فهرست مطالب محمد جمالی تازه کند

In the last decades, several attempts have been made to internationalize of higher education. This study aimed to analyze factors influencing the internationalization of medical education from viewpoint of faculty members.
This is a descriptive and cross- sectional study. The statistical population included faculty members of medical school at Shahid Beheshti University in which 205 members by using Cochran formula were selected as the sample. The research instrument was a researcher-made questionnaire based on documentary studies so that its validity determined by content validity method and using the opinions of five academic experts and the reliability calculated by Cronbach's alpha coefficient 0.897. Data were analyzed using descriptive statistics (Mean & Standard Deviation) and inferential statistics (One-Sample T- Test & Friedman Test) through SPSS.
The mean of economic domains (3.82± 0.641), cultural (3.37± 0.735), political (3.73± 0.452), academic (3.64± 0.620), managerial (3.65± 0.749) and information (3.88± 0.732) were moderate, and Friedman's test results showed that political and cultural domains had the highest and the lowest impact on internationalization of medical education respectively.
It can be concluded that all the identified factors affecting the internationalization of medical education, but factors such as increasing the financial resources for internationalization, increasing optimism about the presence of international students, facilitating the issuance of passport and visas, paying attention to internationalization in the university vision, improving organizational structure for international cooperation and communicating with international associations is more important.

The present study aimed to analyze strategies for effective curriculum implementation in web 2.0-based personal learning environments.
For this purpose, the exploratory mixed design including the phenomenological qualitative method and quantitative survey used. The participants in qualitative section were 11 people selected by purposeful sampling from administrators, faculties, E-learning experts and curriculum specialists. Data collected by using indepth interview and analyzed by Braun and Clarke's thematic analysis method. The results shown strategies were classified into three; crossorganizational, organizational and pedagogical. In the quantitative part of the study, lecturers, elearning staff and faculty members of education selected from 6 public and industrial universities located in Tehran (N=550). Based on the findings of qualitative study, a questionnaire designed and 177 replies received from total of 225 samples. Data analyzed by using descriptive statistics and first and second order confirmatory factor analysis.
The first-order confirmatory factor analysis revealed the alignment of the items with the theoretical construct. Based on second-order confirmatory factor analysis, Cross-organizational (90%), organizational (84%) and pedagogical (83%) strategies explained the variance of the main theme respectively.

The beginning of the twenty-first century witnessed the advent of technologies known as Web 2.0. Though most of these technologies not developed for the educational application, but they added and gave rise to reconceptualize in the field of virtual learning. Studies show that integrating and utilizing Web 2.0 in E-learning, having the potential of networking, generating connective knowledge and directing to Networked learning, influence key elements of the curriculum (epistomplogical and theoretical foundations, pedagogy, content, evaluation, etc.). Thus, this article aimed to explore emergent E-learning concepts in the networked era and explain the implications of Web 2.0 learning environment for epistemological and theoretical approaches of E-learning curriculum design model. To this end, analytic- qualitative desing used.The findings show that Web 2.0 enters new concepts into e-learning literature, challenges traditional models of web-based curriculum design and poses new and different epistemological and theoretical considerations.

The present study was conducted with the aim of checking the amount of considering the citizenship education components presented in the social science textbooks of the secondary school. Since there was no specific course for citizenship training in Iranian education system, social science textbooks of the secondary school were analyzed. Citizenship education components were categorized into three sections including knowledge, skills and attitudes. The research samples were consisted of all social science textbooks at the secondary school level in the academic year of 2009-2010. Shannon entropy method was used for content analysis. The units of analysis were text, questions, exercises and pictures. The results of research demonstrated that from the total of 3194 counted units, 248 units were allocated to knowledge of citizenship, 99 units were allocated to citizenship skills and 103 units were allocated to citizenship attitudes. It should be taken into consideration that all of the components of the research categories were not equally attended and textbooks did not address citizenship categories in a proportionate manner too.

With regard to the fundamental effect of traing and education in the students’ sociablity, preparing the young generation to play citizenship role in the local, national and global community is an issue which is expected of this educational entity. The present study was conducted to evaluate the effect of the content of social sciences textbooks in line with the determined objectives and the degree of presenting the citizenship training skills in such textbooks. This content analysis study was conducted in social sciences textbooks of middle school courses in 2010-11. Based on sectioning or cutting procedure, social sciences textbooks’ contents of secondary school was categorized and divided into four sections including text, image, question and activity. Shannon entropy method was used for data analysis. After normalizing the data, information load of each category was calculated and finally, importance coefficience of each one of categories was estimated using categories’ information load. From among the 3149 units calculated in the content of the secondary school’s social sciences textbooks, just 99 units were allocated to the special citizenship skill. The highest rate of attention belonged to the Self-awareness with 31 units. No reference was made to “appropriate use of civil facilities”. Although formal curricula, especially social sciences play substantial role in the realization of citizenship training, little attention has been paid to the indexes pertinent to citizenship skills in the social sciences curricula content.

Curriculum in higher education plays a key role and can affect the efficiency, quality and effectiveness of the educational system. It is important to change curricula for meeting social needs and reflecting the latest scientific achievements. The present study aims to identify barriers to change curricula in Shahid Beheshti University and Shahid Behehsti Medical University. In this descriptive-survey study, a sample of 130 faculty members from the above-mentioned universities was randomly selected through multi level cluster sampling method. Data was collected by using a researcher-made questionnaire, with 30 items related to 5 areas of main obstacles in curriculum change. The validity of the questionnaire was determined by curriculum studies scholars; the reliability was calculated 0.88 by using the alpha correlation. Data was analysed using descriptive and inferential statistics including sample T-test, independent T-test and Friedman test according to the variables. One sample T- test showed that both groups had considered all the designed items as the barriers to curriculum change. Friedman test prioritized five areas studied from the perspective of the faculty members of Shahid Beheshti University as internal barriers, external barriers, economic & financial barriers, motivational & human barriers, and professional & career barriers; and from the view point of faculty members of Shahid Beheshti Medical University as internal barriers, external barriers, economic & financial barriers, professional & career barriers, and motivational & human barriers. According to the barriers to change, strategies such as holding appropriate workshops and reviewing the curricula, creating a structure that will delegate reviewing the curricula and will institutionalize it in university and providing adequate funding to promote faculty members curricula in the process of change and reforming academic curricula are recommended for the elimination of the barriers.

The present research was aimed at studying factors influencing the use of information and communication technology from perspective of graduate students studying in Teacher Training University of Shahid Rajaee. In this descriptive- survey research, a sample of 235 were randomly selected among 750 populations for collecting data. Research data collected by using self- developed questionnaire. Its validity was confirmed by experts and the Reliability was 88% by using Cronbach’s alpha coefficient. One sample t test, independent t test and one way ANOVA were used for analyzing data. The results indicated that the establishment of centers to solve technology problems of students is the major factor in using information and communications technology. Findings, also, suggested that there were found no significant difference in terms of moderating variables in the level of 0/05.