CURRICULUM RESEARCH
Year:2020 | Volume:9 | Issue:2 (18) |Papers Count:12

The purpose of this study is to explain the lived experiences of arabic language teachers on the inefficiencies of teaching arabic language. This research is a qualitative research and phenomenological study that was conducted using purposeful sampling and based on expert sampling and through deep interviewing with 20 Arabic language teachers. The interviews were recorded and analyzed by Sterbett and Carptener(2003) method. The findings of the Arab teacher's experiences of Arabic language ineffectiveness is identified in five main themes: student-related barriers, teacher-related barriers, community and culture barriers, and educational and curriculum barriers And "barriers to educational evaluation" and 11 sub-themes. Eliminating these barriers requires reviewing the goals, content and methods of the Arabic curriculum and changing the attitude of society, parents and students about the importance of this foreign language.

The aim of study was to examining the impact of implementing qualitative model of teaching-learning processes management (QMTLPM) on Students'needs (survival, love and belonging, power, freedom and fun) and Academic performance in the elementary school. In this study a semi-experimental design by comparison of experimental and control group with pre and post test and comparison of experimental and control group with post test were used. The statistical population was consists of primary schools students in four areas of shiraz city. for sampling, cluster random sampeling method were used. research tools were researcher made scales and teacher made test that validity by exprets and factor analysis and reliability by Cronbach's alpha (0/77) confirmed. The results of manova showed that satisfaction level of students' five needs in experimental group significantly was higher than control group. The results of ancova showed that experimental group in academic performance post test significantly was higher than control group. Also based on effect size revealed that 46 precent of academic performance variance was pridectibel by Implementing of QMTLPM.

The aim of this study is to design and implement the pattern of internship curriculum based on collaborative autobiography in Farhangian University and to analyze the Student teacher perceptions and experiences of this model. Considering the applied objective, this study is qualitative research on the base of emancipatory action research. Different methods of collecting data have been used and the data has been analyzed in qualitative and quantitative levels. The process of the research is also designed and done based on the action research cycle i. e. planning, acting, observing and reflecting. The research population for the suggested pattern included student teachers of Isfahan Shahid Bahonar Pardis University and the sample of the research consisted of a class with 18 male student teachers which had been selected purposefully. For assessing the validity of the results three method is used: triangulation, validating by itself and democratic validating. The results indicate that the representation of student teachers’ experiences in the pattern of internship based on collaborative autobiography including five contents of dialogue skills, peer supervision, narrative knowledge and experience, professional development and group action. These contents are in line with the contents obtained from analyzing the internship syllabus of Farhangian University. Findings also indicate that the student teachers could experience the range of objectives, contents, teaching and learning strategies and the designed assessment methods in the suggested pattern during the semester in the medium level. Therefore, according to the findings, it can be inferred that the optimal implementation of internship curriculum requires cooperation and multilateral narrative-driven collaborative actions of between students and professors and what makes this cooperation meaningful is the whole lifeworld that can be linked to internship curriculum. Hence, based on these results, it can be acknowledged that the collaborative autobiography pattern is consistent with internship curriculum objectives and it has the capability of being applied as an internship pattern in internship curriculum of this university.

One of the new issues in the education of developed countries is the introduction of programs for economic education and education of the concepts of economic literacy into the educational system along with the training of basic and essential skills. According to this, the purpose of this study was to study the education of economic literacy in Iranian educational system using sixth grade textbooks. Research method, quantitative content analysis, the community and the statistical sample include all sixth textbooks, Persian (read), Persian (write), science, heavenly gifts, Quraneducation, mathematics, social studies, thought and research, work and technology. Reliability was also achieved with an agreement coefficient of 0. 88. The findings showed that 42 items in the textbooks addressed the components of economic literacy that the highest importance coefficient with 0. 296 is related to the consumption component and the lowest frequency and coefficient of importance is related to the component of inflation, unemployment and investment, which is zero. Also the most frequent in the book was social studies and other textbooks have not paid much attention to economics literacy. Accordingly, it is necessary to review the content of the curriculum in order to empower people in the economy.

