نشریه نظریه و عمل در برنامه درسی
پیاپی 10 (پاییز و زمستان 1396)

This paper aimed to clarify the role of moral concepts in elementary course curriculum. By qualitative content analysis, firstly, the moral concepts in textbooks are inductively determined and then sorted into more general categories. Then, according to fluency and integration in any class and also evolutionary arranging in the whole course, the vertical and horizontal organizations of these concepts are examined. The results showed that Persian books in all courses have the most fictions and the most moral concepts. Unfortunately arranging of concepts in those books are not noticed and among fifteen moral concepts only “good behaving”, “loving humankind” and “effort” have the fluency and integrity factors, qualitatively or quantitatively. The other concepts, not in the repetition, nor in the arrangement, have an appropriate organization in different courses.

The purpose of the present research was the pathology of Farhangian university internship. Mixed methods research and sequential explanatory design were used. The study population consisted of teachers, teacher's guides and Interns of the Farhangian university in Chaharmahal and Bakhtiari Province .In quantitative phase, teachers were selected by census method, and the other two groups were selected randomly. Purposive sampling was used in the qualitative phase. Quantitative and qualitative phase data was gathered by questionnaire and interview. Content and face validity of the questionnaire and its reliability was estimated. In the qualitative phase, provided constructive, Internal and external validity, and also the reliability of the peer debriefing, member checking, and external auditor was approved. The results showed that the teachers from the objectives, learning activities, time, space and evaluation of school education; took time component, and two other groups, took the learning activities and assessment as unfavorable. Overall conclusion showed that internship provides opportunities for professional training of student teachers, but still implementation and operation of actors is facing with problems regarding the policy and planning.

Curriculum Based Measurement (CBM) is a supervision method of student’s educational achievement through direct assessment of predicted skills in the curriculum. Although almost half a century passes from the introduction of CBM in the world, however, it has not been considered in Iranian curriculum. So, this research aimed to introduce and investigate the impact of CBM on math achievement of elementary students in comparison with conventional methods of formative evaluation. The present study based on the goal is applied research and in term of data collection is a quasi experimental method with a control group and pretest for a sample of 3rd grade elementary students. Results of analysis of covariance showed that CBM had a significant effect on elementary students’ math achievement. Based on this research results, it is recommended that CBM is used in the elementary curriculum as a more effective method of formative evaluation.

This study investigated the impact of Parallel teaching on the academic performance of students in the sixth grade in math and their attitude toward school. The research method was experimental, and pretest-posttest with control and experimental groups were used. The statistical population consisted sixth female students in Tabriz in the academic year 94-95, and the sample size is 70 persons that 35 of them in the control group and 35 persons in the experimental group were exposed. In the experimental group, parallel teaching was implemented for 2 months, and in the control group, one teacher taught. The Analysis of ANCOVA was performed on the math achievement of students in the experimental and control group, showed that the student's mathematics achievement between the experimental and control groups had a significant difference. Also, the results of the MANCOVA analysis showed that the attitude towards school in the experimental group (parallel teaching) and control group (one teacher) had a significant difference. This difference in attitude included school environment, students’ perception of education, school objectives valuation, Self-regulation, and attitudes toward teachers and classes. This difference was to using parallel teaching among the students.

The purpose of this phenomenological study was to examine eight teacher students’ experiences in using the reflective narrative journal in the process of their Practicum. Specifically, this study focused on capturing the essence of the experiences related to reactions, feelings and thoughts about the reflective narrative journal entries in Practicum process. Qualitative analysis revealed that reflective narrative journal for student teachers encompasses the progress of personal, professional knowledge, mental discipline, context to link theory with practice-world, professional interaction development with others, self-awareness from their development process.In addition to those, It endeavours Side effects such as empowerment in writing.

The aim of the research, was designing a model of required management competencies for second grade of primary school. This research is a descriptive survey. The population consisted of mail documents of the educational system, domestic and foreign experts’ opinions and the results of some researches. Through purposive sampling, the National Curriculum Document and some studies that focus on the introduction of management competencies were selected. To design a competency model, the design approach (Model Byham and Meyer) was used in five stages. For the analysis of questionnaire 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.

This study was conducted to remedy the shortcomings of the curriculum that the authors had developed for the course of “Consecutive Interpreting”. The curriculum had been designed adopting a social constructivist framework and implemented for a semester to detect the imperfections. Since the main problems centered on the paucity of learner's interactions and the limitedness of the existing interactions to few learners, the face-to-face class was complemented with an online class on Moodle. The blended design was implemented for another semester to evaluate its efficiency in solving the problems. The participants of the study were all the 54 students who enrolled in the course in the intended semester. Moodle's forum was the module used for this study. Accordingly, three public forums were used for discussions over listening comprehension assignments, note-taking activities, and activities in the face-to-face class. Since Moodle is capable of recording and saving all the activities performed by users, it was used as the instrument for data collection as well. All the discussions in the forums were studied during the whole semester first to determine the extent to which interactions occurred, and second, study the interactions considering such variables as gender, age, and a semester of entrance. The study revealed that "forum" enhanced the interactions. Besides, the differences between the mean participation rate of students with different gender, age and semester of entrance turned out not to be significant, indicating that such variations in the online class had not been barriers hindering learners from getting into interaction