hasan malaki

The purpose of the current research is to identify the components of national identity in primary school textbooks with an emphasis on the document of the fundamental transformation of education and the document of the national curriculum. Considering the important role of education institution and curriculum in strengthening the national identity of students, the research problem is to know the components of national identity in the upstream documents of education and primary school textbooks.

In this research, thematic analysis method was used to analyze the text of the upstream documents and textbooks. The sample examined in this study includes social studies textbooks and heavenly gifts. These books have been chosen because they are the most capable of carrying the concepts of national identity. The unit of analysis (recording) in this research is the theme, image, map, and the unit of context is textbooks. In this research, 150 concepts, 30 subcategories and 9 categories were extracted from the text of textbooks. To determine the validity of the qualitative content analysis method with an inductive approach (theme analysis) in the current research, the books and upstream documents were reviewed in two stages, one after 10 to 50% of the categorizations were completed and the second time at the end of the work.

According The results of the research, The most important components that were identified in the books of the second year of elementary school (for social studies and heavenly gifts, respectively) for national identity are: introduction of different cultures, history and identity of ethnic groups, introduction of cultural heritage; Introducing celebrities, reflecting the style of coverage of ethnic groups and regions; Languages of Iranian ethnic groups in textbooks, religious and religious pluralism, religious and religious pluralism, introduction of celebrations and holidays and religious rituals of all ethnic groups and regions. Based on the results of this research, planners can make policies based on elements of national identity and provide appropriate content in Textbooks should strengthen national identity in primary school students and make them feel belonging to the homeland.

This study aims to investigate the patterns and importance of integrating the curriculum of religious course with experimental sciences course. This research was conducted through a qualitative and grounded theory approach. In this method after interviewing with designers, specialists in curriculum planning and theology, and teachers with master and Ph.D degrees, the data were systematically designed by using data analysis steps through open, axial and selective coding. The participants were selected by purposive sampling technique to reach the theoretical saturation point. The research data were collected by using semi-structured interviews. The results of the coding were collected in four categories: 1) The positive effects of integration the curriculum of religious course with the experimental sciences course, 2) The hardware and software facilities required for integration, 3) The teacher's expertise in the field of integration, and 4) Holding subject knowledge enhancement courses.

Teacher evaluation is a common practice in most schools and its impact on students' learning cannot be underestimated. The aim of this study was to identify teacher evaluation methods and determine their evaluation framework.

The research strategy is qualitative and the research method is synthesis research. The field of research included internal and external research on the subject of evaluating teacher performance in 65 cases. In the refining stage of articles, 29 articles were purposefully selected depending on the criteria. Research selection criteria are articles, and research on the subject of teacher performance evaluation with publication's name and year which are in line with the objectives of the research. The six-step pattern of Roberts' research synthesis was used to collect data.

In this research, a number of teacher evaluation methods were identified Included Classroom observation, Principal Evaluations, Analysis of Classroom Artifacts, Portfolios, self- evaluation, Value – Added models, Student ratings, Performance Rating for Promotion, Teacher Evaluation for Professional Development, Clinical supervision, teacher development programs, a peer evaluation system.

In this study, a number of teacher evaluation methods including Classroom observation, Principal Evaluations, Analysis of Classroom Artifacts, Portfolios, self-evaluation, value-added models, student ratings, Performance Rating for Promotion, evaluation for professional development, clinical supervision, Teacher Evaluation for Professional Development, Clinical Supervision, and Peer evaluation system was identified.

The purpose of this study is to design and authenticate the curriculum model of training interpersonal and social skills in the second elementary school. Different methods were used to meet different stages of the research: Qualitative (content analysis with summary and deductive approach) and quantitative (descriptive survey). During the curriculum design phase, 20 primary school teachers and 18 university professors were interviewed. In addition, in order to determine the validity of the designed curriculum model, the model was examined by 26 experts in the field of curriculum planning in the form of a questionnaire. After identifying the components of interpersonal and social communication skills, the communication problems of primary school students, and the results of content analysis of the text of the national curriculum document, a curriculum template was designed and validated. As a result, a valid curriculum model for teaching interpersonal and social communication skills for primary school students was designed. The model has 14 main core skills, 38 minor sub-core skills and 137 communication sub-skills as curriculum objectives, and 46 characteristics for content. The curriculum consists of 9 teaching methods and 18 characteristics for evaluation methods.

