جستجوی مقالات مرتبط با کلیدواژه « primary education » در نشریات گروه « علوم انسانی »

In an increasingly complex and uncertain world of the future, exploring alternative paths for future of education and the curricula in terms of fulfilling the mission of educational systems is necessary. Therefore, this study aimed to explore the foresight of the primary school curriculum in 2035. The study was conducted using a foresight approach and a scenario-planning tool, which resulted in four alternative scenarios. The first scenario, called "The magic school bus" represents "curriculum as a personal roadmap". The second scenario, entitled "The pursuit of happyness", describes "the curriculum revival". The third scenario, named "The Ice age", represents the "curriculum collapse". The fourth scenario, entitled "Dead poets society", narrates the situation of the "curriculum in limbo". The findings showed that innovation comes from agency rather than structures, and requires a transformation in perspectives about the education aims in the digital age, as well as an increase in the authority and empowerment of schools.

Overloaded curriculum is an emerging and complex phenomenon in the field of curriculum, which is considered a necessity for every educational system. Prevention of this issue requires a comprehensive investigation in terms of dimensions and characteristics; Therefore, the current research was conducted with the aim of identifying the dimensions and features of the Overloaded curriculum in the primary school.

The approach of qualitative research and its method was a systematic review based on the seven-step strategy of Wright et al (2007). The research community consisted of 71 studies that were collected from valid internal and external databases in the period of (2000-2023) and after quality assessment, 38 articles were selected and analyzed through coding.

The findings of the research showed that the overloaded curriculum has three dimensions: individual, organizational and educational. The individual dimension, including hoarding of content by subject experts, threatening the physical and mental health of students, job burnout of teachers, creating a dual status for principals and changing the role of teachers and parents; The educational dimension includes the excessive amount of goals, adding new content without reducing the previous content, multiple assignments and activities, time limit and multiple and time-consuming evaluations, and the organizational dimension including hasty decisions without research support, a tool look at the curriculum to achieve political goals and Social was the volume of curriculum documents and numerous plans and programs.

The results showed that the overloaded curriculum is a multidimensional phenomenon, the prevention of which requires attention to curriculum elements, stakeholders, and organizational decisions.

The present study criticizes the book “Foundations of Curriculum Planning of Elementary Education” by Musapour with a descriptive and analytical approach in two dimensions of form and content. In order to analyze, the method of criticism was used which is based on the "guidelines for preparing critical articles for scientific research publications, critical research papers of humanities texts and programs". After the general introduction of the work, in the first step, the points and shortcomings of the book's shape and form dimensions were pointed out. In this context, the book's cover and design, the analysis of the book's editing and writing rules, and the list of sources and sources were examined respectively. In this context, respectively attention was paid to the description, analysis, and content criticism of the book and the strengths and weaknesses of its content dimensions. In this context, respectively the appropriateness of the title and table of contents with the content of the book, the separation of the chapters of the book, and the organization and coherence of the content and presentation of the content were investigated. It was also analyzed for its novelty and applicability of the content. In the end, it can be stated that the content of the book failed to meet the reader's expectations by emphasizing the three features of the basics of lesson planning, familiarity with the lesson planning of elementary education, and practicality, and it has provided suggestions to improve the work.

The corona virus epidemic in Iran, like other countries, led to the closure of schools and implementation of virtual education. Elementary school students needed their parents’ help to use virtual education, especially the first graders who had no experience with school and curriculum. This responsibility was mostly undertaken by mothers, who were supposed to take on the roles of both a teacher and a mother. The narratives of this group of mothers in Kerman City were examined using a qualitative approach and narrative-research method. Data was collected using narrative interviews and analyses were done through a thematic analysis method in MAXQDA. Five main themes were found, which represented the narratives of mothers about the lockdown. These themes were incomplete support of those around you, the burden of the role, the exhaustion of mothers, the problematic nature of children in virtual education, and extra-educational merits.

The purpose of the current research was to design the curriculum model of the elementary education field of Farhangian University based on the Fundamental Transformation of Education document.
The present research method was qualitative and practical in terms of purpose. The community participating in the research included expert professors and experts in the field of curriculum in the field of elementary education of Farhangian University from Tabriz Farhangian University, Tehran University, Mazandaran, Khorasan Razavi and Qom, who were selected based on the purposeful sampling method and theoretical saturation rule. The research tool also included semi-structured interviews, the validity of which was validated with face validity and reliability with the recoding method, which resulted in an agreement coefficient between coders of 0.84. The coding method (open, central and selective) was also used to analyze the findings.
The findings showed that curriculum design based on educational knowledge and educational subject in the primary education field of Farhangian University as a central category, based on the causal conditions of "research content" and "teaching and evaluation method" and through the strategies of "research incentives" -Student-centered" and "Establishing the connection of students with scientific resources" were obtained by considering the characteristics of the recipients (as a model field) including the motivation, attitude and values ​​of the recipients as well as the development of research skills. Then the reliability of this model was checked and confirmed by experts.
It can be concluded that the curriculum of the primary education field based on the fundamental transformation document has transitional components and indicators that the planners of the education system can prioritize these components and indicators in order to improve the quality of the curriculum.

