فصلنامه مطالعات برنامه درسی
پیاپی 69 (تابستان 1402)

The purpose of this study was understanding the types of teacher-student interactions based on the idea of education as an asymmetrical interaction. The research method was classroom study which was conducted in a large boy’s elementary school, with sixty classrooms. Firstly 5 third grade classes were selected based on purposeful sampling strategy of available samples. The data were collected through observation and video recording of the classes. The identified teacher-student interactions included caring, managerial, participatory, destructive, and functional interaction regarding the society. The caring and participatory classrooms interactions were aligned with the Bagheri’s theory of education. There is a need for coordinated changes between the goals of teachers, their professional skills and science, schools, community, and other elements of the education system. Inappropriate physical environment, some traditional beliefs of teachers, parents and school officials, students and inadequate professional skills of teachers and methodology-oriented curriculum are the main obstacles to the interaction of human theory in class.

The Null curriculum is the most important concept in the curriculum that was first proposed by Eisner (1979). Eisner emphasized the omissions of the curriculum as the Null curriculum and ignored the rest of its dimensions. The purpose of this study was to identify the nature of the curriculum, types, dimensions, levels, and its consequences using the method of document research and study and analysis of research conducted in this field. The results of this study showed that the Null curriculum is a concept beyond the Null curriculum considered by Eisner, and in addition to the omissions of the curriculum, it includes items that, with their presence, create shortcomings in the education of learners. According to the new perspective, seven types of null curricula were identified: "neglected, omitted, demoded, distorted, sterilized, Overused and, prohibited were formed, which can occur intentionally or unintentionally during the design, implementation or learning of the curriculum. They cause defects and deficiencies in the field of learning the knowledge, value and skills required by learners and leave unpleasant personal and social effects and consequences.

This article examines the weakness of society in formal education policies in Iran as a threat. In different contexts and periods, a pattern of education often appears in the service of the individual, in the service of society, or in the service of government. In this article, by reviewing the lineage of Iran's formal education system in historical events and dominant rationality, we examined if the weakness or absence of society in Iran's formal education system before the Islamic Revolution has prevented the possibilities of formation of a unified collective identity. The findings showed that the content of the courses and the rationality of the educational programs acted in the direction of identity assimilation by eliminating the capital of identity pluralities. In addition, it is revealed that geography produces a special imagination that produces a kind of ethnic nationalism. The history lesson tries to construct a collective identity based on race by presenting an idealistic and mythical narrative of ancient history and a selective approach to historical periods and personalities. In addition, uniformity, by transcending geography and history, by spreading to all the objective and mental realms of the student, penetrated language and culture.

Despite the intrinsic and functional value of music education, no model was presented for the preschool music curriculum, which is considered by many experts to be the most important and sensitive period of music learning. The aim of the present study was to design and validate a curriculum model for preschool music education based on David Elliott's theory of praxial music education. The survey method was used for answering the first question (characteristics of the model for preschool music education) the documentary research method, and the second question (the validation of the model). In answering the first question, all theories in the research subject domain, in a multi-phase process, these studies were subject to analysis. Finally, the praxial theory of David Elliot was selected. Then, the seven principles and commonplaces of the music curriculum in preschool were defined and drawn in the form of a model. The results of the validation section showed that, from the point of view of experts, all the components of the proposed model are designed in a desirable and acceptable way, and the developed model is suitable for the music curriculum in preschool.

The aim of this study was to investigate the components and educational goals of local indigenous games with a qualitative method based on the results of related research. The research approach was qualitative and its method was traditional research in which the research is classified into the forms system selection and clear analysis. The study corpus included articles related to local indigenous games since 2006. From 120 articles collected in a targeted manner, 39 articles were selected based on data saturation. The beginning of the theory and the main themes of employment were coded and classified. The results showed that the conceptual model included categories related to learning component which had three logics governing the goals of indigenous-local games included pay attention to all dimension and human evolution, coherence between national unity and multicultural, individual and social education.