The aim of this study was to identify strategies to improve teachers' experiences in the face of curriculum change. The data of this study were collected by phenomenological method, which is a qualitative approach, in the form of observational and semi-structured interviews. In the interview section, 20 primary and secondary school teachers (first and second period) of Nazarabad city in Alborz province, who were selected by purposive sampling, were used. After data collection and analysis, which was done through open, axial and selective coding, a concept map of data analysis was presented. The results of data analysis of this research were expressed in 3 main categories, which also include sub-categories, which are: 1) knowledge-skills change support (knowledge courses, teaching-learning packages), 2) strengthening the role of teachers In change (teacher competence in institutionalizing change, teacher interest and motivation, teacher participation) and 3) Improving the teaching-learning environment commensurate with change (density of learners in the classroom, architectural fit of learning space with change).

The aim of this study was to combine the phenomenology of religious education curriculum with experimental sciences. This research was conducted qualitatively with a phenomenological approach. The statistical population of this study was the designers and specialists of curriculum planning and theology, as well as teachers with master's and doctoral degrees. Participants in this study were selected by purposive sampling method of 15 people to reach the theoretical saturation point. Data were collected using semi-structured interviews. The purpose of selecting these individuals was their experience and inclusion in the text of the integrated curriculum. After data collection and data analysis, a concept map of data analysis was presented. The data were analyzed based on content analysis. The results of data analysis were classified into 3 organizing themes: 1) explaining the content areas of the integration, 2) how to formulate the objectives, and 3) how to conduct the integrated evaluation.

The present study aimed at identifying the challenges of “descriptive evaluation” program launched by the Ministry of Education in Iran in 2004, nationwide. The research was designed through employing qualitative approach and phenomenography to better understand the challenges which elementary teachers had with evaluation of “mathematics” as one of the subject matters. The participants of the study were 24 elementary teachers who voluntarily participated in this study.  The data were collected through semi- structured interviews, a focus group and researchers’ field notes and their interactive discussions about interviews and focus group. Four main categories of challenges were identified: “policy- making”, “executive- education”, “conceptual” and “social- cultural”. It is concluded that a clearer picture of challenges that elementary teachers encounter with this program while teaching mathematics needs to be presented. It is necessary for policy- makers and planners to find more rational solutions for these challenges.

