فهرست مطالب dr.mahboubeh arefi

Due to the importance of the "type of orientation of the educational system" and the "components used in the design of its educational models" in terms of compliance with authentic religious criteria and the fulfillment of the goals of this intellectual system, the present research is based on the above-mentioned goal and using the "analytical-interpretative" method, has collected and presented Mohammad Ghazali's educational system as a purely religious system. The findings indicate that in the section of educational foundations, emphasis on the inherent and divine dignity as well as the spiritual and soul dimension of human existence, God's centrality and activeness in the world, the existence of two dimensions of matter and heaven in the universe, Focus on the conditions that create the behavior rather than the behavior itself, opposition to the eradication of instincts from human existence, and also the explanation of the possibility and method of acquiring knowledge, the ultimate goal of ethical conduct, the manner of moral judgment and motivation, methods of acquiring moral virtues, the role of reason and will in shaping human behavior, and the criterion and goal of moderation of powers based on religious injunctions, constitute Ghazali's most important beliefs in this field. In the field of educational principles, Ghazali's explanatory principles have a five-faceted structure, which includes "the possibility of education", "the bases of education", "the requirements and necessities of education", "the preparations during education" and "the content and substance of education". These principles explain his beliefs in this field through eighteen educational principles. Ghazali also bases his educational system on three pillars: soul, ethics and knowledge. Based on these pillars, he organizes the relationships between teachers, students, and parents, curriculum, stages of education, and methods of education.

This study aimed to identify the examples and frequency of symbolic violence in the Iranian elementary school curricula according to teachers and school staff in order to help change the existing curricula by raising and critically addressing this problem. The statistical population comprised teachers and staff of elementary schools in Tehran in academic year 2021-2022. Based on Morgan’s table, the sample size was calculated as 384 people who were selected via stratified random sampling. The data were collected via a researcher-made questionnaire. The content validity of the questionnaire was confirmed by experts through content validity ratio (CVR) of 0.62-1 and content validity index (CVI) of 0.79-1. Its construct validity was confirmed via confirmatory factor analysis, and its reliability was 0.70 based on Cronbach’s alpha. The data were analyzed via tables, figures, and one-sample t test. The results revealed that, according to the respondents, different types of sociocultural, ideological, economic, political, and non-physical symbolic violence are widely common in elementary schools and can be imposed through all elements of the curricula. Its frequency was very high in the content of the elementary school curricula, high in the setting, the time of instruction, teaching-learning strategies, assessment methods, and the social atmosphere of schools, and to some extent in the goals of the curricula, teaching sources and materials, and teachers.

The aim of the present study was to explore educators’ lived experiences about the challenges of entrepreneurship education to children of labor. This qualitative research was performed using descriptive phenomenological approach. Data were collected through semi-structured interviews. For this purpose, 15 educators experienced in teaching children of labor were interviewed, and the obtained data were analyzed by Strabert and Carpenter (2002) method. The analysis of the interviews led to the emergence of five main themes, namely personal and environmental challenges, content and procedural challenges, structural challenges, methodological challenges, and economic challenges and 25 subthemes including attitude change, peer influence, lack of attention to psychological characteristics, mistreatment of children of labor, parents’ resistance, lack of equipment, educators’ lack of familiarity with the life of children of labor, imaginative educational programs, failure to attend to children’s needs, short-term outlook on entrepreneurship education, invisible achievements of entrepreneurship education, placement problems, lack of attention to experienced educators, poor planning, mass education, legal and regulatory conflicts, weakness of tools related to teaching entrepreneurship to children of labor, failure to attend to the age of children of labor, lack of practical training, excessive emphasis on educator, lack of attention to participatory methods, lack of budget, severe financial needs of children of labor for daily wages, lack of social-financial support and short-term economic outlook.

The present study is qualitative research aimed at identifying and understanding the lived experiences of Afghan students from interactions and communication within the school in high school, which has been done using phenomenological method. Sampling method in this research is purposeful sampling method which is mostly used in phenomenological studies. For this purpose, the data were obtained through semi-structured interviews with 12 Afghan students who were studying in junior high schools in District 7 of Tehran in the academic year 1399-1499. In this way, 10 people were interviewed and nothing new was found in the tenth interview, but to be sure, the researcher continued the interview until the twelfth person to ensure saturation. Other tools such as journalism, field observation and note-taking were also used and the findings were analyzed by Van Manen method analysis. Research questions were designed about the relationship and interaction of Afghan students with their classmates and teachers, and the researcher sought to identify and understand what is going on in the interactions between Afghan students with their peers and teachers. After analyzing the interviews, facts such as humiliation of Afghan students, discriminatory behavior of some teachers towards Afghan students, self-censorship, existence of divisions among students, being marginalized, being considered secondary, not being seen and forced silence in Achieved among Afghan students. To examine the validity and reliability of the research, the method of expert review, data consensus means the use of multiple data sources and methodological consensus means the use of two or more methods in this research has been used.

