CURRICULUM DEVELOPMENT AND EDUCATIONAL PLANNING RESEARCH
Year:2020 | Volume:10 | Issue:1|Papers Count:7

This study aimed to investigate and identify the factors affecting the social responsibility of high school students in Nowshahr. The research method was applied in terms of purpose and descriptive in terms of data collection via correlation method. The research population included all high school teachers in Nowshahr, out of which 275 participants were selected as the research sample according to Morgan's Table through simple random sampling method. The Standard Questionnaire of Social Responsibility (36 items in Likert Scale) was utilized to collect data. In order to analyze the findings, in addition to descriptive statistics (measures of central tendency and graphs), the inferential method was used via PLS and the structural equation method. The results of this study indicate that the statistically significant identified factors affecting students' social responsibility include self-esteem, sense of belonging, sense of security, internal commitment, and external commitment.

The purpose of this study is to provide an appropriate model of vocational training for students with special needs. The research method was survey in terms of practical objectives and in terms of method of collecting descriptive information. The statistical population of the study included experts and teachers working in exceptional education in Markazi province (85 people); 70 people were selected as a sample. A researcher-made questionnaire was used to collect data. The research method was mixed. At first, by studying libraries and reviewing high-level documents, they collected information data about the components and indicators of vocational training of students with special needs, and after identifying the components and indicators; An open-ended questionnaire was collected and administered to collect and analyze these components from teachers working in vocational schools throughout the province in a semi-codified interview method. 5 Likert design options were obtained. The reliability of the questionnaire was 0. 869. Relative, mean, and average and percentage frequencies were used to analyze the data in the descriptive statistics section. The final results indicate that in the discussion of vocational training of students with special needs, all indicators needed to be reviewed and the welfare component of students with special needs has been taken in this regard.

The purpose of study is to investigate the effect of visual arts education on perceptual intelligence and spatial intelligence of fifth grade female students. The method used research is quasi-experimental with pre-test and post-test and two experimental and control groups. The target population of this study is the fifth grade female students of schools in District 7 of Tehran who were studying in the academic year 2019-2020 and the selected samples of 40 students were randomly selected from the fifth grade and in two control groups (20 Experimental subjects (20) were included. The duration of this research is three weeks and three training sessions per week. The research tool was used to teach visual arts about children's drawing from the drawing city software and for perceptual intelligence and spatial intelligence from the standard questionnaire. The validity of this test through Cronbach's alpha was 0. 734 and its validity was confirmed according to the opinion of experts. The data collected in the study were analyzed using SPSS software and descriptive statistics using the indicators of mean, standard deviation and in inferential statistics using the method of analysis of covariance. The results showed that: There is a significant difference between the mean post-test scores of the control and experimental groups in the dependent variables of perceptual intelligence and spatial intelligence and also the effect of the independent variable on the dependent variable of perceptual intelligence and spatial intelligence of students was effective. There is a significant difference between the control and experimental groups.

The aim of this study was to explain the role of organizational learning capacity in learning motivation of faculty members of universities in East Azerbaijan province. The research was descriptive-survey and of mixed method (quantitative-qualitative). In the first stage of the qualitative section, 15 samples were confirmed based on the purposeful sampling method from experts in the field of learning motivation and the Delphi method confirmed the harmful factors of learning motivation. In the quantitative section, based on the Cochran method, 400 faculty members from East Azerbaijan universities were selected. Interview and standard questionnaires were used in qualitative and quantitative sections, respectively. The obtained data were analyzed using correlation and multiple regression methods. The results of the present study showed that there is a positive and significant relationship between organizational learning capacity and learning motivation. In addition, the results showed that the regression model is statistically significant for predicting learning motivation through organizational learning capacity. Also, based on the final results, the prioritization of harmful components of learning motivation was determined.

The purpose of this study was to present a model to investigate the factors affecting mobile learning in education based on the FRAME model in graduate students of Islamic Azad Universities in the east of Mazandaran. The present research employed descriptive survey method with a statistical population of 1617 students including all Islamic Azad University undergraduate students in the east of Mazandaran in 1399-1400 academic year. The sample size was calculated at 310 people using Krejcie and Morgan method and stratified random sampling, taking into account the gender of the participants. A standard 26-item questionnaire of factors affecting mobile learning (Khosravi et al, 2014) was utilized. The validity of the questionnaire was confirmed using content validity and the reliability was confirmed by Cronbach's alpha (0. 92). The research data were analyzed using structural equation modeling using third-order confirmatory factor analysis using SPSS and PLS. The results of the study showed that the factors of tools, learner, social, interactive learning, the ability to use teaching aids, and social technology have an impact on mobile learning in student education, each with different impact. In addition, it was found that the social technology factor occupies the first rank with an average of 5. 98, and the ability to use educational aids stands last with an average of 1. 23.

The purpose of this study was to investigate the factors affecting the quality of educational services in the virtual education system in primary schools in Chalous. The statistical population was 7910 students' parents and students, which was selected based on Morgan and Krejcie table, 367 people. The sampling method is stratified random method that is used to assess the factors affecting the quality of educational services and directionIn order to collect the required information, the standard questionnaire was used as a superior method for measuring customers' expectations of service quality. And included five scales (physical, reliability, guarantee, responsibility and empathy). To analyze the results, descriptive statistics and descriptive statistics and inferential statistics and Kolmogorov-Smirnov test (k. s) were used for the normality of the data. Data that were normal used non-parametric tests and data that were abnormal used non-parametric tests. Structural equation test with LISREL software was also used for inferential analysis of data. The results showed that the variables of tangible factors (with a factor load of 68%), reliability (with a factor load of 59%), accountability (with a factor load of 79%), reliability (with a factor load of 86%), empathy (with a factor load of 90%), meaningful effect Dari on the quality of educational services in the virtual education system. Also, empathy with an average rank of 15. 48, confidence with an average rank of 14. 87, responsiveness with an average rank of 13. 50, tangible factors with an average rank of 11. 17 and reliability with an average rank of 9. 89 are the most important effective factors, respectively. On the quality of education services in the virtual education system According to the obtained results, it can be said that from the perspective of parents and families of empathetic students, it has the greatest impact on the quality of cyberspace educational services Which should be considered more than other variables.

This research has been done for two purposes: first, to study the current situation and pay attention to the components related to subcultures based on the two elements of objectives and content of the Iranian curriculum, and second, to design and validate an appropriate model based on the views of curriculum experts where it turns into a desired situation. The method used in the present research is applied in terms of purpose, which examines and answers research questions through a combination of exploratory research. Since the nature of the research requires the study and analysis of the views, experiences and opinions of professors and experts in the field of multicultural education, the phenomenological method has been used. The statistical population of this study included all specialists in the field of multicultural curriculum in education and universities. The snowball purposive sampling method was utilized. In addition, in order to collect information for the first question, the analysis and review of relevant books and for the second and fourth questions, the interview approach has been used. Results: The results obtained in the first question showed that attention to ethnicities and cultures has a low position in the objectives and content of the curriculum of the first grade secondary school. In the second question, all university specialists and professors acknowledged the importance of subcultures in the curriculum. They expressed their views on considering the educational goals, topics and content of the curriculum based on Iranian ethnicities and cultures as two elements of the curriculum. Using initial coding, two elements of purpose and content were extracted from their comments. Then, a suitable model was designed to pay more attention to this important issue based on their views. The designed model indicates the authors' and educational policy makers' attention to the goals and content of the curriculum with regard to ethnicities and cultures. This model was recognized from the perspective of experts and those involved in education and the academia.