afsaneh saber garakani

Curriculum has an effective role in the success of educational systems and a curriculum based on entrepreneurship education can help in this field. Therefore, this study was conducted with the aim of identifying the dimensions and components of the curriculum based on entrepreneurship education in secondary school.

This study in terms of purpose was applied and in terms of implementation method was qualitative. The present study population was experts and specialists familiar with the research field, which according to the principle of theoretical saturation number of 10 people of them were selected as a sample with using the purposeful sampling method. The research tool was a semi-structured interview with experts and specialists, which whose validity was confirmed calculated by the triangulation method and its reliability was calculated by the intra-subject agreement coefficient 83.33 percent and the agreement coefficient between two coders 72.22 percent. The data were analyzed by the coding method based on the grounded theory in MAXQDA software

The findings of this study indicated that the curriculum based on entrepreneurship education in secondary school had 36 concepts, 9 components and 6 dimensions; So that the causal factors were include one dimension of recognition of entrepreneurial opportunities with two components of connection with the labor market and entrepreneurial policies and goals, the central phenomenon were include one dimension of central processes of curriculum design with one component of curriculum design, the contextual factors were include one dimension of operational knowledge with two components of gaining experiences real in the form of practical activities and business management, the intervening factors were include one dimension of obstacles to entrepreneurship with one component of executive interventions of the entrepreneurship education curriculum, the strategies were include one dimension of learning activities with two components of starting a business and developing skills and the outcomes were include one dimension of occurrence of decision-making results with one component of success of entrepreneurship education curriculum. In the end, the coding pattern based on the grounded theory of dimensions and components of the curriculum based on entrepreneurship education in secondary school was designed.

Based on the dimensions and components of the curriculum based on entrepreneurship education in secondary school, specialists and planners can take an effective step to improve the curriculum design.

Curriculum quality plays an important role in academic success and performance. As a result, the aim of this study was investigating the status of evaluation components of curriculum quality in the elementary schools in Tehran city.

This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The population of the qualitative section was the curriculum experts and professors of Tehran city, which according to the principle of theoretical saturation number of 12 people of them were selected by purposive sampling method. The population of the quantitative section was male and female teachers of public elementary schools of Tehran city in the 2021-2022 academic years with number 23593 people, which according to the Krejcie and Morgan table number of 377 people of them were selected by cluster sampling method. The research tools were semi-structured interviews and researcher-made questionnaires, which validity of the interviews was confirmed by triangulation method and its reliability was calculated by the coefficient of agreement between two coders 0.83, and the face validity of the questionnaire was confirmed by the opinion of experts and its reliability was calculated by Cronbach's alpha method 0.85. Data were analyzed with open, axial and selective coding methods in MAXQDA software and one-sample t-test in SPSS software.

The findings showed that evaluation of curriculum quality in the elementary schools has 108 indicators in 23 components and 6 dimensions were included systematic approach of evaluation of curriculum quality (with 4 components of strategic thinking, generalizability of goals, receiving corrective feedback and facilitating the teaching and learning process), qualitative evaluation of activities ( with 3 components of evaluation of motivational activities, evaluation of practical activities and evaluation of curriculum activities), quality of modern facilities and technologies (with 3 components of cultural and sports facilities, educational facilities and welfare facilities), quality of structural factors (with 4 components of lack of resources and inappropriate distribution, weak foresight, individual and organizational communication and lack of work discipline), quality assessment of curriculum principles (with 4 components of flexibility, curriculum sequence, curriculum usefulness and curriculum comprehensiveness) and quality assessment of curriculum strategic management (with 5 components of improving the appearance of the curriculum, improving the content of the curriculum, coherence of the curriculum, drawing the vision and growth of national-religious identity). Also, the components of strategic thinking, generalizability of goals, facilitating the teaching and learning process, evaluation of motivational activities, evaluation of practical activities and evaluation of curriculum activities, cultural and sports facilities, educational facilities, welfare facilities, lack of resources and inappropriate distribution, weak foresight, individual and organizational communication, flexibility, curriculum sequence, curriculum usefulness, improving the appearance of the curriculum, improving the content of the curriculum, coherence of the curriculum, drawing the vision and growth of national-religious identity were in favorable situation, but the components of receiving corrective feedback, lack of work discipline and curriculum comprehensiveness were in an unfavorable situation (P<0.001).

The results of this study have many practical implications for education specialists and planners, and they based on the results of this study, can take an effective step towards improving the evaluation components of curriculum quality, especially the three components of receiving corrective feedback, lack of work discipline and curriculum comprehensiveness.