The purpose of this mixed research is to design and validate the model of competency of the educational managers based on the teachings of the Holy Quran. In the qualitative phase, by carefully studying the text of the Holy Quran and its related interpretations, especially the translation of Tafsir al-Mizan and Tafsir Nemooneh and using the Content analysis, dimensions, components, and competency indicators of educational managers were identified as 4 dimensions, 32 components, and 184 indicators. Then using a semi-structured interview with 15 experts, dimensions, components and indicators identified, modified and corrected and the model of competency of educational managers with 4 dimensions, 34 components and 167 indicators were developed. In the quantitative phase, data were collected using a questionnaire and completed by 60 experts. Sampling was done in both phases, targeted, and based on the Snowball sampling method. Quantitative data was analyzed using Structural equation modeling with Partial least squares method (PLS) and the Validity and stability of the model and its fitness indicators were calculated and the developed model was validated. The results of this study showed that the competency model of educational managers has 4 dimensions, 29 components and 131 indicators: 1- Value dimension with 5 components: A. God-Centeredness with the following indicators: True worldview (monotheistic), Belief in God's sovereignty and His absolute ownership, Convinced belief in God's righteousness, Belief in divine supervision, Believe in God's help and divine assistance. B. Right-Orientation with the following indicators: Confidence in the truth of God and His commands, Believe in the truth of the creation of the universe, Believe in the truth of the promise of God, Practical commitment to following the right in all management activities, Inviting and ordering to the right and patience to realize it, Avoiding the mixing of the right and the wrong and the lack of concealment of the right. C. Justice Seeking and the fight against oppression with the following indicators: The uprising for justice, Fight against oppression, Do not oppressing and rejecting oppression. D. Belief in resurrection and in the afterlife with the following indicators: Believe in the Day of Judgment, Belief in physical and spiritual resurrection, Belief in the existence of a letter of deed, Believing in an accurate and fair audit, Belief in testimony of witnesses, Belief in the existence of heaven and hell. E. Guardianship-Centeredness with the following indicators: Belief and practical commitment to the God-Centeredness, Belief and practical commitment to the Prophet Muhammad-Centeredness, Belief and practical commitment to the Imams- Centeredness, Belief and practical commitment to the Velayat-e Faqih, Avoid accepting centeredness other than God. 2- Attitude dimension with 5 components: A. Attitude to being with the following indicators: Purposefulness of the being, God is at the head of the being, Beauty is the attribute of the being, Genetic guidance, Unseen and martyrdom are two effects of the being. B. Attitude to Man with the following indicators: Man is the caliph of God, The originality of the soul and its immaterialness, Human dignity, Human perfection, The purpose of creation, Educability of Man, Need for religious guidance. C. Attitude to world and the hereafter with the following indicators: Wanting the world and the hereafter together, Belief in the supremacy of the hereafter towards the world, Despising absolute worldliness and avoiding it, Using the world for the life of the Hereafter. D. Attitude to management with the following indicators: Management is lending, Management is a duty, The goal of management is human growth and perfection, The intention and motivation of management is Divine proximity, Management is a favor, not a dominion and chairmanship. E. Attitude to monitoring and control with the following indicators: Supervision of the God, Supervision of divine agents and angels, Recording thoughts and deeds by the God and his angels, Belief in the monitoring and recording of thoughts and actions by the agents of world, Accurately recording and monitoring. 3- Characteration dimension with 10 components: A. Sincerely with the following indicators: Sincerity in religion, Sincerity in practice, Sincerity in speech. B. Moderation with the following indicators: Moderation in religion, Moderation in practice, Moderation in speech. C. Hope with the following indicators: Hope for God's help, Hope for grace and mercy of God, Hope for Improving the economic situation. D. Piety with the following indicators: Obeying God and performing obligations and duties, Avoiding God's disobedience and Leaving sins and prohibitions. E. Trust with the following indicators: Knowing that God is adequate and trust, Seeking success from God, believing in the domination of God and His predominance, believing that Satan is not dominant, Deep faith in God's help, leaving affairs to God. F. Remembrance of God with the following indicators: Heartfelt remembrance, lingual remembrance, Continuity of remembrance , Avoiding negligence and forgetfulness. G. Thanksgiving with the following indicators: Continuous reminding of the blessings of God, lingual praise of God, Doing worship assignments such as prayer, Proper use of blessings. H. Honesty with the following indicators: Honesty in speech, Honesty in promise, Honesty in the covenant, Honesty in practice. I. Patience with the following indicators: Tolerance of hardship and calamities and etc. (Patience in misery), Tolerance of doing duties and tasks (patience in obedience), Patience and resistance to sin (patience in sin), M. Commitment to the covenant with the following indicators: Commitment to the covenant with God, Commitment to the covenant with others. N. Bailment with the following indicators: Belief in the talent of human trusteeship, Believing that management is lending, Observance and maintenance of trust, 4- Knowledge dimension with 9 components: A. Planning ability with 5 indicators. B. The ability to organize with 5 indicators. C. Ability to make the right decision with 4 indicators. D. The ability to motivate with 5 indicators. E. Ability to monitor and control with 8 indicators. F. Leadership ability with 6 indicators. G. Ability to empower with 4 indicators. H. Ability to evaluate with the following indicators: Motivation and intention, Good deed, Good work, Piety, Observance of justice, High precision, Suitability, Applying encouragement and punishment. I. Ability to create an optimal organizational culture with the following indicators: Capability culture, Trusteeship culture, Guardianship-Centeredness culture, Jihad culture, Trust culture, Piety culture, The culture of worship and servitude.

Abstract undoubtedly, life skills training program is one of the critical topics that developed educational systems have special consider to it. And typically place within national curriculum. Life skills are behavior change or approach of behavior transformational that identified with consider balance in tree field of knowledge, attitude and skill. Basically, life skills are capability that help to efficiency and mental health of adolescent until the confront with life realties. Therefore, the aim of this article was explanation and review important position of life skills training in educational system as a prevention factor of crime and risk behaviors. The current study implemented with documental- critical method. Results suggested accomplishment of life skills training program in schools and also effect have mental health of adolescent bring to reduce crime, risk behaviors and social damages and the final, informal influence have to society security. At the end this article offers some application suggestions.

The present study with the aim of "designing of moral education in higher education based on the ethical teachings of the Holy Quran and view of Allameh Tabatabai with the Grand the theory" done. The research method is qualitative with G.T. The statistical population of the research includes all Quranic verses and related interpretations of the ethical interpretation of al-Mizan's . All verses of the Holy Qur'an were considered as a statistical society, and the verses related to moral education as a statistical sample were identified. The results of t-test in order to investigate the present and desired status of identified components of moral education showed that there was a significant difference between the mean of the sample and the hypothesized mean of the situation regarding the existing and desirable moral education curriculum in higher education There is. Also, the findings of the foundation data showed that the model of moral education curriculum in higher education, the empowerment of implementing of moral education in higher education, including the culture of moral education, the characteristics of moral education, environmental policies and objectives, facilitating factors, and the barriers and characteristics of the recipient leads To achieve the results of the research, model of moral education in higher education is achieved.
Findings of the Delphi method show that indicators of ethical education, students' characteristics, facilitators, underlying conditions, principles of moral education and barriers to ethical education, which were extracted from theoretical foundations, were confirmed.