Background and Objectives: The purpose of the present study is to evaluate the internal and external efficiency of the master course of Curriculum Planning in the Nasibeh Campus of Farhangian University. Methods: The present study was an applied onein terms of its purpose and a descriptive survey in terms of its implementation. The population of the study included the current and graduate students of the Curriculum Planning master’s at Nasibeh Campus - attending the university from 2015 to 2019 (N=36). As the population was small, the census sampling technique was implemented. The internal efficiency of the course was evaluated based on the documents available in the educational files of the students and graduates. Furthermore, the external efficiency was investigated using a researcher-made questionnaire. The validity of the questionnaire was assessed using face and content validity criteria. The reliability of the questionnaire was determined at 0.89 using Cronbach’s Alpha. The internal efficiency was evaluated using standard formulas. Moreover, the analysis of the questionnaire data was carried out using SPSS Statistics. Findings: the findings of the present study showed that the mean grade of the courses was 17.72 (88.6%). In the investigated period, the rate of loss was 2.57, the average length of the course was 4.96 semesters, the rates of passed and failed credits were 99.65% and 0.35%, respectively, and the rates of passed and failed courses were 99.69% and 0.31%, respectively. Furthermore, the rates of individual pass and fail were 99.65% and 0.35%, respectively. On this basis, the coefficient of internal efficiency was determined at 82.1%. The external efficiency of the course was determined at 53.1%. Thus, as 46.9% of the external efficiency was not fulfilled, it was concluded that the external efficiency was not convenient. Conclusion: External efficiency indicates the real value of educational courses in terms of social effectiveness. The absence or defect of external efficiency is synonymous with the loss of human and material resources in an educational system.

The aim of the current research was to examine the Curriculum of the field of Curriculum Planning of Shahid Madani University of Azerbaijan in empowering students in terms of technical, executive, knowledge and attitudinal skills. The research design was practical in terms of purpose, descriptive survey in terms of nature, and quantitative in terms of approach. The statistical population of the present study included 122 students of Curriculum Planning courses in the master's course of Shahid Madani University of Azerbaijan in the last seven years the formal and content validity of the questionnaire was confirmed by experts. The reliability of the whole questionnaire was estimated based on Cronbach's alpha coefficient of 0.978. Descriptive statistics were used to analyze the data, and a sample t-tech test was used to answer the research questions. The results showed that the average Curriculum of Curriculum Planning in empowering students was equal to 3.40. Also, the results revealed that there is a significant difference at the significance level of 0.05 between the Curriculum average in empowering students in terms of technical, executive, knowledge and attitude skills with a desirable average (4) and the average obtained in all four skills is less.

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

Teach a focal point for all training activities and enhance the quality of teaching and learning strongest professors at the university. The importance of quality teaching and it is such an important topic in today's higher education landscape is transformed. The aim of this study was to identify elements of effective teaching professors of Curriculum Planning qualitative research with phenomenological approach was used. For this purpose, 21 students of Tehran and Allameh Tabatabaei University Curriculum Planning conditions had given samples using semi-structured interviews were exploratory study. Data collected, recorded and coded and classified into main categories Grdyd. thlyl content Curriculum the students about the components of effective teaching professors led to the identification code 328 primary, 26 sub themes and features 6 original scientific content (mastery of, scientific knowledge valid and up to date teaching the subject, the relationship between theory and practice in the subject, researcher approach to teaching); teaching skills (expression Shiva understandable and coherent, different teaching methods, active teaching methods, use of facilities and Tools Kmkamvzshy) classroom management (time management to lesson plans, classroom rules more flexible, interactive management style, communication skills) moral qualities (the spirit of criticism, attention and respect for students, humor, punctuality, love to teach and students; justice), motivation (the use of different sources of motivation, encouraging students to learn, attention to individual differences of students, creating excitement in the training process) and evaluation (using new and varied methods of assessment, fitness evaluation method to subject; the emphasis on process evaluation circuit was).

