This study intends to evaluate Interchange series (2005), which are still fundamental COURSE BOOKs in the EFL curriculum settings, in terms of learning objectives in Bloom’s Revised Taxonomy (2001) to see which levels of Bloom's Revised Taxonomy were more emphasized in these COURSE BOOKs. For this purpose, the contents of Interchange textBOOKs were codified based on a coding scheme designed by the researchers. The coding scheme was based on Bloom's Revised Taxonomy of learning objectives. The reliability of the coding scheme was also tested through two kinds of reliability analysis, namely, inter-coder and intra-coder reliability. The data were then analyzed and the frequencies and percentages of occurrence of different learning objectives were calculated. The results of the study revealed that Lower Order Thinking Skills (LOTS), the three low levels in Bloom’s Revised Taxonomy, were the most prevalent learning levels in these BOOKs. Moreover, a significant difference was also found among the COURSE BOOKs in their inclusion of different levels of learning objectives. The other result of this study was the total absence of metacognitive knowledge. All in all, it was found that Interchange series cannot make learners critical thinkers. As a final point, some implications for teachers and COURSE BOOK/text BOOK developers are recommended.

Nowadays there are abundant resources for learning Persian (Farsi); nevertheless, among these available references, it is necessary to select BOOKs that meet the requirements of language learners and instructors. Evaluation of educational references seems to be necessary for getting familiar with methods of preparing educational BOOKs and selecting suitable resources; it requires scrutinizing available references via considering indices regarded as basics. The purpose of the present article is evaluating the elementary BOOK titled “ Farsi Shirin Ast “ (2010), which means “ Persian is a sweet language” ; the evaluation is based on indices for evaluation of textBOOKs introduced by Cunningsworth. The set of Farsi Shirin Ast is written by Pouneh Shabani Jadidi and Dominic Parviz Brookshaw; it`s a BOOK that attempts to teach grammatical as well as communicative competence simultaneously. Writers believe that this BOOK is suitable for both native speakers of Persian, already familiar with this language, and non-native speakers of Persian who are learning Persian as foreign language. This BOOK consists of 15 chapters; in each chapter different language skills are merged. Writers have stated that the key characteristics of this BOOK include teaching language through conversation, using text with different topics (culture, history and Iranian traditions), teaching pronunciation by means of imitating the audio files, having comprehensive Persian-English and English-Persian dictionary, using controlled practices for stability of learning new grammatical points, making a link between new information and language learners` previous knowledge. The entire BOOK, except the first chapter that teaches Persian alphabet, consists of merging several language learning skills. Each chapter consists of specific structure that follows pre-determined path for language learning. For evaluation of this BOOK, 30 indices introduced by Cunningsworth were considered. In Cunningsworth`s BOOK a wide range of evaluation questions is offered for evaluating the characteristics of textBOOKs. Cunningsworth has introduced 45 criteria for revising a textBOOK; these criteria are classified as follows: goals and approaches, organizing, linguistic content, skills, subject, methodology, teacher’ s BOOK and applied considerations. Chapters 3-12 introduce indices for evaluating textBOOKs and for each index, some questions are suggested. In this article, except specialty indices for a specific skill, other indices including educational assistant references for teaching/learning methods, studying methods, manual BOOK of teacher, Persian educational materials for specific goals as well as other indices are evaluated. Examination of the mentioned indices revealed that in spite of attempts for meeting requirements necessary for teaching language, set of BOOKs titled “ Farsi Shirin Ast” is very far from standard educational package; the reasons are as follows: lack of diversity of communication assignments, lack of enough attention to listening and writing skills, left to right BOOK binding and artificial audio files that lack background information.

COURSE BOOKs do not only educate students but also prepare them to take responsibilities proportional to their gender as planned by the author. This research is trying to examine the way that gender is represented in Farsi BOOKs of middle school and the first three grades of high school in non-human science fields in the academic year 2009-10. Research method was through analyzing the quantity content for indicators like images, names, authors of BOOKs, COURSE BOOK writers, and characters presented in set texts. Content quality analysis was used to analyze the quality of representations of images and content of set texts. On the basis of Altosser and Bourdieu theories, this research tries to find out the way the gender is represented in BOOKs. The results show that more attention has been paid to men in terms of quantity and women- according to the criteria- have no significant presence. In terms of quality women in their few cases of presence are represented as weak, emotional, needy, and obedient to men creatures. On the opposite side in many cases men are represented as sociable, powerful, knowledgeable and wise, administrator, brave and fighter. According to this research gender cliches which are common in the society are reflected in these BOOKs.