The purpose of this study was to evaluate the effectiveness of the implementation of mathematics lesson plan with a lesson study approach on critical thinking in ninth grade male and female students in Tehran. Mathematics lesson was developed with a lesson study approach and then using a quantitative method of semi-experimental type pre-test and post-test with a control group with a role that adjusts the gender of students.Data collection tools; Demographic questions and a critical thinking questionnaire were used. Yes, this research is in the qualitative part; The heads of the departments and one of the secretaries, members of the mathematics departments of the19districts of Tehran,were selected by numerical sampling method, for a total of 38 students, and in the quantitative section,120ninth grade male and female students. Inferential statistics such as univariate analysis of covariance (MANOVA), multivariate analysis of covariance (MANCOVA) and two-way analysis of variance were used to test the research hypotheses.The results showed that the implementation of the ninth grade math lesson plan with a lesson study approach is effective on critical thinking and its components.Analysis;, evaluation, ;inference;, inductive; reasoning and deductive reasoning) And the components of students' gender have a moderating role.

Curriculum quality plays an important role in academic success and performance. As a result, the aim of this study was investigating the status of evaluation components of curriculum quality in the elementary schools in Tehran city.

This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The population of the qualitative section was the curriculum experts and professors of Tehran city, which according to the principle of theoretical saturation number of 12 people of them were selected by purposive sampling method. The population of the quantitative section was male and female teachers of public elementary schools of Tehran city in the 2021-2022 academic years with number 23593 people, which according to the Krejcie and Morgan table number of 377 people of them were selected by cluster sampling method. The research tools were semi-structured interviews and researcher-made questionnaires, which validity of the interviews was confirmed by triangulation method and its reliability was calculated by the coefficient of agreement between two coders 0.83, and the face validity of the questionnaire was confirmed by the opinion of experts and its reliability was calculated by Cronbach's alpha method 0.85. Data were analyzed with open, axial and selective coding methods in MAXQDA software and one-sample t-test in SPSS software.

The findings showed that evaluation of curriculum quality in the elementary schools has 108 indicators in 23 components and 6 dimensions were included systematic approach of evaluation of curriculum quality (with 4 components of strategic thinking, generalizability of goals, receiving corrective feedback and facilitating the teaching and learning process), qualitative evaluation of activities ( with 3 components of evaluation of motivational activities, evaluation of practical activities and evaluation of curriculum activities), quality of modern facilities and technologies (with 3 components of cultural and sports facilities, educational facilities and welfare facilities), quality of structural factors (with 4 components of lack of resources and inappropriate distribution, weak foresight, individual and organizational communication and lack of work discipline), quality assessment of curriculum principles (with 4 components of flexibility, curriculum sequence, curriculum usefulness and curriculum comprehensiveness) and quality assessment of curriculum strategic management (with 5 components of improving the appearance of the curriculum, improving the content of the curriculum, coherence of the curriculum, drawing the vision and growth of national-religious identity). Also, the components of strategic thinking, generalizability of goals, facilitating the teaching and learning process, evaluation of motivational activities, evaluation of practical activities and evaluation of curriculum activities, cultural and sports facilities, educational facilities, welfare facilities, lack of resources and inappropriate distribution, weak foresight, individual and organizational communication, flexibility, curriculum sequence, curriculum usefulness, improving the appearance of the curriculum, improving the content of the curriculum, coherence of the curriculum, drawing the vision and growth of national-religious identity were in favorable situation, but the components of receiving corrective feedback, lack of work discipline and curriculum comprehensiveness were in an unfavorable situation (P<0.001).

The results of this study have many practical implications for education specialists and planners, and they based on the results of this study, can take an effective step towards improving the evaluation components of curriculum quality, especially the three components of receiving corrective feedback, lack of work discipline and curriculum comprehensiveness.

In this article, the art of impersonation as an educational method has been studied, assuming that the ultimate goal of religious education is to be close to God. Analytical research method is an inference of qualitative research methods. In the explanation of nearness to God as the ultimate goal of education, it is possible to get close to God, to surrender and be ascribed to God's attributes and beauties. The higher the quality and quantity of this attribution, the greater the closeness has been achieved. In this process, God and his attributes are placed in front of us like a guiding light, but the idea of God as an absolute and infinite existence in the limited human mind is accompanied by difficulties, which is caused by the difficulty and even refusal to adapt the absolute to the limited, so We want this process of getting close to God to be done by taking help from limited beings (man) who are adorned with absolute (divine) attributes as much as possible. The way that God himself has implemented in the Quran. This is a path that can be argued on, and there is no escape. In addition to that, the natural human structure is also suitable for this purpose and makes possible the foundation for the realization and taking steps in this process. With these attributes, it is possible to find some of God's attributes in all the members of the society in proportion, and put them to the test of others, and only describes the unpleasant attributes and do not give an example for it. A problem that, on the one hand (getting lost at the time), fosters self-confidence and dignity, and on the other hand preserves the dignity of human beings (wrongdoers), which left the possibility of return and hope.

The main purpose of the research is to model the structural equations of the relationship between psychological capital and the professional competence of educational managers with the mediation of organizational culture in Damavand schools.

This research was applied in terms of purpose and structural equation modeling in terms of descriptive method. The statistical population was all the educational managers of schools in Damavand city in the academic year 2019-2020, and 240 people were selected by stratified random sampling as the sample size with the method suggested by Schumacher and Lomax (2004). The research tools of Loutans (2007) 24-question psychological capital questionnaire, Denison's (2000) 60-question organizational culture questionnaire, and Melainejad's 39-question professional qualifications questionnaire (2013) were used and their validity and reliability were retested, and Cronbach's alpha coefficients were all The components were close to or higher than 0.7. The data were analyzed with correlation coefficients, mean, standard deviation, Pearson correlation test and structural equation modeling method in SPSS-25 and AMOS-24 software.