Studying lived experiences of teachers for identifying challenges and problems of qualitative description evaluation of Primary School Course of Study at Corona Virus Crisis Era.

This is a qualitative-descriptive & phenomenological study. In this research 16 male and female teachers of primary course of study who were teaching at Karaj County in the Educational Year 2021-2022 were interviewed by the semi-structured interview method. The respondents were selected purposefully. The data were analyzed via 7-Stage Strategy of Colaizzi .

Analysis of the teachers’ interviews resulted in 3 general implications: 1- Problems of Qualitative-Descriptive Evaluation , and related elements in  the curriculums 2- Problems of Qualitative-Descriptive Evaluation and contradictory understanding of the beneficiaries 3- Problems of Qualitative-Descriptive Evaluation in Tools & Execution Phase.

. Analysis of the interviews with the teachers showed that in the era of corona virus crisis and on-line education, they were facing variety of challenges in materialization of principles and objectives of the qualitative descriptive evaluation. The most important of which was reduction of quality of evaluation of the contents learned by the students due to limited possibility of receiving feedbacks and low literacy of the students in basic skills.

Curriculum management is essential for improving the quality of educational programs in healthcare. The structure of curriculum must be customized according to the scientific needs and requirements. Hence the present study aims to evaluate the Curricula of basic medical sciences from the experts point of views.

In the study a combination of exploratory and Delphi research methods was used. At first, based on detailed studying of theoretical foundations, we extracted the first round of Delphi questions and provided them for the expert group. Using content analysis, the codes, categories, and finally, items were extracted. The items obtained were scored in a questionnaire based on the Likert scale, and then analyzed using descriptive statistics and Interquartile Range (IQR) metric.

According to the data extracted, the expert group identified the content of basic sciences curricula in Ilam University of Medical Sciences under the following categories: Content with low-level comprehensiveness, out-of-date content, content with low-level of practical application, bulky content, and content having a weak relationship with the objectives of the curriculum.

Based on the research, the most significant problems of the basic sciences curricula were the low agreement of the content with educational objectives, low-level comprehensiveness, and finally, low-level practical application.

The aim of this study was to investigate the effects and consequences of curriculum policy in the Iranian education system in order to provide a model. The research method was a combined method. Inthe first section, with the analysis of Strauss and Corbin type of grounded theory, the dimensions, levels, process, participants and effective components of the policy making program in Iran education system were identified and in the second section, they were validated through a descriptive survey method. The statistical population in the first section was the elites with experience in the curriculum policy who were referred using the snowball sampling method. In the second part, the sample included curriculum and policy specialists. In the qualitative phase, the number of interviewees was 11, and in the quantitative phase, using the Morgan table, the number of samples was estimated to be 148. The research tool in the first section was a semi-structured interview and in the second secton, a researcher-made questionnaire based on the extracted dimensions and components from the perspective of various experts was used. The validity &Reliability were confirmed by academic experts after the study. The reliability of the questionnaire during the calculation of Cronbach's alpha coefficient was 0.96. In the qualitative analysis of findings, interpretive Paradigm & Maxqda2018 used and in the quantitative analysis of data, path analysis was used with SmartPLS3. Results showed the effects and consequences of curriculum policy in the Iranian education system including :Causal conditions (lack of interaction between dominant powers and academic knowledge, lack of transparency in effective dominant philosophy), background conditions (resistance of the audience community against prescriptive policies, the opportunity to be realistic about the operational results of the policy), mediating conditions (quota attitude towards policy making, the distance between the policy maker and the policy taker), the central phenomenon (content policies, teaching and learning policies, policy evaluation and policy goals), strategies (setting the stage for a multi-authorship system, applying a dynamic cycle, creating a common decision-making space) and consequences (the sensitivity of policies Regarding the developments, the establishment of an active policy-making cycle, the implementation of decentralization up to the school level).

