درخت حوزه‌های تخصصی

The purpose of the present study is to measure the dominant curriculum orientation of faculty members at University of Kurdistan. In terms of purpose, this is applied study, and in terms of data collection methods, it is a descriptive survey. The target population consisted of all faculty members who were teaching during the 2014-2015 academic year at University of Kurdistan. To collect the data, the census method was employed due to the limited number of the participants. The data collection tools were the “curriculum orientations inventory (COI)” developed by Cheung and Wong (2002) and modified by Mahlios, Rice and Thomas (2004). The results of the study showed that cognitive process and academic rationalism were the most dominant orientations of the faculty members. The results also showed that there is a positive relationship between the faculty members' curriculum orientation and their expertise.

Purpose : This aim of present research was designing an effective professional ethics model in training from the perspective of heads and deputies of education of Tehran province. Methods : This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in both qualitative and quantitative sections was the heads and deputies of education in 2019-20 academic years. The research sample in the qualitative section according to the theoretical saturation principle was 40 people who were selected by purposive sampling method and in the quantitative section according to Cochran's formula were 230 people who were selected by multi-stage cluster sampling method. The research instruments were the semi-structured interview and a researcher-made questionnaire whose psychometric indicators were confirmed. Data were analyzed with using methods of open, axial and selective coding, exploratory factor analysis and structural equation modeling in SPSS and LISREL software. Finding : The results of both qualitative and quantitative sections showed that effective professional ethics in training had 40 indicators and 9 components including self-efficacy, scientific responsibility, individual ethics, managerial factors, organizational factors, job ethics, extra-organizational factors, social responsibility and belonging to scientific society. Also, the effective professional ethics model in training had a good fit and all 9 components had a significant effect on the mentioned model (P <0.05). Conclusion : According to the results, planning to improve the effective professions ethics in education is necessary by experts and planners. As a result, they can enhance the components of self-efficacy, scientific responsibility, individual ethics, managerial factors, organizational factors, job ethics, extra-organizational factors, social responsibility and belonging to scientific society

Purpose : This Research was conducted with the aim of identifying and ranking the dimensions of resonant leadership with the curriculum planning approach in schools of education of Mazandaran province. Methods : This study in terms of purpose was applied and in terms of implementation method was descriptive from type of survey. The study population was school managers of Mazandaran province in the 2018-19 academic years with number of 4865 people. The research sample according to Cochran's formula was estimated 359 people who were selected based on multi-step cluster sampling method with respect to the ratio of courses. Data were collected by a researcher-made questionnaire whose face and content validity was confirmed by expert’s opinion and tool construct validity was confirmed by exploratory factor analysis and its reliability was calculated 0.87 by Cronbach’s alpha method. Data were analyzed by exploratory factor analysis and Friedman test in SPSS software version 19. Finding : The results of the exploratory factor analysis showed that the dimensions of resonant leadership with the curriculum planning approach in schools had five leadership dimensions including the coaching (5 items), linking (5 items), psychological (5 items), democratic (4 items) and deep-view (4 items) that these five dimensions together were able to explain 80.04% of the total variance. The results of Friedman test showed that the leaderships dimensions of coaching, linking, psychological, democratic and deep-view had higher ranks, respectively. Conclusion : Based on the results of the present study, in order to improve resonant leadership with the curriculum planning approach, can be improved the leaderships dimensions of coaching, linking, psychological, democratic and deep-view, respectively via workshops.

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.

To analyze the relationship between teachers’ freedom and their required pedagogical content knowledge (PCK), I consider emergent curriculum as an extreme end of curricula with a lot of freedom and autonomy for teachers as opposed to a conventional prescribed curriculum in which teachers have less autonomy. In examining teachers’ pedagogical content knowledge from predetermined curriculum toward emergent curriculum, I argue that required PCK is evolving. At the extreme level of teachers’ freedom some substantially new aspects of PCK are needed. One of the most relevant aspects of pedagogical content knowledge for the emergent curriculum curricular knowledge. In emergent curriculum, the teacher acts as a curriculum developer as well, because curriculum is not determined in advance. Curricular knowledge requires teachers to be expert in fields of learning that are not necessary for teachers in other kinds of curriculum. In addition to substantive PCK, teachers of emergent curriculum have to be both philosophers and artists to be qualified enough to make decisions about curricular issues.

Purpose : The aim of this study was to Modeling, bedding and planning in Flipped learning process in educational system of Medical Sciences University of Babul Methods : The research design was exploratory mixed type. Statistical population in the qualitative section of academic experts and members of the Education and Empowerment Committee of Medical Universities Babol and in the quantitative section; The staff of the Vice Chancellor for Management and Resources Development was the Health and Education Unit of Mazandaran University of Medical Sciences; In the qualitative section, in-depth interviews were conducted with 12 experts using the snowball sampling method, and in the quantitative section, a questionnaire was used to measure the model using the multi-stage relative class method among 310 samples. The validity of the questionnaire was confirmed by face and content method and the reliability was confirmed by Cronbach's alpha method. Data were analyzed by exploratory and confirmatory factor analysis with SPSS and Smart PLS software. Findings : The results showed that the Flipped learning process has 12 dimensions in terms of learning motivation, individual factors, organizational culture factors, structural factors, the establishment of Flipped learning, facilitation measures, organizational barriers and challenges, non-organizational barriers and challenges, bedrock and planning, awareness, quality of education and quality of learning. The results of the quantitative section showed that all dimensions of the research paradigm model were confirmed. Conclusion : It is recommended to the officials of Mazandaran University of Medical Sciences; to provide the necessary conditions for the establishment of Flipped learning, make the necessary arrangements according to the results of the present study