درخت حوزه‌های تخصصی

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 purpose of this study was to provide a model for the development of children's education. Methodology : The research method was mixed (qualitative-quantitative). The statistical population in this study was all experts in the field of educational management and curriculum planning and training of working children. After the 11th interview, theoretical saturation took place. Validity was obtained through 4 experts and by two colleagues and reliability of the Copa formula (0.632). In order to conduct this research, in addition to documentary study, the content analysis technique with MAXQDA12 software was used to identify the dimensions, components and indicators of the development of working children education, and in the quantitative data analysis section, the structural equation technique was used. Findings : As a result of qualitative analysis, 3 dimensions, 8 components and 43 indicators were identified. The dimensions of health-individual education, socio-cultural education and education of knowledge and academic and professional skills were identified as the main dimensions of the development of education of working children. Finally, all indicators were approved using structural equation technique and education of knowledge and academic skills. And vocational education with a coefficient of 0.858, health-individual education with a coefficient of 0.701 and socio-cultural education with a coefficient of 0.605 showed the most impact and importance in the model, respectively. The validity of the model was measured by 5 dimensions (philosophy and purpose with an average of 4.8, theoretical foundations with an average of 4.9, executive principles with an average of 4.70, evaluation system with an average of 4.8 and executive mechanism with an average of 4.8) that all dimensions were approved. . Conclusion : Finally, a model with 5 dimensions (philosophy and purpose with an average of 4.8, theoretical foundations with an average of 4.9, executive principles with an average of 4.7, evaluation system with an average of 4.81 and executive mechanism with an average of 4.80) was designed and validated

The academic general curriculum is of great importance alongside the specialized curriculum; this field is not only limited to the subject of human knowledge and scientific disciplines, but is also related to the development of personal capabilities, such as the creativity and intellectual abilities, transfer of cultural heritage and values, and the evaluation of committed and accountable citizens. The present study aims to investigate the various areas of the Global Citizenship Education (GCE) in the academic general curriculum in Iran. This is an applied research wherein, a qualitative content analysis method, the thematic analysis (themes), has been applied to the two levels of the selected documents (the law on the goals, duties and organizations of the Ministry of Science, the comprehensive scientific map of Iran, and Iran's sixth development plan) and syllabuses of the general courses approved by the Supreme Council of the Cultural Revolution. The data collection tools included content analysis, note-taking, and a checklist. A descriptive-analytic method was applied to interpret and analyze the data. Based on the research findings, the level of contents associated with globalization has a significant degree of severity and weakness from one course to another in terms of the qualitative aspect. It is certain that most of the contents related to the components of globalization often have indirect links and regarding the positive, negative, and neutral aspects, it can be claimed that the neutral aspect is of considerable significance compared to the other aspects. The qualitative content analysis of the documents and syllabuses of the general courses was done and subsequently, the obtained scheme indicates that the existing approach to the GCE in Iran is a combination of political and civic education approaches, cultural transfer, and the neo-liberal approach, and hence, the educational system should try to train global citizens with an Iranian–Islamic identity. Among the important points in the analysis of the documents is a lack of distinction between globalization and internationalization.