The findings showed that the direct paths of psychological capital to professional competence in educational managers and the indirect path of psychological capital to professional competence with the mediation of organizational culture were significant. Regarding the mediation of organizational culture components, organizational culture participation factor 54%, organizational culture integrity 49%, organizational culture compatibility 48%, and organizational culture mission factor, psychological capital and social capital explain a total of 46% of the variance of professional competence in educational managers.

The findings of this research emphasize the importance of the mediating role of organizational culture in the relationship between psychological capital and the professional competence of educational managers.

The main purpose of the research is to present a curriculum model based on academic vitality in elementary school students of Tehran city with the approach of data base theory.

The research method is applied in terms of purpose and qualitative in terms of data type, which was carried out with the foundational data approach. The statistical population includes elites with doctorate degrees and university faculty members with at least 10 years of experience and with research degrees and participation in the desired seminars. The sample size was 15 experts who were selected with a purposeful method and according to the principle of theoretical saturation. The data collection tool is a semi-structured interview. Theoretical coding method (open, central and selective) was used to analyze the data.

After open and axial coding, it was determined that the dimensions and categories of the curriculum based on academic vitality were obtained based on the data theory of the 4 causal dimension foundation, which these dimensions are 1- The goal of the curriculum with three components of attention to happiness, creating motivation and paying attention to life skills 2- Curriculum content with three components of effective communication skills, life skills implementation, participation 3- Teaching process -Learning curriculum with two components of creating vitality, psychological well-being skill 4- Curriculum evaluation with two components Evaluation of vitality is evaluation of passion for school, and according to theoretical and practical bases, the relationships between identification categories have been drawn. Based on the analysis conducted with the questionnaire of Strauss and Corbin (2003), it was found that this model has the required validity.

Therefore, the application and operationalization of the mentioned model can significantly help to improve the quality of the curriculum.

Vitality plays an important and effective role in improving and promoting psychological and academic variables in students. Therefore, the aim of this study was to presenting a curriculum model based on the vitality in primary school students.

The present research in terms of purpose and implementation method was applied and descriptive from type of quantitative, respectively. The research population was primary school teachers of Tehran city in the academic years of 2019-20 with number 11526 people who 374 people of them were selected as a sample based on the Krejcie and Morgan table with the multi-stage cluster sampling method. The samples responded to the researcher-made questionnaire of curriculum based on the vitality in primary school students (100 questions) which whose psychometric indicators were acceptable. Data were analyzed with exploratory factor analysis and structural equation modeling methods in SPSS and Smart PLS software.

The findings showed that curriculum based on the vitality in primary school students in the main category i.e. curriculum based on the vitality were included of positive motivation and belief, social relations and academic engagement, in the category of causal conditions were included of educational goals, textbook text, educational methods and curriculum evaluation, in the category of contextual conditions were included of intra-classroom conditions and school conditions, in the category of intervening conditions were included of educational policy-making, environment and culture, in the category of strategies were included of decentralization and infrastructure and in the category of consequences were included of engagement and behavior. Also, the factor load of the main category, causal conditions, contextual conditions, intervening conditions, strategies and consequences was estimated higher than 0.50, their average variance extracted was estimated higher than 0.70, and their reliability with using Cronbach's alpha and combined methods was estimated higher than 0.80. In addition, the curriculum model based on the vitality in primary school students had a good fit and in this model the causal conditions on the main category, main category, contextual conditions and intervening conditions on the strategies, and strategies on the consequences had a direct significant effect (P<0.001).

According to the results of this research, the designed curriculum model based on the vitality in primary school students can help planners and experts in designing and implementing programs to improve vitality in students.

The main purpose of this study is to present a native model of school-based management in high schools in Tehran (application of the data paradigm model of the foundation).

 The research method is applied in terms of purpose, in terms of data type, it is a quality that has been done with the foundation data approach. The statistical population includes elites with doctoral degrees and faculty members with at least 10 years of experience and with research degrees and participation in seminars. The sample size was 15 experts who were selected by purposive method and according to the principle of theoretical dissemination. The data collection tool is a semi-organized interview. Theoretical coding method (open, axial and selective) was used to analyze the data. After open and axis coding, it was found that the dimensions and categories of school-centered include 1- decision dimension 2- decentralization dimension 3- control and supervision dimension 4- performance evaluation 5- organizational health dimension 6- intra-organizational dimension and with Attention to theoretical and practical foundations, the relationships between the categories of identification are drawn and the native school-centered model is finally drawn in 6 main axes and 26 sub-categories.

Based on the analysis of the Strauss and Corbin (2003) questionnaire, it was found that this model has the necessary validity.

Therefore, the application and operation of this model can help to improve the quality of education management.