This study compares entrepreneurship education at high schools of EU countries and Iran. The approach was qualitative and the methodology followed was deductive qualitative content analysis. The statistical population included research projects related to entrepreneurship education. A total of 120 sources were collected using desired keywords and 14 of them were selected as the final sample via purposive sampling. According to the results, the main difference between selected countries is in teaching-learning and evaluation methods. While European countries focus on active learner-oriented methods, in Iran, theoretical methods of teaching and assessing are applied. The similarity between Iran and EU countries lies in the emphasis on practical training of skills and the development of entrepreneurial thinking. Considering the relative success of EU countries in entrepreneurship education, it is suggested that more value should be given to the practical aspect of teaching and evaluation methods of entrepreneurship education in Iran.

The effective role of education is undeniable in ethnic identity of different cultures students and the consequent creation of a crisis or the creation of national unity in the country.The purpose of this study was to analyze the status of ethnicity in the hidden curriculum of Secondary School. The research method was qualitative so that ethnographic method was used in this study. The study participants were 6 teachers and 30 students from Persian, Lor and Arab ethnicities from a high school in Behbahan city. In data analysis based on the Smith method, various main categories appeared, including neglect of ethnicity, teachers' Ignorance, different expectations of teachers, ethnicity as a reason of discrimination, and the consequences of ethnic discrimination.Each of them included several sub-themes. To verify the validity of research, triangulation method was used and data were referred back to the participants. Finally, based on the findings of this study, it can be acknowledged that the status of ethnicity in the hidden curriculum was undesirable.

Though the research conducted in studying the causes and effects of the increase in the number of female students at universities in Iran particularly in doctoral studies, few studies have examined deeply the lived experiences of women doctoral students and the complexities of their lived experiences has been neglected in the resulted metanarratives. Thus, this article attempts to explore women doctoral students' lived experiences through the narratives of two doctoral students in Education who experience motherhood in their doctoral study. Drawing on post-structuralist theorizing around subjectification, this narrative study focuses on how their subjectivity is being intersectionally reconstructed with motherhood. The findings of the narrative analysis of the interviews depicts the uniqueness of their narratives despite the similarities. Their main self-narrative is "personal progress" which is narrated through their different storylines of selfhood interwoven with their similar "shame/pride" storyline of motherhood in doctoral study. It is argued that the implications of self-narratives performed by doctoral students will contribute to the facilitation of other women doctoral students' experiences and provide a deeper insight for the supervisors and the policy makers in higher education. 

The world of the 21st century is the world of production and advancement of science and knowledge, population growth, globalization, and so on. Globalization sees the world as a single place where local communities, especially individuals, are forced to accept their existence as part of a larger whole. One of the most important and serious issues related to the process of globalization is the issue of survival or continuity of identities. Experts believe that the process of globalization leads to the establishment and domination of a culture over the universe and indigenous cultures are forgotten; But the realized reality we are witnessing shows that the process of globalization does not mean the forgetting of indigenous, ethnic, linguistic and regional cultures; And even globalization has strengthened the emergence of frameworks of non-national collective identities, the most important of which are ethnic and linguistic identities. Education, learning and upbringing in any cultured society are closely related and reciprocal. There are different approaches to culture, each approach offering specific patterns of education. Educational systems are based on a set of interactions between parents, teachers, students and community members. These interactions are influenced by many factors, including social and cultural factors such as language and linguistic values. Language is one of the most important variables that affects the learning process. The language through which we teach students plays a vital role in their cognitive, emotional, and moral development as students communicate, perform assignments, are evaluated, present, and read through language.Language is part of one's identity and culture, and the local language should reinforce both through school. Local languages improve teaching and learning and have significant benefits for the community. Using the local language in the education system builds self-respect and pride in the local culture. By strengthening the importance of local languages, interest in local knowledge and culture is strengthened. Today, many people around the world speak more than one language, which is due to the various cultural and social issues and needs of today's society. Most nations of the world are multilingual. In fact, it is difficult to find a nation that is monolingual. In bilingual areas, the curriculum presented to students in the form of learning assignments is meaningful to the teacher, while in some cases it is not comprehensible to bilingual students, causing the flow of feedback to become one-way and the learning-learning process to be effective. Lose yourself. Students who do not speak their native language face many oppositions, ideologies, and stereotypes. They are confronted with changing realities in their communities that are only partial, as well as pervasive messages on television, news, and online media. These students are in a constant state of transition. They are constantly on the move, constantly interacting with different (sometimes competing) cultures and languages. Therefore, the main question in this research is:What do bilingual students expect from the official school curriculum?Sub-questions:• What are the goals of bilingual students expecting to learn from the formal school curriculum?• What content do bilingual students expect to learn from the formal school curriculum?• What methods do bilingual students expect to receive from the formal school curriculum?• What kind of assessment do bilingual students expect from the formal school curriculum?

