جستجوی مقالات مرتبط با کلیدواژه « اسناد بالادستی » در نشریات گروه « علوم تربیتی »

Justice is one of the most critical axes of governance in the second step of the Islamic Revolution. The implementation of justice is a procedural matter and includes various components, among them the education of justice-seeking individuals. Since the primary mission of education is inherently educational, an equitable approach to education in line with the governance principles of the Islamic Revolution is necessary. The aim of this study is to examine the position of justice in the supreme documents of education using a qualitative approach and content analysis method. The findings show that the concept of justice, including Mahdavi justice, global justice dissemination, ethical justice, educational justice, distributive justice, situational justice, and gender justice, has been employed in various sections of the documents. Educational justice has been examined with a legal approach, and the sub-systems of the Fundamental Transformation Document have not established a meaningful connection with the concept of justice in the document's objectives. Although the inclination towards justice is innate, understanding, insight, and just actions require education and training along with an executable roadmap. It is suggested that the Fundamental Transformation Document be revised with a focus on nurturing justice-oriented individuals and that a comprehensive educational program covering cognitive, emotional, and behavioral dimensions be developed and implemented. The principle of justice can significantly influence all aspects of the education system and play a vital role in its processes.

The aim of this study was to identify the components of social capital from domestic and foreign validity and evaluate its position in upstream documents and social studies books of elementary school. The studied samples included three categories of external and internal resources related to social capital, upstream documents (document of fundamental transformation of education, document of national curriculum and approved goals of elementary school) and textbooks of social studies textbooks for third to sixth grades. The research method used was meta-combined, during which quantitative content analysis was used to evaluate upstream documents and social studies books in elementary school. Findings from meta-composition indicated that social capital can be evaluated in the form of 10 major components: evaluation and selection of information resources, social communication, social trust, social participation, social cohesion, social responsibility, social justice, acceptance of cultural, linguistic and religious diversity. Social support, social norms and 49 sub-components. Analysis of the content of upstream documents also showed that the conceptual framework mentioned in the Transformation Document and the National Curriculum has been considered to the desired extent, but the approved goals of the elementary school have not been able to move towards them and have been neglected in social studies textbooks. The main negligence has been in the components of evaluating and selecting information sources (using the media, knowing the environment, trying to discover the truth of information) and social cohesion (solidarity with others over the interests of the country and commitment to society).

To identify the philosophy of childhood in upstream educational documents in Iran, the predominant linear and non-linear discourses were examined. All the views from the past to the present were described within traditional and modernist paradigms. Descriptive statements were then compared. The simultaneous comparison of the approaches revealed the most important factor in the conceptualization of the philosophy of childhood to be the absence of a clear definition in upstream documents. This issue has led to contradictions about the compatibility of the monotheistic innatist approach in these documents to traditional and postmodernist approaches. This problem can be resolved by moving away from linear approaches and highlighting the differences between these and non-linear approaches.

The aim of this study was to identify the components of media literacy education and analyze its place in the upstream documents of education. The descriptive research method included: documentary analysis as well as content analysis and its approach was also applied. The research population in the documentary analysis section of all texts related to media literacy education and in the content analysis section of the four upstream documents of the Iranian education system Due to the nature of the subject, sampling has been omitted and the whole community has been studied. i Qualitative data and content analysis data were analyzed using descriptive indicators in the Shannon entropy analysis process. The results showed:1- The conceptual framework of media literacy education can be classified into three components: cognition, critical thinking, and message production and interaction.2- The level of attention to the components of media literacy training in upstream documents of education is different.3- Among the studied documents, the highest significance coefficient was related to the 20-year vision document and the lowest significance coefficient was related to the document of fundamental transformation of education