One of the effective educational factors in the modern education system is how to refresh the school environment. The current research aims to present a three-layered model for the feasibility and effective establishment of a happy school in Iran's primary education system based on the document of the fundamental transformation of education using the meta-composite method. Metasynthesis requires that the researcher conduct a detailed and in-depth review and combine the findings of related qualitative research. Using metacombination method, 59 articles of happy school field were evaluated and with content analysis, relevant dimensions and codes were extracted and the importance of priority of each was determined with the help of Shannon's entropy quantitative method. Based on the findings, it was determined that the codes of participation in decision-making, having comfort and recreational facilities, flexibility, having a neat appearance, being happy and living happily, holding ceremonies on religious and national holidays and occasions, having high self-confidence, hope and Believing and helping classmates and peers have the highest coefficient of importance. In other words, for the feasibility and establishment of a happy school in primary education, paying attention to these matters is very important. Finally, after going through the steps of the research, the model of the feasibility and establishment of the happy school in the elementary education system of Iran was presented in three layers of feasibility, conceptual design and implementation structure and establishment of the happy school in the elementary education system of Iran.

The aim of the current research was to identify the elements of the STEM curriculum at the primary school level. Data were collected based on a qualitative research of the synthesis type, using the seven steps of Newman and Gough (2020). The research population included all the valid scientific articles related to the topic in the period between 2001-2023, which have been registered in the specialized and scientific databases inside and outside the country. After several stages of screening and using the Critical Appraisal Skills Program (CASP) criteria, 40 sources were purposefully selected, coded and analyzed, and the elements of the STEM curriculum were analyzed based on Aker's spider web model. The results showed that the logic of the STEM approach is learner-oriented and in line with the theory of constructivism, which seeks to create a holistic view in the student in order to understand the relationship between the four fields of Science, Technology, Engineering and Mathematics. The aim of this approach is to acquire the skills of the 21st century, to train students who can overcome the real problems of the current world with thinking and problem solving skills and also to provide effective solutions. The implementation of this method requires a change in the teachers' attitudes from traditional to modern approaches and training and preparation of teachers, which makes possible the step-by-step and gradual implementation of this approach, even in the current structure. Finally, after introducing the elements of such a curriculum, suggestions were made for its implementation at the primary education level.

The purpose of the current research is to examine live experiences of students-teachers of Qom Farhangian University in Quran teaching course. In this study, qualitative approach and descriptive phenomenological method were applied. The sample statistical population includes students-teachers in the field of elementary in Qom Farhangian University the data was collected using semi-structured interview. The obtained data was analyzed by using Smith proposed method. After conducting the interview and analyzing them, the students-teachers experience of the Quran teaching course, were included in five themes, such as the source and content of the lessons, professors, opportunities, challenges and suggestions as well as fifteen sub-topics. The research results revealed that the experience of students is due to learning to recite Quran, modeling of teacher’s ethics and establishing a familiar content related to Quran. Furthermore, their negative experiences or challenges are the lack of Quran teaching methods and the lesson limited times, the teachers teaching methods, the lack of dynamic and liveliness in the class and interpersonal relationships between the students and teachers. Students-teachers presented various suggestions including: the use of young, competent and proficient Qur’anic expert professors in modern teaching methods and allocating more unit courses for teaching Quran in the student’s curriculum.