The present research has been done in the paradigm of interpretiveness in a qualitative way and with a phenomenological method. The study population included all bilingual students of Saravan city who were studying in the 2019-2020 academic year. Purpose-based sampling was used to select the studied samples. The sample size in this study was determined using the data saturation criterion, which means that the selection of samples continued until the researcher did not receive new data and the data was saturated. Finally, 18 bilingual students participated in this study.

. Objectives• Applying education in the mother tongue in the early years of elementary school• Simultaneous use of mother tongue and formal education in school• Teaching an official language before entering school• Teaching other languages (Arabic and English) in the curriculum2. Content• Design of ethnic-linguistic content in official content• Combining formal and ethnic content in the curriculum• Inclusion of customs and ethnic-linguistic culture in the official content• Emphasis on the overlap of ethnic-linguistic and official content;• Existence of valuable ethnic-linguistic content• Development of official regional content• Interaction between formal and ethnic-linguistic content in the curriculum3. Teaching methods and strategies• Teacher using different methods• Applying a participatory and collaborative approach• Simultaneous use of official and mother tongue• Use of mother tongue in the early years of school• Refer students to mother tongue stories• Refer students to personal experiences• Fair treatment and avoidance of teacher discrimination against bilingual students• Avoid making fun of bilingual students by the teacher• Respect for bilingual students4. Evaluation• Evaluate circuit performance• Paying attention to the inability of exams and scoring in measuring students' learning• Accuracy of quantitative tests• Use of oral evaluation• Incomplete and inaccurate descriptive evaluation• Use portfolio in learning• Pay attention to daily and monthly evaluationDiscussionSeeing schools that have many things in common, such as the number of students, educational resources and facilities, and the economic status of students, but are very different in terms of student learning and academic achievement, makes us think that the reason What could this be? Bilingualism is always one of the issues that affect the process of education and learning of people in their community and is a phenomenon that occurs in all parts of the world. This study was conducted to identify the expectations of bilingual students from the formal curriculum and it can be claimed that this study has shown the most important expectations of bilingual students from the formal curriculum. The results showed that bilingual students believe that the main mission of the educational system is to develop a curriculum that responds to the cultural and linguistic characteristics of bilingual students because neglecting the culture and language of the minority creates many educational problems and social challenges.

The main purpose of this study is to analyze the curriculum review process in the Iranian university system. By reviewing background and analyzing current situation, the current situation of the curriculum review is drawn. To provide a framework for reforming and coherence of the curriculum review process in order to continuously improve practice.

The research method used in this research is a qualitative method with the method of documentary study. The researcher has tried to find an acceptable answer to his research problem by collecting and analyzing documents related to the research topic. While describing the current situation of curriculum review and analysis of national experiences, a view of them is depicted. The statistical population of the study includes existing documents and review process in universities with experience in this field (Isfahan, Amirkabir University of Technology, Shahid Beheshti University, Ferdowsi University of Mashhad, Science and Technology, Al-Zahra, Kharazmi, Semnan, Gilan, Basic Sciences and Health, Isfahan Medical) has been based on the studied documents. In order to collect information and data, cover all universities with knowledge, and experience in this field, data and information obtained from official and reputable library resources and Internet sites have been used.

In this study, by reviewing the process of changes and developments of the curriculum with regard to reviewing and reviewing the structure and review process in experienced universities, review components in four sections of criteria and indicators, objectives, level and composition and review process are extracted and reviewed. , Interpreted and analyzed.

poor quality of  higher education, the importance of editing curricula according to the review of courses and disciplines The need to review the regulations on the transfer of authority based on the existing conditions is one of the are results that have been obtained in the research

The purpose of this study was to investigate the position of ethnicity in formal and hidden curricula of the new secondary education system in the 98-97 academic year. The research method in the first part of the research included documentary analysis and qualitative content analysis. Sampling in this section was targeted and included 6 volumes of books in the form of more than 960 pages of history & sociology books in the second secondary school.The content analysis unit in this section was text, images, and textbook activities. In the second part of the research, the research method was qualitative and ethnographic and various tools such as student journals and informal interviews were used in collecting research data. Finally, based on the findings of this study, it can be acknowledged that the position of ethnicity in the formal and hidden curricula of the secondary school was undesirable.