The purpose of this study is to determine the factors affecting the evaluation of cultural activities in the Islamic Azad University of Iran based on upstream documents. This research is an applied study in terms of purpose and a cross-sectional study in terms of time. The statistical population was all cultural experts working in universities, higher education centers, seminaries and some experienced teachers to the point of theoretical saturation. Data were collected through in-depth and semi-structured interviews with 18 experts selected by theoretical sampling method. MaxQDA statistical software was used to analyze the data. Data-based theory with a systematic approach was also used to analyze the data. According to the definitions of cultural performance of the university, there are two intrinsic categories including cultural-behavioral performance of the university and cultural-functional performance of the university. Each of the categories was categorized under the category of one of the intrinsic categories. The review of the studies confirmed the results. Finally, the high cultural performance of the university, along with organizational and extra-organizational contexts, creates a platform for achieving goals and achieves its great goals through organizational and extra-organizational strategies.

The present research aims to analyze the content of Ministry of Education’s strategic plans (the Fundamental Reform Document of Education, the Comprehensive National Scientific Plan and the National Curriculum Document) based on Shannon's entropy regarding the favorable components of teaching English. The contents of the Fundamental Reform Document of Education, the Comprehensive National Scientific Plan and the National Curriculum Document, as well as 7 main components and 45 secondary components regarding teaching the English language in 2019 have been taken into consideration. The results obtained by content analysis using Shannon's entropy having studied all of the Fundamental Reform Document of Education, the Comprehensive National Scientific Plan and the National Curriculum Document pointed out that the component regarding the factors effective in learning the English language had the highest frequency – 429 – while the lowest frequency – zero – pertained to the challenges and damages regarding learning the English language. The component regarding the reason for learning the English language enjoyed a higher significance coefficient compared to other components, while the component regarding the challenges and damages have not been addressed in the aforementioned documents. The findings obtained from the frequency of the components indicate that components regarding teaching English do not have a normal distribution, and teaching English has received very low coverage in these documents.

In order to benefit from quality education, it is essential to have an effective teacher training model. The purpose of this study is to provide a model for efficient teacher training in the Islamic Republic. The research method is qualitative and data-based (grounded theory). The statistical population of the study was selected from the prominent professors of Farhangian University who were teaching in the academic year 2019-2020. The research instrument was a semi-structured interview and the number of samples in the study was 21 based on the principle of theoretical saturation. The duration of the interview was 30 to 45 minutes. Interview questions were prepared based on upstream documents and then used by Delphi method to be seen and considered by experts and content validity was confirmed with the help of experts. Kappa coefficient (the amount of agreement between the judges) was also used to measure its reliability. Reliability was achieved through reliability, transferability, dependency and reliability. The obtained coefficient was 0.87, which is psychologically acceptable coefficient. Concepts extracted from these interviews include 105 categories, 15 basic categories and three categories (expertise, commitment, transformation) that in three stages of open, central and selective coding in the form of a theoretical model, focusing on the main categories, causal conditions, contextual conditions, The conditions of the interventionist, strategies and consequences are reflected and led to the design of a model for teacher training in the Islamic Republic

To benefit from the high quality of education, it is essential to have an effective teacher training model. The aim of the present study is to design and compile an appropriate model of efficient teacher’s training at the level of the Islamic Republic with an emphasis on high level documents. Based on the aim of the survey, the research was practical. Its method was qualitative and its data was Grand theory. The statistical population of the study included professors of Farhangian University in the academic year of 2020-2021.The research tool was half structured interview. Based on the objectives of the research,21 professors were identified,selected and interviewed between 30 to 40 minutes in a purposeful manner.The adequacy of the sample was also theoretical saturation.The research measurement tool is a type of in-depth interview technique,in which questions are pre-determined.Data collection tools were organized interviews, the questions of which were prepared based on the high level documents and then by using Delphi method, they were presented to the experts and its content validity was confirmed.To measure its reliability ,Kapa coefficient(agreement between judges)was used.The obtained coefficient was0.87,which is an acceptable coefficient in terms of psychometrics.The concepts extracted from these interviews include 105 intial codes and 15 initial classifications which are reflected in three stages:open,central,and selective coding in the form of a theoretical model, focusing on the main categories (expertise,commitment,progress,causal,contextual and,intervening conditions,strategies,and consequences.The present findings can be used as a conceptual framework for designing and developing a teacher training model at the level of the Islamic Republic of Iran.

