This paper was Implemented with the purpose of investigating curriculum situation of mathematic lesson at fourth grade. This report as a kind of descriptive-survey which the fourth grade classes of Mashhad 7th in the year 2011, were its Statistical Society. In this classes two types of teachers behavior were evaluated. At the first step, on the basis of observation of Flanders system of interaction, teaching behaviors of teachers were analyzed. At the next step, checklists used to gather the information of teachers valuation behavior. Then by utilizing Danckan and One-way analysis of variance tests, they were analyzed.Results shows, teacher under observation usually used direct and passive methods, moreover there are no meaningful differences that depends on the teachers sex, education and teaching background.Also, analyzing the final exam show these methods are passive. There is no question which evaluate the active level of cognitive in all final exam papers. Level of understanding among passive levels assigned the most number of questions and grade amounts. These results haven’t any meaningful differences between teachers with different education and teaching background.

Pedagogical Knowledge are useful, essential and essential lessons for students at teacher training courses, especially elementary teachers, when the content of these courses is tailored to the needs of the teacher's profession, they can play an important role in improving teacher performance. In this regard, the purpose of this article was to study the status Implemented curriculum in Continuous Primary Education B. S courses at Farhangian University, in order to provide the strengths, weaknesses, and modifications needed for the specialized education group (elementary education). This study was performed by qualitative research method. The data of this study was obtained from semistructured interviews with 31 faculty members of educational psychology courses, assessment of learning, principles and teaching methods, and 12 core student groups, using purposeful and theoretical sampling to saturation data (Based on the process of extracting variables and forming the theory), and the method The grounded theory suggestion, which include the coding paradigm (open, axial, and selective), the process of compilation and the results were analyzed. From the data of this research, from the total of three lessons, 628 initial codes, and finally, after several reductions and integration to achieve conceptual density, 503 initial codes were obtained from the interview with the participants, and in the subsequent analysis, the main class Called "Implemented curriculum quality". The choice of the word "Implemented curriculum quality" was due to the fact that it could explain a significant portion of the variety of data obtained. The results showed that a set of factors such as the characteristics of the causative conditions, the conditions of the intervener, the context, the teaching-learning strategies, and the methods of evaluation, and the consequences of these factors, affect the phenomenon and the main category, or "Implemented curriculum quality" is affected. The results are specific to this group and their generalization to other groups should be done with caution.

This study seeks to investigate the designed and Implemented research competency curriculum for the students at the second grade of primary school. This research is a descriptive survey. The population include documents from educational system, domestic and foreign experts and the results of some research with purposive sampling, the National curriculum Document and a number of studies that focus on the introduction of management competencies. To design a competency model, the design approach (Model Byham and Meyer) was used in five stages. For the analysis of obtained data, indices such as mean, standard deviation and t-test were used. Finally, given the research competency model fits the second period was the initial draw, which consists of five specific competencies Cluster sub-clusters 14 and 11 of the general merit.

The way that students approach their learning plays an important role in determining the outcome of any educational endeavor. Recent researches have made it clear that approaches to studying and perceptions of teaching are two of the most direct influences on the quality of student learning. Learning approaches of students have been found to be influenced by a number of factors, such as teaching characteristics, departmental characteristics, and assessment methods. Surface, deep, and strategic are the three basic learning approaches which are identified by researchers in various Studies.One of the major concepts to emerge from researches in higher education was the idea that students can take different approaches to learning. These approaches are not stable traits in individuals, although some students will tend towards taking a deep approach while others will tend towards taking a surface approach. Rather, it is suggested that good teaching can influence students to take a deep approach, while poor teaching in the widest sense can pressure students to take a surface approach.

Critical thinking is one of crucial factors in developing the intended and experienced curriculum. Further, secondary education plays a key role in social life of all people. Therefore, the question is how much attention was given to critical thinking in secondary education. Data were collected using a questionnaire administered to a sample of 246 high school teachers responsible for the implementation of experienced curriculum. Findings indicated that critical thinking was not received adequate attention in the experienced curriculum. Nevertheless, each factor has not received the same attention. The order of factors in terms of attention to critical thinking was as follows: objective, teaching style, content, and assessment. Further, private schools paid more attention to critical thinking than public schools.

Objectives: Purpose of this study is to evaluate the three fold levels of intended, Implemented and Attained Islamic ethics course. Method: The Research method of the research is a combination method (quantitative and qualitative). Statistical population consisted of 37 professors and 273 students and the sample full of teachers (n = 37) and 157 students were selected at Stratified random way. For data collection two following methods were used: The teachers' questionnaire with the reliability of 0. 955 and student questionnaire with the reliability of0. 972. 52 and 48 questions, Teaching observation form with 47 questions the reliability of the 940/0, Test with 40 question to evaluate the learned with reliability of 652/0, Analyzing the curriculum and the selected content to teach and interview were used. Results: Data analysis is based on one group T test at SPSS software and quantitative analysis showed: Basic needs were partly for private purposes in developing personal and social needs of students in an Islamic society was Suitable. The relatively favorable attunement between curriculums with course objectives between the selected content teachers and with headlines lesson is not favorable. Achieving the goals of Islamic ethics in levels of cognitive, emotional and behavioral is undesirable. Conclusion: The amount of consistency and coordination among the intended curriculum, Implemented and attained Islamic ethics coarse with regard to elements of the curriculum is not desirable.