Today, it is rare to find a country that has not experienced considerable socio-cultural transformation. In this regard, maintaining national unity and cohesion in societies that have cultural, ethnic, linguistic, and religious diversity is far more difficult and complicated than those societies where there is more cultural homogeneity. The political system, policies, and government-driven strategies can promote or undermine national unity. One of the factors that can play a significant role in maintaining solidarity and increasing national belonging among students is the educational system. The aim of the current research was to investigate the representation of national cohesion in Iran’s primary school textbooks. The research paradigm was interpretive, and the research approach was qualitative. The study data was collected through purposeful sampling and included the following textbooks taught in primary schools in Iran: Social Studies, Persian Literature, and Heaven Gifts, which together consisted of 25 volumes. Open and axial coding techniques were used for data analysis. The research findings included 533 concepts, 77 subcategories, and 87 primary categories. After the classification of categories, 11 main themes were identified in the content of textbooks. These themes were common land, cultural heritage, religion, literature and art, flag and anthem, transnational culture, Persian language, civilization heritage, common history, religious holidays, and national heroes and notables. National cohesion and identity have been among the most important topics for all countries in the world. Preservation of national territorial integrity and socialization of students depend on how national identity and cohesion are represented in the educational system of a given country. In this regard, the educational system, as a means to transmit cultural, religious, national, social, political, gender, and ethnic values, can play a pivotal role. The results showed that the promotion of national cohesion in Iranian primary school textbooks suffered from some weaknesses. First, the teaching of national identity and cohesion did not follow logical principles. Furthermore, in some cases, some components of the above-mentioned themes were repeated blandly. Thirdly, the space dedicated to these themes in textbooks was hardly enough. Categories such as religious values and traditional gender roles were among the more prominent categories. Also, of the three dimensions of Iranian national identity, namely, Iranianness, Islamism, universality or modernity, only the dimension of Islamism was taken into consideration and the other two dimensions were neglected. Another problem related to the representation of national cohesion in textbooks was that specialized sources were not consulted. There was an imbalance in the use of national cohesion components in textbooks, and some components were emphasized more than others. The results highlight the significant role that textbook developers, curriculum planners, and educational policymakers can play in the representation of national cohesion. First of all, it is necessary to assess educational needs and collect feedback annually from teachers teaching in different regions regarding the quality of curriculum in terms of content quality, students’ needs, the needs of society, and the current cultural and social exigencies. One of the main and most important responsibilities of curriculum planners and textbook developers is to ensure that all ideas are given fair and enough space in textbooks and that ethnic minorities and their concerns are not marginalized. In this regard, experts in the field should be involved in the process of designing and developing textbooks. As regards the representation of national unity in textbooks, it will be counterproductive to be selective and include only a few elements that have the least impact on maintaining national unity. It is necessary to redefine the category of national cohesion and try to avoid idealism in content development. Students deserve to be provided with a comprehensive description of national identity. For example, regarding the motherland as one of the components of national unity, the contribution of ethnic groups to maintaining the territorial integrity of Iran should be clearly and fairly reflected in textbooks. Generalizations should be avoided, and efforts should be made to reduce the gap between Iranian ethnic groups, which is another main responsibility of curriculum planners. Finally, the way the realities of the society are reflected in upstream documents is idealistic. Thus, it is suggested that those involved in preparing and developing upstream documents have a more realistic view of society and a more open-minded perspective on cultural, social, and educational issues. The discourse governing the textbooks of primary schools in Iran is a mere religious discourse. In other words, it can be said that these textbooks are more concerned with religious rather than national cohesion. Therefore, it is necessary for educational policymakers to reevaluate the discourse governing textbooks. A constructive starting move can be to give more space and voice to ethnic and cultural components, which, in turn, can promote convergence and empathy among different ethnic, cultural, and social groups in Iran.

The present research has endeavored to study deep insight experiences of expert teachers of primary schools as an effort to provide a model to be expanded for student teachers to use. Taking a qualitative approach, the research used narrative inquiry. The statistical population consisted of primary school teachers. Snowball sampling was used, and data collection and analysis were carried out by means of semi-structured interviews and content analysis. The research findings indicated that the narrative inquiry model is based on the application of three main steps – “the skill of understanding”, “the basics of understanding”, and “developmental contexts”. Therefore, passive-reflective observation, creativity, tolerance, questioning and silence are the most important skills used by expert teachers when interacting with events in their professional life. The mental basis for these skills arises out of applying fundamentals to use such as endless human faculties, affection, deep insight and taking an aesthetic approach when confronting every lived experience. By materializing this step, a suitable ground will be provided for expert teachers’ insights into domains such as cognition, learning, teaching, assessment and educational leadership. Moreover, by using the model suggested in this study, student teachers can obtain deeper insight from expert teachers’ experiences and use it in their professional life.