The present study aims at identifying the components of economic education in the Holy Quran and the extent of its reflection in the superior documents.

The research method is descriptive (analysis of qualitative content) and of comparative type with reference to the text of the Holy Quran, superior documents as well as the scientific and research sources. The statistical society included all chapters and verses of the Holy Quran, their translations and interpretations, and superior documents, including the Document of Fundamental Evolution of Education and the National Curriculum. Considering the nature of the study, the sample was equal to the society. The tool for data gathering in this study was the checklist for investigating the Quranic verses and the superior documents whose validity was confirmed by five professors in educational sciences, the department of Islamic teaching and the Quran teachers in Tabriz University. Its reliability was assessed through Lawshe agreement coefficient with comments by the same professors. For analysis, we extracted the components of economic education from the Quran.

These components were classified in three spheres of production, distribution and consumption. In the production sphere, 9 main components and 119 secondary components, in the distribution sphere, 24 main components and 56 secondary components, and in the consumption sphere, 6 main components and 52 secondary components were identified. In the next stage, identifying the components of the superior documents and the extent to which the components extracted from the Holy Quran reflect the superior documents were investigated.

The results show that the extent to which the components of economic education reflect the superior documents is about 22 percent in the production sphere, 12 percent in the distribution sphere, and 20 percent in the consumption sphere, which are at a low level.

The present study seeks to explain the dimensions and components of the curriculum of philosophy education for children through the research community based on spiritual intelligence and its analysis in the content of five High level documents including the document of fundamental transformation of education, national curriculum, comprehensive map. The country's science, constitution and final document are a 20-year vision. The research method is descriptive and includes documentary analysis as well as content analysis and its approach is also applied. The analytical community also includes texts related to the dimensions and components of the curriculum for teaching philosophy to children through the research community based on spiritual intelligence, as well as the text of the documents, which, due to the nature of the subject and the limitations of the research community, the whole statistical community was examined and analyzed. The measurement tools, the filing form, as well as the researcher-made content analysis list were created, and qualitative documentary data were analyzed using descriptive indicators in the Shannon entropy process, and the conceptual framework of the Fabak curriculum was based on documents and Related documents have been compiled in 4 main components and 49 sub-components. The results of Shannon's entropy content analysis showed that in reviewing 5 documents of the above documents, the mentioned components did not have normal distribution and the component of social consequences of philosophical thinking with 1270 cases had the highest frequency and the component of philosophy with 47 cases had the lowest. It has a lot to offer and is neglected.

The purpose of the present study is to criticize the curriculum of Tarbiyat Mo'allem in the Islamic Republic of Iran from the view of Islamic education. The method of study was educational expertise and criticism. In this regard, all upstream documents related to Farhangiyān University (the fundamental transformation document of education (1390), the statute of university (1391), strategic plan of university from the perspective of 1404, macro-planning of Tarbiyat Mo'allem's curriculum (1395), and approved syllabi of curriculum (1399) were studied. The results showed that in the element of educator, qualifications of professors have been neglected in the documents. In the element of headlines/conceptual fields, the number of lessons of Islamic education is too many and the concepts overlap so it has led to the sense of repetitiveness and boredom among the students. In the element of study and research references, main and supplementary resources introduced in the lessons of Islamic education do not have sufficient comprehensiveness and some of them are second-hand so less attention has been paid to first-hand resources relevant to each of the courses in Islamic education. Furthermore, Learning and performance activities in the courses of Islamic education are faulty like other courses according to the indices and levels of learning and are inconsistent with upstream documents. Besides, analytical and comparative, and evaluative activities have received less attention during learning opportunities.

