in MA objectives. The findings entail the revisions of the educational objectives to accommodate critical thinking. The findings have pedagogical implications for EFL teachers, the curriculum developers, and policy makers.

Abstract Driven by Beijaard, Verloop and Vermunt’s (2000) theory of Professional Identity (PI), this study aims to investigate teachers’ perception of their PI in relation to the English textbooks they use in EFL classes. In-depth interview with four Iranian EFL teachers and the school principal was conducted. The teachers’ reports were employed to investigate their PI in relation to the textbooks they used. Furthermore, the school curriculum was analyzed through an interview with the school principal and examining the school documents. Content analysis of the interview data revealed that all the teachers viewed the content knowledge dimension of their PI reliant on the textbooks. Over the years, they had gained more autonomy in adapting the content or selecting more supplementary sources. Overall, the participants in this research highlighted the pivotal role of textbooks in the construction of their PI, most importantly in the formation of their content knowledge and the least in the development of their pedagogical knowledge. The analysis of the school curriculum revealed a heavy reliance of many decisions on textbooks directly or indirectly. The findings in this study will provide more insights for curriculum developers, language school managers, teacher educators and teachers who have a say in curriculum decisions when learning about the crucial role of textbooks in PI.

Purpose: The purpose of this current research is to design and formulate a decentralized curriculum for primary schools in Iran. Methodology: The methodology is qualitative research from content analyzing of comparison-categorizing system, which includes three steps. In the first step, decentralized and extracting its parameters, international dissertations and researches in connection with subject of the research in qualitative analyzing method were investigated and studied. In the second step, after concluding the findings, the final curriculum pattern was formulated including decentralized curriculum (objectives and contents, teaching-learning methods, evaluation). In the third step, measuring-descriptive methodology was used by making use of factor-analysis for evaluating the credibility of suggested model from viewpoints of experts and specialists. The realm of research was all books and written references on decentralized curriculum that were selected by purposeful sampling. Due to the abundance of various available printed and digital references, those ones from 2000 to 2015 were used. Data collection tools were researcher-made charts and tokens, which were used for collecting categories and elements of decentralized curriculum. Faculty members, specialists and experts’ viewpoints were used for reliability of the research. Findings: The After taking opinions and revising, the final framework was formulated. For increasing the credibility of the research, ultimate attention and care were taken in order to prepare tokens. On quality of research, 467 conceptual codes were extracted, 23 main parameters were achieved which were used for formulating decentralized curriculum. A research-made questionnaire was designed in order to evaluate the conceptual structure of the research and it was reviewed by 200 specialists and experts, and then it finally was approved after carrying out a factor-analyzing showing that most of articles had proper weigh-factor which means all standard coefficients were within 0.3 to 0.6. On the other hand, the articles put proper weigh-factors on their factors. Conclusion: This current research as a non-intensive curriculum model for Iranian elementary schools is usable for curriculum designers and authorities of Ministry of Education who have stepped forward efficiently to give more authorities to education organization of provinces.

Purpose: This study aims at developing an environmental curriculum model based on self-management in the high school in a qualitative study. Methodology: This is an applied study in terms of purpose and a qualitative study in terms of implementation method. The research community included environmental curriculum experts in Iran based on self-management in 2021. The research sample was estimated to include 15 subjects according to the theoretical saturation principle. They were selected by purposive sampling method based on the inclusion criteria. Indexing and semi-structured interviews were used to collect data, the validity and reliability of which were confirmed. Finally, the data were analyzed by content analysis method. Findings: The results showed that, in terms of objectives, the self-management-based environmental curriculum in the high school included the themes of organizing critical thinking skills development, constructive thinking promotion, behavioral strategies, improving environmental knowledge and cognition, environmental culture promotion, internalization of environmental value, and natural reward strategies. Also, in terms of contents, it included themes of organizing integrated content, applied content, development of thinking skills, alignment with humanities and ethics, comprehensiveness of content, development of managerial skills and integrated content. In addition, in terms of teaching and learning strategies, the themes included being organizational and practicality, interactivity, and being exploratory. The themes of the evaluation element included rational organization, situation-based evaluation, evidence-based evaluation, and evaluation feedback. Finally, based on the organizational and basic themes in the area of objectives, content, teaching and learning strategies and evaluation, a self-management-based environmental curriculum model was designed for the high school. Conclusion: According to the results, experts and planners can improve the self-management-based environmental curriculum.