درخت حوزه‌های تخصصی

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.

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.

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 purpose of this study was to identify the factors affecting educational policy-making based on the third millennium characteristics. Methodology : This study was applied in terms of purpose and qualitative in terms of implementation of the data foundation type. The research population was the documents in 2009 to 20019 and educational policy-making experts in 2019, among which 15 were chosen according to the original saturation principle with purposive sampling method. The research tool was a semi-structured interview, whose validity was confirmed by experts and evaluated with proper triangulation method and its reliability was obtained by an internal agreement method of 0.83. For data analysis, content analysis method was used in MAXQDA12 software. Finding : The findings showed that the factors affecting educational policy-making had 9 dimensions, 39 components and 209 indicators, including educational stakeholders, psychological factors, economic factors, technological factors, legal factors, social factors, cultural factors, belief and ideal factors, and political factors. Also, the third millennium education has 6 dimensions, 33 components and 74 indicators, including the characteristics of philosophy and training goals, characteristics of curriculum, educational system characteristics, environmental characteristics and educational space, characteristics of teachers and characteristics of principals and policymakers. In general, for factors affecting educational policy-making based on the third millennium was identified with 15 dimensions, 72 components and 283 indicators. Conclusion : Considering the factors affecting educational policy-making based on the third millennium characteristics, the dimensions and components identified in the present era can be promoted.

The basic aim of this research is from universal school-based management model to pattern Iran's progress - Islamic schools Board of trustees: qualitative analysis dimensions and specific indicators to evaluate performance. According to the study, functional and in terms of subject matter and the nature of the research component of the combination is mixed. In the first phase of this study, grounded theory as a qualitative approach was used and secondly from the descriptive - survey has been used as a quantitative approach. The statistical population of the study included 12 experts, policymakers and experts in the ministry of education, and in the small part, all teachers and principals of the board of trustees of five provinces (Tehran, Isfahan, Mazandaran, Khuzestan and Semnan) during the school year 2015-2016, they were employed. Due to the high number of these schools, ten managers and teachers were selected from each province based on the Krejsi-Morgan's table of 234 people (184 teachers and 50 managers) by random sampling method and selected a researcher-made questionnaire with 140 items (with Cronbach's alpha = 0.901), which was compiled based on the categories identified in the qualitative section were responding. To ensure validity, the questionnaire was examined by university professors and several key experts in education. The qualitative data research through systematic project-based coding process grounded theory of Strauss and Corbin were analyzed. In the quantitative analysis of data gathered from structural equation modeling confirmatory factor analysis was performed using SPSS and Lisrel. The results of the qualitative research findings showed that 12 indicators were identified as the main components and 38 sub categories that were identified in the assessment of the performance of the schools of the board of trustees based on the comprehensive school-based management model. The findings of the quantitative research have also shown that the two components had the greatest impact on the board of trustee's schools. P Participation with path (0.69), organizational commitment with path (0.65), flexibility with path (0.62).