This research has aimed to develop and validate a leadership inventory for successful primary schools. For this purpose, for the qualitative part of the study, purposive sampling was used, and semi-structured interviews using the theoretical saturation criterion were conducted and later transcribed with 24 successful primary school principals and key teachers in the cities of Tehran and Isfahan as informants of the research. Once the data obtained from the qualitative phase were analyzed, a list consisting of 131 items was compiled, and the study began its quantitative phase. The content validity of the tool was examined by ten experts and professors in the field of educational management from universities and the Ministry of Education. The content validity ratio presented by Lawshe (1975) was calculated for each item and then compared with the table. Six items, each measuring two areas, were separated, leading to 12 items, and eight items required revision and modification. The statistical population of the qualitative phase of the research consisted of 322 primary school principals in the city of Isfahan. The statistical sample was, using the table presented for determining sample size by Cohen et al. (2001), determined as 176, and the share for each district was determined using stratified sampling and distributed in an equal and random fashion among two groups of schools – successful and ordinary. The principals put the list to work, and 167 lists were returned, indicating a 95-percent return rate. To determine the reliability of the tool, Cronbach's alpha coefficient and combined reliability were used, and the obtained figures (0.70 to 0.94) showed the measurement inventory to be of high precision. In order to analyze the quantitative data, descriptive indicators and the factor analysis test were used, the results of which pointed out the credibility of the model and the tool.

The purpose of the present study is to design and validate a model of extracurricular activities in the field of primary education at Teacher Training University. The research method is mixed including qualitative research method (Grounded Theory) that was used to identify extracurricular principles and quantitative method which was used for validation. The statistical population, corpus, sample size and sampling method in the qualitative section include: (1) transformation document; All the provisions related to teacher training and extracurricular transformation document (society is equal to the research sample). (2) Teacher Training University documents; three purposeful documents and (3) comments of the key readers. To this aim, 12 people were selected by purposive sampling method. And in the quantitative part of the group of experts; 14 people were purposefully selected. The data collection tools involved the qualitative section including checklists and semi-structured interviews. The methods employed for analyzing data included open coding, axial coding and selective coding. For content validity, Glaser and Strauss evaluation criteria were used and for increasing the reliability, self-assessment was performed by researchers. A researcher-made questionnaire was used in the accreditation section. The content validity of the questionnaire was confirmed by the tutor and consultants and the reliability coefficient was 0.91 by Cronbach's alphabet method. The obtained quantitative data were analyzed by using descriptive and non-parametric statistics. The findings showed that the extracurricular activities of Teacher Training University have 18 characteristics. After extracting the principles, the dimensions of the extracurricular activities were designed based on Acker's view, and the experts approved the model to a high degree. Based on the results, it was suggested to integrate formal curricula and extracurricular activities in primary education; and part of the design and implementation of activities should be entrusted to student-teachers.

Globalization of the economy has made it impossible for countries to achieve continuous and stable economic growth and development by relying on economic, commercial, and marketing policies based on the domestic market and has made it a necessity to focus on international marketing activities. In this regard, the current research examines the impact of the basic requirements of national competitiveness on international marketing performance in 40 selected countries of the world during the period of 2011-2018. For this purpose, the research model has been estimated by the panel data approach and by the method of generalized moments. The results showed that institutions, infrastructure, macroeconomic environment, and health and primary education have a positive and significant effect on international marketing performance as the basic requirements of competitiveness. Meanwhile, the estimated coefficient of the macroeconomic environment is larger than the estimated coefficient of other competitiveness requirements. The estimated coefficient for health and primary education was smaller than the estimated coefficient of other competitiveness requirements. Also, the effect of control variables of commodity market customer orientation, business environment dynamics, and innovation on international marketing performance in selected countries has been positive and significant.

Economic challenges (recession, inflation, etc.) always affect the quality and quantity of education and on the other hand, the quality of any educational system depends on the quality of the administrators of that system. School principals should be able to meet the challenges of their school. Also, improve the quality of education in their schools. Financial literacy is a tool that can be a powerful arm of school principals in solving school financial challenges. The purpose of this study is to provide a model and tool for measuring the financial literacy of primary school principals.

The method used in this research is Grounded theory. Using purposive sampling method, 8 university professors in the field of education economics and 2 school principals were selected. Data were collected using semi-structured interviews. Then the data were coded by the three-step method in Grounded theory.

Finally, principals 'financial literacy was explained and the causal factors, contexts, strategies, intervention factors and consequences of school principals' financial literacy were identified. Then, according to the identified factors, the model and form of measuring the financial literacy of school principals was presented.

School principals must have a set of competencies and skills to maintain the quality and improve the conditions of the school under their management. Financial literacy is one of these competencies that empowers principals in solving the financial challenges of schools. Assessing and determining the current situation School principals' financial literacy needs a model and tools. School principals' financial literacy assessment model explains the various dimensions and angles of school principals' financial literacy. Educators and founders of private schools. Policymakers and decision-makers in the education system should pay special attention to the financial literacy of school principals, and education district administrators should consider financial literacy in the appointment and selection of school principals