The optimal use of authentic task is the intelligent strategy for reforming educational systems to understand the real world needs of the in order to nurture and develop the competencies of students as productive, responsible, self-regulating, creative, resilient, and confident citizens. The present study was conducted to identify criteria and indicators of authentic task in primary schools. For this purpose, a descriptive phenomenological method was used. The data were collected through in-depth semi- structured interview with 14 informants who were selected by purposive sampling and was analyzed using the Colaizzi's method. The deep analysis of data revealed 43 indicators and 11 criteria including: “clarity of learning objectives”, “relationships with daily lives and the ability to solve problems”, “clarity of assessment criteria”, “feedback”, “cognition and metacognition”, “giving students the right to choose” and “critical thinking”. Since the type of homework and its properties affect the performance of students, if the authentic criteria and indicators are used in the development of task, this transformative opportunity can be applied to empower students and develop their competencies to play the roles of effective citizens.

Students should be equipped with competencies appropriate to this ever-changing era in order to live with dignity in this rapidly changing age. This study identifies and compares the competency frameworks of four developed countries including New Zealand, Hong Kong, Northern Ireland, and Finland to provide some of the necessary evidence for decision makers and curriculum designers. The research was conducted using qualitative approach and multiple case study method. For this purpose, the written curriculum documents of the education system of the mentioned countries were studied and statements related to common competencies were extracted and presented descriptively. The findings showed that the five competencies of thinking, communication, self-management, using information and communication technology, and collaboration were considered as core competencies. The critical and creative thinking was explicitly addressed in all four curricula. Furthermore, self-management in all of these countries involved setting personal goals and planning to achieve them.

The purpose of this investigation was to examine the effectiveness of the shared story reading intervention on promot early literacy skills for preschool at-Risk. This study was quasi- experimental research design with pretest-posttest-follow-up with the control group. From two preschool centers, 30 children during a multi-level screening, included teacher introduction, imitation test and language development test. The participants were randomly assigned into either control or experimental group. Subjects of the experimental group, in 4 small groups, received 30 sessions of education, each session lasted 45 minutes three a week. Data were collected by Reading Readiness Test, and Test of Phonological Awareness. The results of Repeated Measures MANOVA indicated that a significant effect of program on increasing components of reading readiness and phonological awareness, in experimental group compared with the control group. While the differences were no significant for naming speed.

The purpose of this study was to present a structural model of the effect of students 'perceptions of the classroom environment and Perception of Evaluation on students' attitudes toward mathematics with the mediation of self-efficacy in secondary schools in Noor city, Iran. The research method was descriptive structural equations. Using cluster sampling method, 281 individuals were selected as the sample. And Pearson correlation coefficients and structural equation modeling were used for data analysis. The results indicated that there is a positive and significant relationship between perception of the classroom environment, Perception of Evaluation and self-efficacy with attitudes toward mathematics. The results also revealed that the effect coefficient of the perception of the classroom environment on the attitude towards mathematics was not significant, but the effect coefficient of the perception of evaluation on the attitude towards mathematics was positive and significant. Also, self-efficacy played a mediating role between perception of evaluation and attitude towards mathematics.

With the advent of cutting-edge technologies, flipped teaching has become of great importance. This study examined the impact of the flipped teaching method on the academic engagement of female high school students in humanities and the environment lesson. The research was conducted in District 2 of Rey city, Iran, during the 2020-2021 academic year. A quasi-experimental design was employed, with one school selected using simple available sampling. Sixty 11th grade students were randomly assigned to an experimental group and a control group. Descriptive and inferential statistics, including the Levin test, were used to analyze the data. The findings revealed that flipped teaching significantly improved the academic engagement of female students, leading to a 25% increase in their engagement. It is recommended that teachers, especially those in humanities and environment fields, participate in workshops to acquire effective flipped teaching strategies. This will help prepare students to contribute to a healthy environment through modern waste management and recycling using innovative teaching methods.