Introduction: Leadership and management are two expected features and competencies for general practitioners (GPs). The purpose of this study was leadership and management Curriculum Planning for GPs which was performed based on Kern’s Curriculum Planning cycle.Methods: This study was conducted in 2011-2012 in Iran using an explanatory mixed-methods approach. It was conducted through an initial qualitative phase using two focus group discussions and 28 semi-structured interviews with key informants to capture their experiences and viewpoints about the necessity of management courses for undergraduate medical students, goals, objectives, and educational strategies according to Kern’s Curriculum Planning cycle. The data was used to develop a questionnaire to be used in a quantitative written survey. Results of these two phases and that of the review of medical Curriculum in other countries and management Curriculum of other medical disciplines in Iran were used in management and leadership Curriculum Planning. In the qualitative phase, purposeful sampling and content analysis with constant comparison based on Strauss and Corbin’s method were used; descriptive and analytic tests were used for quantitative data by SPSS version 14.Results: In the qualitatively stage of this research, 6 main categories including the necessity of management course, features and objectives of management Curriculum, proper educational setting, educational methods and strategies, evolutionary method and feedback result were determined. In the quantitatively stage of the research, from the viewpoints of 51.6% of 126 units of research who filled out the questionnaire, ranked high necessary of management courses. The coordination of care and clinical leadership was determined as the most important role for GPs with a mean of 6.2 from sample viewpoint. Also, team working and group dynamics had the first priority related to the principles and basics of management with a mean of 3.59. Other results were shown in the paper.Conclusion: Results of this study indicated the need to provide educational programs for GPs; it led to a systematic Curriculum theory and clinical management using Kern cycle for general practitioner’s discipline. Implementation and evaluation of this program is recommended.

Purpose: Today, countries around the world have come to realize that a wide range of skills, thinking skills and basic skills are needed to prepare students for an unpredictable future. To achieve this, learners must expand their awareness of themselves as thinkers and learners, practice strategies for effective thinking, and develop the thinking skills they need throughout their lives, because thinking and thinking are at the beginning of any Production and construction in the human world. The new education is trying to provide children with the necessary Curriculum preparation through the various curricula. Teaching philosophy to children is one of the ways that has been considered in recent years for thinking and reasoning. Methodology: The purpose of this study was fundamental and in terms of data collection, it was a descriptive survey and it was a qualitative research in terms of content analysis and foundation data method. All elementary school students in the city of Sari were the community of research experts who had at least one elementary school teacher. Semi-structured interviews were conducted with 12 people using snowball sampling. Findings: The results of the content analysis and dimensional data analysis method showed that teaching philosophy included teaching how to think, teaching to ask, how to ask. Emphasis on the rightness of thought, on right thinking, on the transfer of philosophical thoughts to learners. Conclusion: Involving children in teaching philosophy has both cognitive effects and increased self-esteem, self-efficacy, social intelligence, emotional intelligence and perhaps transferable skills. It is effective in reducing anxiety, enhancing positive behaviors in the classroom, promoting positive self-concept, cultivating emotional adjustment, and reducing irrational thinking.

Introduction: WHO requires governments to train and utilize the services of non-physician personnel, especially nurses in managing chronic diseases including diabetes. This study aimed to develop a postgraduate diabetes nursing Curriculum in line with the accountable education package.Methods: This study was conducted in Isfahan University of Medical Sciences in 2014-15 based on Kern’s Curriculum Planning model steps in two stages: needs assessment (the first step of Kern’s Curriculum Planning) and Curriculum development (the second to sixth steps of Kern’s Curriculum Planning). Needs assessment was performed using a modified Delphi technique and Curriculum development was conducted in cooperation with Curriculum specialists and faculty members in the field of diabetes teaching and treatment through holding multiple specialized panels and individual consultations in several stages. For data analysis, qualitative content analysis was used in the first Delphi round and descriptive statistics was used in the second and third rounds.Results: From the participants’ viewpoints, tasks and roles of diabetes nurse were classified into 6 categories, 9 subcategories and 81 tasks in domains of knowledge and awareness, education, caring and treatment, management and social accountability. Curriculum development for postgraduate diabetes nursing program was achieved according to the decisions of Supreme Council for Medical Education and Ministry of Health and Medical Education and postgraduate statute in four chapters including “Curriculum general characteristics, Curriculum detailed characteristics, courses characteristics and Curriculum evaluation”.Conclusion: The proposed Curriculum was introduced to Specialized Council for Medical Education, Ministry of Health and Medical Education for establishing a new academic major.

Knowing the components of economic education provides the dynamic background of education in this field. The aim of the current research is to investigate the indicators and components of the economic education Curriculum. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (211 articles) that have been presented from 1390 to 1401 AD and from 2010 to 2022 AD regarding economic education in curricula. The sample of the research is 32 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of vitality in the Curriculum of the elementary school in 4 factors and 55 categories including the dimension of individual factors (including indicators and components related to personality characteristics); The dimension of culture and economic ethics (economic fields in the society); The dimension of economic concepts and knowledge (indices in economic education) and the dimension of collective and communication concepts (communication and interaction indicators in education) were classified. Economic education is dependent on internal and external components in educational systems, which requires macro-Planning in this field.