The aim of this study was to investigate the position of ethnicity in formal and hidden curricula of the new secondary education system.

The present research method was qualitative analysis of content analysis which consisted of two parts. The first part of the research included documentary analysis and content analysis. The statistical population included 51 books in the field of humanities in the second secondary school. The research sampling method was purposeful sampling and the research sample included 6 volumes of history and sociology books of the second secondary school. The content analysis unit consisted of text, images, and textbook activities. To evaluate the content validity was used expertschr('39') opinion about the degree of coordination of the content of the measurement tool and the purpose of the research. On the other hand, in order to ensure its reliability, Scott method was used. Based on the obtained reliability coefficient (79) it was quite stable. In the second part of the research, the research method was qualitative and ethnographic, and various tools such as student journals, photographs, semi-structured and informal interviews and observation were used to collect research data. To analyze the data in this section, qualitative content analysis was used by Smith method. Finally, to ensure the accuracy of the findings in this section, Triangulation method and re-referral of data to participants were used.

The findings of the research in the first part showed that only 4% of the three sections of the content from the reviewed books paid attention to the 22 desirable components of ethnicity. Also in data analysis based on Smith method in the second part of the research, various themes including ethnicity neglect, teachers chr('39')ignorance, different teacherschr('39') expectations, ethnicity as a cause of discrimination and the consequences of ethnic discrimination appeared. Each of them contained several sub-themes.

Based on the findings, it can be acknowledged that the place of ethnicity in the formal and hidden curricula of the new secondary school system has been largely neglected. Therefore, due to the multiplicity of Iranian society, it is suggested that the curriculums of the secondary schools be completely revised to cover the necessary components for multicultural education and ethnic diversity in Iran.

This study aimed to evaluate and determine the role of entrepreneur-centered curricula as an identity crisis strategy in higher education (case study: graduates of educational sciences). This was an applied research with a mixed method, and its statistical population included professors in the field of entrepreneurship and activists in the entrepreneurship sector, and students of educational sciences in Tehran, Iran. In total, 23 professors, entrepreneurs, and graduates of educational sciences were selected by purposive sampling in the qualitative sections, whereas 125 professors, entrepreneurs, and graduates were selected by convenience sampling using Morgan’s table in the quantitative section. According to the results, the variables of policy-making and professional management of education and learning businesses (β=0.200), information technology management (β=0.200), decision-making and problem-solving (β=0.215) effective communications and interactions (β=0203), management and leadership (β=0.250), and learning management and human resource development (β=0.198) had a direct, positive and significant impact on the structure of the entrepreneur-centered curriculum in the field of educational sciences. The present research can be used to select and screen business instructors, design and standardize training programs, develop training course titles, implement and evaluate the effectiveness of programs and activities for raising entrepreneurial graduates.

Gender informs different understanding and interpretations of educational experience and hence these different interpretations of interactions and potential capacities offer a new perspective on higher education and can even cause changes in higher education. Applying narrative inquiry and post-structural approach to gender, this paper attempts to describe lived experience of women doctoral students in Education as well as their understanding of gender in the pathways of higher education to doctoral level.

Considering that the Iranian society is a rainbow of different cultures of different ethnic groups, the prerequisites and requirements of life in this country should be considered based on the principles of multicultural life. Accordingly, it is necessary for the country's curricula to play the role of multicultural education and disseminate it in different ways. Therefore, examining the status of ethnicity in one of its most special areas, namely curricula, is an urgent and vital need and should be considered in curriculum studies. The purpose of this study was to investigate the status of ethnicity in formal curricula of Humanities discipline in the new secondary education system.

The research method used in this study was documentary analysis and Shannon's entropy content analysis. The content analysis unit consisted of text, images, and textbook activities. The statistical population included 51 books in the field of humanities in the second secondary school. The research sampling method was purposeful sampling and the research sample included 6 volumes of history and sociology books of the second secondary school.