The purpose of this study was to evaluate the existing status of the curriculum of the second grade primary science books based on upstream documents. The research method is a combination of consecutive exploration. The qualitative research sample in the Documentation section included all of the Upstream Documentary Education in the Elementary Secondary Science Course, and the Subjects included all Elementary Content and Education Experts in the Elementary Education and expert Experts in the Upstream Documentation. A small sample of all teachers was a member of the Unit of Experimental Science Curriculum Unit in Tehran. In the Document Analysis section, the criteria and components underlying the Secondary Education Experimental Curriculum were identified and categorized, and five categories of attention to basic competency-based targeting model, attention to technological literacy, were identified and categorized. , Attention to context-based approach, attention to the principle of active learner role, attention to the principle of credibility, and the role of teacher reference in the empirical science curriculum were purposefully selected and identified for subcategories related to each of the categories obtained from the upper hand documents. , With groups and experts in the relevant Curriculum Council Experts in the field of content in Science Education II, experts and practitioners associated with the design and formulation of the National Curriculum Document semi-structured interviews and questionnaires were developed to act Amdo ThlylMhtva forms. The findings of the study showed that the least attention to the empirical sciences curriculum is to technological literacy and the most attention to the principles of basic competencies. Self-evaluation, criticism, and rational thinking need more consideration and attention

This study is aimed at identifying the components of spiritual training in religious (the Holy Qur’an) and non-religious (secular) teachings and their adaptability with the upstream documents of curriculum designing. The research follows a qualitative content analysis. The statistical population of the research includes the Holy Qur’an and its thematic interpretation by Ayatollah Hashemi Rafsanjani in Qur’anic teachings section. Regarding the teachings of secular designing of curriculum, it includes the books and articles in the field of spiritual training and the document of fundamental transformation of education and the document of national curriculum designing. Due to the nature of the research, the sample size is equal to the whole population. The data collection tool is composed of a checklist of Qur’anic verses, documents related to spiritual training from the views of secularism, as well as upstream documents of the Iranian curriculum designing. To confirm the validity of the checklist, the content validity method was employed by referring to the supervisor as well as the professors of the Department of Educational Sciences at the University of Tabriz. Lawshe agreement coefficient was used to confirm the reliability of the tools, and quantitative content analysis was employed for data analysis. The unit of analysis included verses, statements, and phrases in the sources. In the findings section, first the concepts of spiritual training in the form of doctrinal, moral and practical components were extracted from the Qur’anic teachings as well as the secular teachings. Findings showed that in the analysis of the Holy Quran, five concepts (principles of religion), moral component (moral virtues: 88 concepts, and moral vices: 82 concepts), and practical component 8 concepts (from the peripheral principles of religion) were identified as faith components. The degree of similarity between the components of the Qur’anic features and those of secularism were quite low. In contrast, their differences were very high. Furthermore, adaptation of the components of Qur’anic teachings with the upstream documents of the curriculum designing was very high. However, the components of secularism were not compatible with the upstream document of the Iranian curriculum designing. Therefore, the upstream documents of the Iranian curriculum designing, if complying with the Qur’anic teachings in the field of spiritual training, can be an effective source for spiritual training in the educational system.

This study is conducted for explaining the constituents of human rights and analyzing its place in the upstream documents of education in Iranian. This is a descriptive-analytical research including documentary analysis and content analysis. The research community consists of two sections including the texts related to human rights and the content of the four upstream documents of the education system. According to the nature of the issue, the entire statistical community was studied and analyzed without making a sample. Measurement tools included note taking as well as content analysis checklist developed by the researcher. The documentary data were analyzed by qualitative method. The data derived from content analysis were analyzed through descriptive indicators in Shannon entropy analysis process. The research results indicated that: 1. The conceptual framework of human rights can be formulated in three basic rights including civil and political, social and economic, and cultural rights. 2. The constituents of human rights have been considered 364 times totally, the density of which is very high in the social, cultural and economic rights (36.53 percent), and very low in the civil and political rights (30.21 percent). 3. The highest coefficient of importance related to the document of fundamental transformation document (0.542), and the lowest coefficient of importance related to the document of national curriculum (0.202).