To establish peace, there are two key factors: “ intercultural polylog” and “ peace education” . This study aims to design peace-axis curriculum based on the teaching of intercultural philosophy. This research was done through descriptive-analytical method. According to the views of scholars and the findings of previous studies, we have mentioned the need for a cross-cultural perspective on peace and peace education. First, a brief review and critique of past peace plans and peace education studies have been addressed. Then by introducing "intercultural philosophy" and listing some of its features, the implications and privileges of this philosophical thought that can be used to build a peace-axis curriculum is mentioned. The doctrines such as: published truth, attention to "the other", the dialogue-centered issue, and attention to the objective problems of society and their incorporative study. In the end, features of a peace-axis curriculum are expressed in four sections: goals, content, learning-teaching and evaluation approaches, along with features that can be used to design a Peace-axis curriculum with an intercultural approach.

The goal of present research is identifying the critical success factors of MOOCs success and presenting a model for itr. The approach of present research is qualitative and its method is research synthesis. The research population is entire articles (374 articles), were presented on MOOCs on special platform from 2010 2018. The research sample consists of 47 Articles, these numbers are chosen by subject keeping, theoretical saturation of data. The research data have been collected from qualitative analysis of studied documents. Based on findings, critical success factors of MOOCs were classified in 5 dimensions, 15 factors and 46 categories. These dimensions includes: interaction dimension (diverse communication, discussion management, and communication features), collaboration dimension (motivation, diverse instruction, facilities, course features), management dimension (learning and content management), Standardization (accuracy and originality, support and design structure) and contextual dimension (social attitude, Skill and technology). The results showed that creating effective courses of mock should provide the ground for engagement and engagement of learners, design appropriate management systems; Attending existing standards to provide a positive attitude toward such training among educational institutions and communities.

The present paper was designed to identify the key competencies of sexual education coaches. To determine the key competencies, the five-step Byham & Moyer method was used. The present study population included all education specialists, sex education specialists, and Continence and sex education specialists’ educators in Mashhad. They were selected by targeted sampling method. A Semi-structured interview and questionnaire were used to collect data. By studying the literature and opinions of scholars and various scientific sources about the competencies of the coaches, and the findings of the interviews and questionnaires, a list of 785 concepts was extracted and collected, and then the concepts were classified into 109 categories. After analyzing the data, the competencies of sexual education coaches were divided into 16 themes and 5 axes. The themes of “ the coach's relationship with God” , “ the coach's relationship with himself” and “ the coach's relationship with others” , were placed in the core of the basic characteristics of the coach. “ The Foundations of sexual education” , “ the West and sexual education” , “ the sexual-conceptualization” , were included in the center of the theoretical issues needed by the coach. Also themes related to the axis of explanation and description of sexual harm “ the underlying instruments of sexual corruption” , “ sexual pathology” and “ the negative consequences of sexual injuries” were introduced. The Themes “ of basic beliefs” in the axis of the beliefs needed in sexual education and the Themes “ of media literacy” , “ how to answer the questions and doubts of adolescents” , “ the prevention and exposure skills of sexual abuse” , “ exposure to masturbation phenomena” , “ sexual psychology” and “ The ability to apply adolescent continence strategies and solutions” was also at the axes of the skills needed for the Coach of sexual education.

The aim of the present study is to investigating the effectiveness of illustration representation-based Instruction on 6th grade students' word problem-solving ability in mathematics. This research is based content analysis and semi-experimental design of the pretest-post test type, follow up with the control group. After studying and designing 40 male student of the sixth grade elementary a school in the academic year of 1396-97 in yasouj participated in this study as volunteers. They were randomly assigned to experimental and control group and the experimental group were educated for 9 sessions (one session per week) using representation-based Instruction method. Shannon entropy technique was adopted in order to analyze data in content analysis, and variance analysis test with repeated measures was used for the semi-experimental part. The results of the content analysis show that the greatest attention for the distribution and the presence of word problems is respectively directed to bare representation, essential representation, helpful representation, and finally to useless representation respectively. In addition, the results of the variance analysis with repeated measures reveals that there is a significant difference between the averages of all the components of word problem-solving ability of control group and experimental group (p<0. 05). Therefore, it can be concluded that illustration representation Instruction increases students' word problem-solving ability in mathematics. Besides, the results indicate that the effect of using illustration representation will be consistent over time. The results of pairwise comparisons of different representations also show that the effects of different representations are not the same.

