فهرست مطالب علیرضا امینی زرین

The purpose of this research is the pathology of teaching and institutionalizing the concept of hijab and chastity in the second grade of elementary school, which is practical in terms of purpose.

The method of this research is qualitative and it has been carried out using a strategy based on data-based theory. The data collection tool is a semi-structured interview, and in order to collect information, an interview was conducted with 39 elementary school teachers in Tehran, experts of the Educational Research and Planning Organization, as the participants of this research, with the purposeful sampling method and using the theoretical saturation criterion. In order to obtain the reliability and validity of the data, two methods of review of participants and review of non-participating experts were used in the research. Data analysis was done in three stages: open coding, central coding and selective coding. The results of the current research show the extraction of more than 298 open codes from the interviews, as well as the statistics of 50 core codes and 7 selective codes.

The results show educational-curriculum, customary-social, educational-educational, psychological-emotional, governance-legal, cultural-identity and philosophical-belief harms that need to be taken into consideration by policy makers in this field.

The present study was conducted with the aim of pathology of virtual teaching of reading and writing skills in the first grade of elementary school in Pakdasht city. The research was applied in terms of purpose, and based on this, a qualitative research design was used. The participants of the research included 15 first grade elementary teachers of Pakdasht city and 7 specialists and experts from the educational research and planning organization and the textbook authoring office, who were selected based on the purposeful sampling method with theoretical saturation quality. Next, the findings related to the interviews were analyzed by the grand theory method and Strauss and Corbin coding. The results indicated pathologies including method-based, goal-oriented, content-oriented, evaluation-oriented, teaching-learning, activity-oriented, need-based and context-oriented pathologies, and also pathologies related to materials and resources and facilities, learner-oriented, and teacher pathologies. It was the axis that affects the process of non-attendance education.

The twentieth century can be considered the century of gender approaches. From extremist and one-sided movements to moderate and neutral schools of thought about gender, which have surrounded the last century and all of them had originated in achieving gender justice, but each has taken a different approach as a different definition of equity. The curriculum is no exception to this rule. The purpose of the present study is to compile a continuum of gender approaches that have been proposed in the world so far in order to bridge the gap between these continuums, because it seems that none of the proposed approaches has been able to provide a complete answer to the issue of gender attitudes in the curriculum. The present study is a qualitative research type and based on a descriptive-analytical method which has been performed by using the method of consistent combination (combination of different theories) in five steps through observing the principle of non-adjacency of inconsistent parts. After analyzing the research findings and recognizing the existing gap, with the aim of creating a balance in the continuum of gender approaches in the two main groups of segregation and non-segregation, it seems that "gender-oriented education" which is derived from religious principles and Islamic view of the issue of gender and its implications for the subject of education based on intelligent, hidden, and implicitly planned goals, can be an answer to the type of equity-oriented thinking on the issue of gender. Finally, a set of implications for a gender-oriented approach to curriculum is provided as an introduction to the design of such a curriculum.

Today, categorization is an attempt for achieving the correct definition and explanation of what is known as knowledge. But the problem is that sometimes the categorization basis would be more important than the categorization itself. The purpose of this paper was to achieve the correct basis of knowledge categorization and thereby this question would be answered: “what is the relationship between all kinds of known knowledge and the forgotten ones”? In this paper and in what follows, while drawing the crossover matrix of all knowledge-forming components, this issue has been considered that “visual knowledge” can be the neglected link which connects all types of knowledge and ensures the correct relationship among them. In fact, this knowledge can be considered as the space for combining the other types of knowledge. On the other hand, addressing the fourth type of knowledge would be an approach on the requirement of art teaching at schools; as it seems that visual knowledge can be considered more than any other discipline and program in the art curriculum.