Following the widespread acceptance of multiple intelligences theory, Thomas Armstrong (1984), in the initiative action, integrated it with Bloom's taxonomy And enriched the theory. Actually, Armstrong helped remarkable by this integration to classify each of multiple intelligences in each of the six levels of cognitive domain, as well as better planning and targeting and designing curricula and educational content contributed. Armstrong model is in the form of table that the horizontal axis is assigned to the taxonomy and the vertical axis is assigned to multiple intelligences.Therefore, according to the textBOOK in the field of education and language learning, using content analysis, the current research plans on the basis of this educational model to describe and analyze content of COURSE BOOK Arabic in middle school and to evaluation the most common intelligence and cognitive level, and to show how the distribution of intelligence and cognitive levels in the BOOK, and the logic governing that are influenced on the preparation and distribution of intelligences  and cognitive levels in this BOOK.The results show that linguistic, logical mathematical, spatial visual, and interpersonal intelligences are common, and low levels of cognitive (remember, understand, and apply) are involved in these BOOKs, and bodily kinesthetic, musical, intrapersonal and naturalist intelligences, and high levels of cognitive (analyze, evaluate and create) are almost not present in these BOOKs. Also, the logic governing on the distribution of intelligences and cognitive levels follows the framework of the curriculum and teacher BOOK.

The aim of the current research was to identify the characteristics of the four elements in order to provide a problem-oriented curriculum model in the elementary school mathematics COURSE. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The problem-oriented curriculum template was designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school mathematics COURSE. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, teaching-learning strategy and 46 sub-categories were identified.                                                                                                                                                                In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics

Background and purpose: An open-BOOK exam permits the examinees to consult some specific selected reference sources or materials while answering the exam questions. This study focused on the students' perspectives of open-BOOK examinations in the histology/embryology COURSEs, Zahedan University of Medical Sciences (ZUMS), Zahedan, Iran.Methods: The survey was conducted via a questionnaire after open-BOOK examinations had been conducted in the histology and embryology COURSEs, between 2009 and 2010. Of the 254 students who entered the new education system, 160 students were selected at random.Results: The results revealed that 72% of the students preferred the open-BOOK type to the closed-BOOK kind of examinations. Most of the students voiced that this type of examination was more suited to test high cognitive learning skills and solving real life situation problems, involving less stress while preparing for and taking the exam. They also mentioned that their marks in these examinations were not higher than those from the closed-BOOK examinations. The overall satisfaction scores of the students of the biological sciences were significantly (p<0.001) higher than those of the medical sciences students (16.28±4.17 vs. 12.65±5.16); in the government run university students it was significantly (P<0.001) higher than in the international university students (14.93±4.53 vs. 10.24±5.08); the embryology COURSE results were significantly (p<0.001) higher than the histology COURSE (15.23 ± 4.07 vs. 12.79±5.4) and among the MD students it was significantly (p<0.001) lower than those of the BSc students (12±5.1 vs. 15.93±4.29). There was a positive correlation between the scores they acquired in their COURSE and the overall satisfaction scores with the open-BOOK type of examinations (r=0.46, p value=0.01).Conclusions: The finding of a positive response towards the open-BOOK examination augurs well for extending such a type of examination to other subjects in our university.

The aim of this research study is to shed light on the foundations, principles and the processes of compiling elementary school BOOKs in Iran in order to suggest appropriate principles and processes. This study is performed in two stages; in the first stage the methodology is documentary and opinionaires through which the opinions of the compiles have been collected in order to select the criteria. In the second stage, using the aforementioned criteria, the processes and principles have been investigate interviewing some of the experts in the issue. The sample consisted fo 28 BOOKs in elementary schools, 25 experience teachers and experts. The instruments for data collection are questionnaires and the findings are interpreted through descriptive statistics such as ranking, average, and percentile ranks; these findings demonstrated that in designing and compiling a BOOK, at least ten processes should be passed. On the other hand, in selection and organization of the content of each subject, some specific criteria should also be taken into consideration.

University COURSE BOOKs have a determining role in the teaching/learning process. A desirable COURSE BOOK has certain characteristics which differentiates it from a non-academic BOOK. Reviewing and evaluating the content of the COURSE BOOK can lead to a better precision and accuracy in its design and organization. Using library research methodology in this study, an attempt has been made to obtain a framework which represents university COURSE BOOK characteristics. Our goal in this study was that by analyzing COURSE BOOK content we can also evaluate and review the definition and terminology of COURSE BOOK analysis, its application, dimensions, the related comments and interpretations. The BOOK “ Arabic Grammar and Reading” by Dr. Mohammad Reza Najjarian has been chosen as the case study, so we can check how well the BOOK has benefited from the characteristics obtained. COURSE BOOK is one of the most important and influential instructional medium which is very significant in the realm of education. Analyzing the content of COURSE BOOK can provide a better chance for the authors, COURSE and curriculum planners and instructors to find the strengths and possible weaknesses of the BOOKs and also make revisions, and the possible changes to the content the BOOKs based on a desirable goal and academic principles can be helpful.