The purpose of this study was to explain the teacher`s Cultural efficacy. To achieve this goal the systematic review method was used. This research is a qualitative systematic review that is a method for integrating or comparing findings from qualitative research. The accumulated knowledge resulting from this process has resulted in a new interpretation and an effective explanation of the concept of teachers' cultural efficacy. In this research, five theoretical frameworks were examined and the selected approach was described concerning the concept of cultural efficacy. The research sample was more than 40 authoritative articles and 6 books in the field of culture and education. Using the keywords "cultural approaches to education", "culture and education", "cultural competence", "cultural efficacy", "Cultural proficiency", "Cultural relevant pedagogy", researches have been systematically reviewed. Findings show that the most emphasis on the effectiveness of teacher role in facing cultural diversity is observed in “ culturally relevant pedagogy” . This pedagogy specifically emphasizes the redefinition of the teacher's role. The two dimensions of knowledge and performance play a decisive role in the formation of the teacher's cultural efficacy. The knowledge dimension is then divided into three sections: including (1) knowledge of students (awareness of student’ s background, knowledge of the desires and interests of their culture), and (2) pedagogical knowledge. Performance is focused on (1) self-reflection, (2) building meaningful relationships with students, and (3) improving student performance. The set of these capabilities is identifiable in the concept of "cultural efficacy" of teacher, which will lead to achievement in three areas of Academic Achievement, Cultural competence, and socio-political consciousness. This teacher, with these capabilities, Provide the ability to achieve the expected achievement for culturally diverse students.

The purpose of this research is to synthesize a number of studies that focus on citizenship education in curriculum in different countries. To this end, international research studies have been systematically selected, structured, and categorized using the method of Research synthesis, international studies on the amount of attention and allocation of concepts related to citizenship education in curriculum. At the screening stage, 11 studies that have these features have been selected and synthesized from their findings based on the principles of data integration, rethinking and rearrangement. The results of the research show that the important environmental factors that have been addressed in the overall structure of citizenship education curricula are historical traditions, geographic location, socio-political structure, economic system and global trends. Another part of the results is that citizenship education in the curriculum of some countries is based on the expression of minor cultural values, as well as national laws, and in others, they are neutral to values. Finally, the results indicate that citizenship education in the curriculum consists of three layers: education about citizenship; education through citizenship and education for citizenship.

With attention to importance of environmental problems, the main objective of the present study was to assess the environmental literacy of secondary students and problems of environmental education from the viewpoint of teachers. The statistical population this study consisted of all high school students in Lenjan in Isfahan province in the academic year of 1365-96 (8920) and 615 high school teachers. The sample size was determined using the Cochran formula. The sample size of the students was 1067 and the sample size of teachers was 147. A multistage cluster method was used for sampling. Data were collected by two researcher-made questionnaires. The results and findings of this research showed that high school students in affective domain have required environmental literacy, but in cognitive and performance domains they have not required knowledge and skill. In addition, this study showed that the most important practical problems of the environmental education were the lack of facilities, instructional time, and the lack of communication and interaction of schools with external environmental centers. Obviously, the proper performance of the educational system in the environmental education curriculum requires that these problems and challenges be resolved.

The aim of this study is to modeling the relationship between school factors (attitude to the school, perception of school atmosphere) and education behaviors by intermediating of individual factors (self-efficacy and self-regulation). The society of this study is all high school students in the city of Shiraz who were studing in the city's high schools of Shiraz at the school year of 1396-1397. For sample selection, 581 students were selected using stratified random sampling method. Data collection was carried out using the attitude to school questionnaire (SAAS)MC Coach & Sigel (2003), perception of school atmosphere questionnaire Triket & Mouse (1973), Buffer self-regulatory questionnaire (1995), Hartler's Educational Motivation questionnaire (1980) and self-efficacy questionnaire of children and adolescents (SEQ-C) Maurice (2001). Analysis of data using structure equation test showed that the model has favorable fit.