درخت حوزه‌های تخصصی

The purpose of this study is to compare the implicit and Explicit curriculum in the personality development of junior high school students from the perspective of students. The research was applied in terms of purpose and survey in terms of method. The statistical population includes all female first year high school students in Bukan who are studying in the academic year 1399-1400. According to information received from the Buchan County Education Department, the total number of students is 1,620. In this part, multi-stage cluster random sampling method was used. In the first stage, from all the girls' schools of the first secondary school of Buchan city, 1 school was selected from each district in the north, south, east, west and center of the city, respectively, then two classes were randomly selected from each school (for one The questionnaire class role questionnaire on Explicit personality development questionnaire and for the other class the implicit curriculum role questionnaire on personality development questionnaire) and a total of 10 classes that were selected for approximately 28 to 30 people for each class, for a total of 300 (150 people in each group). Multivariate analysis of variance was used to analyze the data. The results showed that the implicit curriculum is more effective in the development of students' personality than the Explicit curriculum. The results also showed that the components of the obvious curriculum such as purpose, content, method and evaluation are effective on students 'personality development, among which the content component has the most effect and the goal has the least effect on students' personality development and finally That the components of the implicit curriculum such as the interaction of individuals, the organizational structure of the school, the social atmosphere of the school, and the physical structure of the school also affect the development of students' personality. Among these, the component of interaction between individuals has the most effect and the organizational structure of the school has the least effect on the development of students' personality.

Purpose : The aim of the present study was to identify the factors affecting the high school technological competency-based curriculum. Methodology : This was an applied study in terms of purpose and qualitative in terms of methodology. The research population included the documents and experts of the technological competency-based curriculum in Tehran during 2018. Of these, twelve were selected as a sample according to the principle of theoretical saturation and purposive sampling. The research instrument included a semi-structured interview whose validity was confirmed by the triangulation method and its reliability was estimated at 0.85 by calculating the interrater agreement coefficient. Data analysis was carried out using open, axial, and selective coding methods in MAXQDA software. Findings : The results showed that the factors affecting the high school technological competency-based curriculum consisted of 66 concepts, 15 components, and 6 dimensions. The dimensions included network infrastructure status (with two components of access and quality), communication and interaction tools (two components of simultaneous and simultaneous tools), non-technical competencies and technical skills (with three components of knowledge, skills, and attitude), training facilitation strategies (three components of participation modeling, management, and supervision), training strategies to increase trust (with three components of trust, honesty, and appreciation) and management (with two components of time management and support). Conclusion : According to the research results, the components, and dimensions identified for the factors affecting the high school technological competency-based curriculum, it is essential to have plans to improve it by promoting concepts, components, and dimensions.

Purpose : The aim of present research was identifying the effective components on managing the challenges of thesis writing based on the lived experiences of PhD students in Islamic Azad University. Methodology : This study in terms of purpose was applied and in terms of implementation method was phenomenological from type of qualitative. The research population was students and graduates of the PhD period of humanities fields at the Islamic Azad University in 2020-21 academic years. The research sample according to the principle of theoretical saturation was determined 12 people which were selected by purposive sampling method. Data were collected by semi-structured interviews whose validity by 15 professors was obtained by the relative content validity coefficient method 0.866 and its reliability by the Holsti coefficient method was obtained 0.865. Finally, the data were analyzed by open, axial and selective coding method in MAXQDA-18 software. Findings : The results showed that for managing the challenges of thesis writing based on the lived experiences of PhD students were identified 67 indicators in 13 sub-components and 3 main components. The main components were included administrative-organizational solutions (with three sub-components of maximum use of virtual systems, modification of the thesis doing process and financial assistance), solutions (with three sub-components of increase study, proper planning and strengthening skills) and educational strategies Conclusion : The results of this study have practical implications for graduate officials and planners, and they can use the identified components to properly manage the challenges of thesis writing and improve them in the higher education system.  

Purpose : As regards the effect of creativity and models for the growth of it, this study endeavors to develop a pattern model for the purpose of growing creativity in the structure of the elementary school curriculum based on the fundamental reform document of education (FRDE) Methodology : As for the purpose of this study, it was conducive. Furthermore, in view of the procedure of methods, it could be considered as qualitative. 10 individuals of statistical society were chosen by targeted and snowball sampling methods in 2019. We utilized methods of reviewing the fundamental reform document of education and Semi-structured interviews. Validity and Validity of these methods were desperately examined by triangulation methods of data collection which were suitable for assessment and the coefficient of the agreement was estimated to be 0.76. Ultimately coding method was used in order to analyze the gained data of reviewed documents and interviews. Findings : Results demonstrated that 25 codes belonged to the growth model of creativity in the structure of the primary school curriculum based on the fundamental reform document of education while 15 codes are known to be relevant to this model based on interviews that have gotten done with some experts of the elementary school curriculum. Consequently, the model for the growth of creativity in the structure of the elementary school curriculum was designed based on these codes. Conclusions : Results of the present study contain some practical functions. Moreover, identified codes and designed models were used in order to improve the model of growth in creativity.

Purpose : This study presented an identity model based on content analysis of Junior High School social studies textbooks. Method : It was an applied qualitative study examining social studies book of Junior High School and taking the idea of education experts in Tehran in 2019. According to the principle of theoretical saturation, 9 of them were selected by targeted sampling and snowball sampling methods. Review of documents and texts and semi-structured interviews were used, the validity of which was evaluated by the appropriate triangulation method and its reliability was calculated by Cohen's Kappa coefficient method to be 0.798. Open, axial and selective coding methods were used to analyze the data. Findings : The identity model based on the content analysis of social studies book of Junior High School had one category, 9 components and 45 indicators; The components included society and social relations (with 9 indicators), family and parents (with 7 indicators), mass media (with 4 indicators), age (with 2 indicators), school (with 3 indicators), educational system (with 8 indicators), career future (with 3 indicators), personality (with 3 indicators) and teachers (with 6 indicators). Finally, the identity model was designed according to the mentioned components. Conclusion : According to the identity model, educational professionals and planners can design content to improve students' identities and include them in social studies textbooks.

The present study aims to identify the components of professional ethics in the field of curriculum planning. Factors affecting professional ethics in the curriculum planners are investigated from the viewpoints of professors in the field of educational sciences so that the results can be used as the executive suggestions for the decision-makers in this regard. This study is an applied research in terms of aim, quantitative in terms of the data type, and a descriptive survey research in terms of the method. The statistical population of the study included all male and female faculty members in the field of educational sciences at Azad Universities of Tehran (including the Science and Research Branch of Tehran, Northern Tehran, Southern Tehran, and Islam Shahr Branches) (n=150). The sampling method included the randomized cluster sampling method in which 108 individuals were selected using the Morgan Table. The data collection method included a library and field design using a researcher-made questionnaire. Cronbach's alpha was applied to measure the reliability of the questionnaire; several experts were consulted to determine the validity of the questionnaire and face and content validity of the questionnaire was confirmed. The data were analyzed using the descriptive and inferential statistics. The results indicated that the share of the first five factors (i.e., commitment and accountability, affiliation and human relations, evolution and human traits, expertise and knowledge-based orientation, and interest in modification and development) is more significant in the variance of all variables compared to the share of other components. The contribution of these five identified factors was determined using the Friedman test as 3.16 (evolution and human traits), 3 (interest in modification and development), 2.97 (expertise and knowledge-based orientation), 2.94 (affiliation and human relations), and 2.78 (commitment and accountability), respectively.