The findings of the present study showed that out of 2467 recorded units, only 122 units were in the case of the 22 desirable components of ethnicity. In other words, only 4% of the content of the books have paid attention to the desirable components of ethnicity. In addition, the findings of Shannon's entropy analysis showed that the highest amount of information load and the significance coefficient among the desirable components of ethnicity related to the component of "addressing the concept of peace and friendship between different ethnic groups" with the value (0.1280) and the lowest of information load and significance coefficient to the components of "Iintroducing different ethnic groups", "creating mutual understanding between different ethnic groups", "The role of all cultures in the formation of Iranian civilization", " Introducing different religions and sects of Iranian ethnic groups", "Awareness to prevent prejudice against different ethnic groups "," Introduction of language and ethnic dialect of different ethnic groups "," Awareness of the geography of life of different ethnic groups "," Helping to tolerate dissenting opinions ", and finally Reflecting the language, literature and music of different ethnic groups .

Research findings showed that ethnicity in formal curriculum of Humanities discipline in the New Secondary School System remained largely neglected. Various causes have been effective in this situation. Factors such as the ignorance of policy makers about how to design and develop appropriate curricula with multicultural components; confrontation and resistance of educators And learners in learning different cultures, the inflexibility of the centralized educational system, the trustworthy and taboo view of ethnicity, the belief in the distorting role of ethnicity in national unity. Therefore, given the multiplicity of Iranian society, it is suggested that the official curriculum of Humanities discipline in the New Secondary School System be thoroughly revised to cover the components necessary for multicultural education and Iranian ethnic diversity.

The present research aimed to identify the learning outcomes of the “educational administration” major at the PhD level and also to design a curriculum model accordingly. Participants include 11 faculty members (from the universities of Tehran, Shahid beheshti and kharazmi) and 5 employers. They were selected through purposeful sampling. To gather the data, a questionnaire for a semi-structured interview was designed and used. To analyze the data, the method of content analysis was implemented. The result of the analysis of interviews  showed 4 general fields (academic, organizational- managerial, social- cultural, humanistic), 17  subsets and 70 learning outcomes.

This study is done to consider the effects of cooperative learning (Hamyar) and self-assessment of student on "self motivation" and the achievement of high levels of student learning. The research methods were Quasi-experimental and the training was conducted in two groups. Methods of teaching were collaborative learning (Jigsaw and Hamyar) and in the other were used the same way with self-assessment for 8 sessions of 90 minutes. Statistical society was all boy students in third year high schools of the Birjand. Sample of this study consist 54 students in 3 groups (the experimental groups and one control group). Sample of research was the available. The research tool has been spontaneous learning strategies questionnaire (MSLQ) of Pintrich & Grout. In addition the other was a geometry achievement test to measure the high and low levels of cognitive domain. One-way ANOVA test and Tukey post hoc test is used to examine their motivation test data. For analyzing achievement test data was used the mixed analysis of variance test. The main findings indicate that "collaborative learning and self-assessment" has an impact on enhancing "self motivation" of students in course of Geometry. The "collaborative learning and self-assessment" showed a significant difference in the groups about their motivational beliefs. Moreover, the pattern of cooperative learning and self-assessment has had a positive impact in high levels learning and at low levels student learning in the cognitive domain

The present study aims to explore the elements of general foreign language curriculum in addition to introducing main factors and categories composing it in Iran and eventually to present a comprehensive model according to the context of Iran. This is a qualitative study using grounded theory method. In order to collect data with the purpose of finding the categories of the model, 21 semi-structured interviews with specialists and professors of the area of foreign language education were conducted. These specialist were selected based on snowball sampling.Then, the model was accredited using members checking method. The results of were presented in the form of a model consisted of 11 main categories including causative factors (practice-based planning), background (political-economical context and cultural context), interfering (teacher and learner characteristics), strategies (primary, educational and feedback), and outcomes (improving the level of foreign language education in the country and forming a sustainable curriculum). Also, multiple specialist-based planning was considered as core category in this study. Based on the findings, some recommendations were presented at the end of the study.

MOOCs are creative opportunities for instructors and students to expand their instructional roles, and make use of their own capabilities and skills in instruction and learning affairs on a novel informational and communicational basis. The purpose of this study is to identify and explain the strategies for approaching MOOCs in higher education curricula in Iran. This study is applicative and the method employed in conducting it is a qualitative one. The statistical society includes some of the experts in curriculum development, developers and instructors of MOOC-based courses and the course participants, among which 14 people have been selected using purposive sampling. The project data has been collected through semi-structured interviews. The findings indicate that the most important strategies in easing the application of MOOCs in higher education curricula are: effective curriculum development for MOOCs, increasing international communications in higher education, social and cultural preparation in order to make use of MOOCs, having strategic plans for MOOCs in higher education, implementing suitable executive mechanisms in order to optimize the use of MOOCs.