This study seems to evaluate the Implemented Farsi language curriculum in of primary school. To this end it employs an evaluative procedure by characterizing the desired characteristics of implementing Farsi curriculum in primary school and comparing it with the characteristics of Implemented Farsi curriculum, in order to recognize the shortcomings, weaknesses and strengths of Implemented curriculum with regard to the curriculum components. The evaluation model stems from goal-oriented and management-oriented models of educational evaluation and uses mixed methods research in gathering data and applying research tools. The specific research goals of Iran's primary school Farsi curriculum evaluation includes four specified objectives: 1) explaining the desired characteristics of implementing Farsi curriculum in primary school; 2) exposing the characteristics of Implemented Farsi curriculum in first cycle of primary school; 3) comparing the desired characteristics of implementing and the characteristics of Implemented Farsi curriculum; and finally 4) examining the vertical coherence of the Implemented Farsi curriculum. To respond to the evaluation questions, field research was employed by using different tools including questionnaire on desired characteristics, observation of Farsi curriculum primary school classes, using the reports of reporting teachers in selected schools during the academic year, some interview with selected teachers and questionnaire on teachers’ viewpoints has been accomplished. The findings indicate that there are some shortcomings, obstacles and weaknesses in the selected content, instructing methods, using the curriculum materials, resources and supplementary books, evaluation of student’ s achievement, the space, time-table and the climate of education in primary school.

This research was conducted with the aim of examining the Intended and Implemented curriculum of the field of experimental science education and identifying the missing content of the curriculum. In terms of mixed method, in terms of practical purpose and in terms of data collection, it is descriptive-survey and content analysis. In the qualitative part, Gall's five-step content analysis was used, and in the quantitative part, descriptive statistics were used. The content analysis community includes the educational Syllabus of the Intended curriculum with 303 pages and the textbooks for experimental sciences as the Implemented curriculum and includes 423 pages and content analysis units of the textbooks of learning topics. For the reliability and validity of the findings, concepts and topics, experts and students were asked to analyze the documents based on learning topics. Also, to validate the results, the researchers re-examined the contents twice in different time intervals and extracted almost the same results. The results showed that the highest content coverage is related to the seventh grade with 88.51% and the lowest content is related to the ninth grade with 77.55%, and the most neglected content in the ninth grade is in the tenth chapter titled "Looking at Space". Also, out of the total of 366 subjects of the textbooks, physiology with 59, mechanical physics with 31 and earth sciences with 29 have the most Syllabus coverage. At the end, some suggestions for revising the educational topic were presented.

The purpose of this study was to analyze and explain the gap that exists between the ideologies behind the curriculum intended and Implemented in Teacher Training University from the perspective of professors and student teachers. This research was quantitative in nature, applied in terms of purpose and descriptive-survey in terms of data collection. The statistical population included all professors and student teachers of Teacher Training University of Khuzestan (Iran) in 2022-2023. The sample size was determined using Cochran's formula including 73 professors and 245 student teachers who were selected using simple random sampling method. The data collection tool was the standard questionnaire of Skyro curriculum Ideologies (2008). The content and face validity of the questionnaire were obtained using the collective opinion of experts and the field of educational sciences and the validity of the questionnaire was calculated using Cronbach's alpha coefficient of 0.87. The descriptive test was used to analyze the data. The findings showed that there is a difference between the intended and Implemented ideologies of the professors, so that from the perspective of the intended ideology professors is the dominant curriculum of the learner ideology, while from the perspective of Teacher Training University students the Implemented ideology is the dominant curriculum of the professors.

The present study was conducted to evaluate the biology section of the experimental science curriculum of the first secondary school based on the Implemented curriculum. This research is descriptive and survey type. The sample of the study was simple random sampling including 55 teachers of experimental sciences school of Borujen in the academic year 1400-1401. The reliability of the research instrument (32-item researcher-made questionnaire) with a calculated Cronbach's alpha value of 85% was confirmed. The research hypotheses were analyzed using independent t-test and Friedman test with the help of 20spss software. Based on the findings, the level of teachers' familiarity with the philosophy and goals of the curriculum of the biology section of the junior high school curriculum, the ability to perform experiments and anticipated activities, Teacher evaluation methods were obtained from students' learning, the rate of achievement of knowledge domain goals and the rate of achievement of domain goals of this program, with the difference of the positive average obtained to the desired level. Also, teacher evaluation methods are of the highest importance for students' learning with an average rank of 3. 52. there is still a long way to go to reach the very desired level.