Modeling the growth and development path noted in the Fundamental Reform Document of Education in the Islamic Republic of Iran is an issue that could guarantee the achievemnet of educational goals. Among the six realms mentioned in this document, socio-political realm and achieving of its educational goals could lead to the realization of the concepts of developing responsible and participating citizen that most of educational systems seek to attain. In this article, the authors aim to present a proposed curriculum model for political literacy education while presenting politics definitions based on three classical, new and Islamic approaches to the concept of political literacy and explaining the components of this literacy. In order to create a match between the components of political literacy and developmental characteristics of the first high school grade, the proposed curriculum model for political literacy education was introduced in the first grade of high school based on Akker curriculum elements focusing on the logic of the curriculum. At the final stage of the study, the proposed model of the curriculum was validated. To this end, this descriptive and analytical research with qualitative- quantitative Q method was conducted in three stages: semi-structured interviews and analyzing them according to Strauss and Corbin method; weighing the extracted components of political literacy based on multivariate factor analysis; and validating phase conducted through a semi-structured interview.

Developmental theories describe and explain stages in which different aspects of human psyche develop. Among such theories is Kohlberg’s theory of moral judgment wherein a complex mixture of different personality dimensions is present. Despite reviews and critiques on this theory, it seems that some of its aspects have remained hidden and unexplained. Through structural modeling, the authors have identified the missing element in this theory and thus accounting for its difference with the views of philosophy and religion scholars on morality. This missing element is actually a stage of development that Kohlberg has overlooked. Collected data from high school students in Tehran has verified the seventh post conventional stage whereby not only Kohlberg’s theory is brought closer to what Maslow had in mind, but also helps with its compatibility with what Kant has called “moral act

Modeling the growth and development path in the Fundamental Reform Document of Education in the Islamic Republic of Iran is an issue that more than anything can guarantee the achievement of educational system goals. Meanwhile, Socio-political area by achieving of its educational goals can ensure the realization of the concepts such as responsible, active and participating citizen that each educational system follows it.
In this article, the authors are seeking to answer the question, “what is the Politicization Pathway in the education system, and what are its stages based on cognitive development with emphasis on educational courses”. While They are addressing the concept of politics based on three classic, new and Islamic approaches, and providing the desired definition of this research, they are trying to conceptualize pathway through which the educators can understand political concepts and analyses through passing its steps named politicization pathway and political education with regard to educational courses based on cognitive development characteristics and make decision on social expediency by having a correct political and social attitude.
The achievements of this research in practice, in addition to important educational aspects of the education system of the country in the period of general education and higher education, are increase the legitimacy and qualitative improvement of the political system of the country based on the responsible participation and role of citizens in political and social scene.
To this end, the present study was conducted with Q quantitative qualitative methodology in three stages of semi-structured interviews and its analysis by Strauss and Corbin coding, prioritization of the categories and analysis based on the Friedman''''s non-parametric test and then the merging and naming six steps of political education (politicization pathway). At the end of the research, the steps taken to achieve the goals of Bloom''''s learning are compared and evaluated in three areas of cognitive, emotional, and psycho-motor , as well as the educational courses based on students developmental stages.

Professional competencies of teachers in the third millennium are those skills and knowledge that help teachers achieve certain results during teaching process, having certain inputs. In fact, addressing these competencies guarantees the expected outputs of the teaching process (Quality of Teaching) on the one hand and the accuracy of the process (good teaching) on the other hand. So, here classifying and dealing with all aspects of teaching is necessary, but it seems that exaggeration in adding new branches of skills in addition to creating an atmosphere of uncertainty, changes teaching into an unattainable profession. In this article, using descriptive-analytical method, the authors investigated the Shulman’s theory of teacher knowledge types which is the most important element of professional competencies of teachers and Eisner’s connoisseurship theory of teaching. In particular, they address the issue as to what extent existing categories are reliable and accurate. It seems that what has been considered by scholars in this field is achieving some kind of connoisseurship in teaching; however, without the appropriate basis for all kinds of knowledge division, that would be unlikely to happen. At the end, while comparing this knowledge domain with the concept of connoisseurship on the one hand and teaching process competencies and an expert system on the other hand, we tried to achieve a more accurate classification of teacher knowledge, so that we could specify an appropriate basis for classification of teacher knowledge types and also more accurate definition of concepts such as educational technology and connoisseurship could be obtained.