The current research was aimed to recognize learning outcomes of the educational administration, in the master level. The research method was qualitative and the semi - structured detective interviews were applied in order to data gathering. After review of the academic and research based backgrounds of faculty members in the field of educational administration, 25 faculty members were selected through purposive sampling, sampling method consistent. These faculty members were from psychology and educational science faculties of Tehran city (include: universities of Tehran, Shahid Beheshti, Kharazmi) as participants and among them, 11 persons agreed to be interviewed. Because the necessity of gaining the view of the related employers for determining learning outcomes, 5 employers who worked in the related fields of education and educational administration also been interviewed. At the end, the proposed framework of curriculum for the master of educational administration based on the expected learning outcomes (that includes four general aspects of educational- academic, organizational- managerial, social- cultural, and humanity) was drawn.

The current qualitative study tried to study the challenges in the transfer of learning to workplace. The field study was public organizations of Kurdistan province and its research method was Grounded Theory based on a systematic approach. A group of 48 people including employees, supervisors, experts and education officials, senior executives, and teachers and specialists of training and human resource development were studied by purposive sampling method. Semi-structured individual interviews were used for gathering data and at the same time, the interviews were analyzed by open coding, axial coding, selective coding and annotating. The validity of analysis was confirmed using member checking and triangulation techniques. Based on the results, the most important causes of indifference to the transfer of learning included: motivational barriers, barriers related to individual characteristics, improper timing, barriers to teaching, content and evaluation, administrative barriers, supportive barriers and obstacles focused on the job. Factors underlying indifference to the transfer of learning Included: Non-supportive organizational culture, disturbing administrative system, and climate of organizational indifference. Employee strategies in the face of such a situation may be reactive behaviors, negative behaviors and positive compensatory behaviors. The consequences of such a situation, at the individual level are Job stillness, job procrastination, lack of creation and deviant behaviors; in addition to, consequences at the individual level are Loss of educational investment and reduce organizational success.

Considering ethics in higher education could lead to subsequent growth and development. Growing ethics in the teachers could be resulted from knowledge, will, ability, and attitude. Teaching and ethics are inherently interwoven. teacher is the most important factor in achieving educational goals in any academic institution, the present research has been conducted with the aim of determining the role and effects of ethical codes on the university teacher's teaching from the students’ viewpoint. This descriptive cross-sectional study included 33 female bachelor students who studied geography in Kowsar University, Bojnord. Students answered to a questionnaire made on the basis of the study conducted by Motalebifard and his colleagues regarding the effects of eight basic factors and 33 subcategories in university teacher's ethical teaching. The questionnaire was designed on a five-degree Likert scale and measured "educational capability", "content capability", "professional interaction", "paying attention to aspects of development in students", "respecting colleagues", "good class atmosphere", "respecting the class" and "proper evaluation". The results of this study revealed that, comparing to other factors, "educational capability" and "proper evaluation" are the most effective factors in ethical teaching and teachers who are committed to the ethical codes in their teaching have higher awareness regarding the teaching methods and approaches and make proper evaluations. This means that choosing the teachers with higher educational capabilities who are informed about assessment make should be one of the main concerns in the system of higher education.

With the aim of studying about the Junior high school student's and teacher's points of view in Mehriz town in academic year 2011 on composition course, this research was carried out. The statistical population of the research was consisted of Junior high school students and teachers in Mehriz town. Amongst them, 16 teachers and 282 students were selected thorough relative random sampling. The findings indicated that from the junior high school student's and teacher's viewpoint composition curriculum was very important and no meaningful difference was observed between their attitudes. Concerning different dimensions as purpose, content, educational methods, and method of evaluation, teachers deemed this course appropriate. There was no meaningful difference between teacher's viewpoints based on gender and grade. However, from students’ viewpoints, this course was inappropriate in terms of content and method of evaluation. There was also no meaningful difference between students’ viewpoints based on gender and grade. In terms of content and method of evaluation, the teachers found this course to be performed improperly; whereas, students identified improperly performed dimensions as content, educational methods, and method of evaluation.