جستجوی مقالات مرتبط با کلیدواژه « Upstream Documents » در نشریات گروه « علوم تربیتی »

The main goal of this research is to identify the expectations of the higher education system of Iran from universities and research institutes. In line with the main goal research, an attempt has been made to analyze the upstream documents of Iran's higher education system and extract the expectations from the higher education system in order to provide suggestions for the governing institutions as well as universities and institutions of higher education. The present study was conducted qualitatively and with the method of document study using thematic analysis method. Two filtering stages were performed by two experts simultaneously and the results were compared in the next step, and finally 391 axes were extracted from these documents and clustered into eight categories. The study group of the current research was formed in the study section of upstream documents of the Iran's higher education system. The findings of research showed that the main axes of the concepts mentioned in the upstream documents can be clustered in the eight main axes of infrastructure, research, education, policy, scientific participation, communication with industry and commercialization. Meanwhile, the axis of education, which is the main function of most universities and institutions of higher education, ranks fourth in terms of the attention of upstream documents. Also, the fields related to the activities of the universities in the third and fourth generations, placed in the least amount of attention. On the other hand, the upstream documents, whose main focus should be universities and higher education institutions, include less than 20% of statements extracted from upstream documents. The results obtained from the study of upstream documents in the current research showed that the documents emphasize the axes of infrastructure, research, cultural and social, education, policy, scientific participation, connection with industry and commercialization, and in the meantime, infrastructure criteria, Cultural and social, research and education, respectively, have the most focus in the upstream documents of the higher education system. Upstream documents have diverse expectations from Higher Education systems. In some cases they are in far distance from Higher education systems’ role in international scale.

The present study was conducted with the aim of developing the recruiting pattern for faculty members in University of Farhangian with emphasis on upstream documents and using the mixed method. In the qualitative part, the scope of the research includes the documents of Vision document 1404, the comprehensive scientific map of the country, the sixth development plan, the general policies of the Supreme Leader, the statement of the second step of the revolution, the document of fundamental transformation of education and training, higher education logistics document and all the documents and approvals that related to the discussion of recruitment in University of Farhangian. In the quantitative part, the statistical population included all the faculty members of University of Farhangian which 168 people were selected as a sample using stratified random sampling. The results showed that the attracting pattern for faculty members includes moral competencies, adherence to Islamic-Iranian principles and values, personal characteristics, creative and entrepreneurial, specialized and professional competencies, generating wealth and interacting with industry, spirit of service and cooperation, research ability, responsibility, team work and jihad spirit. Also, the findings showed that all observable and latent variables have an acceptable factor load on their corresponding latent variable In order to evaluate the whole model, goodness of fit (GOF) index was used  that the results showed that the performance of the model is suitable.

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 compare the development-oriented approach in Iranian and Japanese upstream education documents with emphasis on social development components. The method of this research is content analysis with a comparative approach and documentary study. In other words, this study examines social development indicators and components as one of the most important elements of sustainable development in the provisions of educational policy making documents of Iran and Japan. The community of the study is taken purposefully from the national transformation policies and educational reforms of the two countries. The method and tool for collecting the required data were receipts, checklists and researcher-made forms. In this research, first the macro-development policies and then the central social development policies in each of the documents were examined. The research findings show that in the upstream documents of Iran and Japan, educational policies focusing on social development have been given special attention and the key components and standards of international scientific, educational and cultural organizations in the field of social development have been considered, and in both cases this amount has been highly credible; However, Japanese documents are more transparent in the use of concepts, components and elements of vocabulary related to social development and its examples, and consider more concrete operational strategies to achieve social development.

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 purpose of this research is to investigate and explain the competence of school principals in the upstream documents of the education system. The present research method is qualitative and analytical-descriptive. Content analysis method was used to analyze the data. The society and the research sample are equal. The research community includes 4 important documents of the country's education system, including the document of the fundamental transformation of education, the theoretical foundations of the fundamental transformation in the education system, the comprehensive scientific map of the country and the national curriculum. The contents of 4 documents were analyzed and the propositions related to the competence of school principals were collected and extracted. Then the propositions obtained from four documents have been compared and examined for a more detailed examination. The results of the present research have shown that three components of faith, professional and executive have been chosen as a model for the competence of school administrators. The application of this model, its dimensions, components and indicators in the appointment and selection of education managers and schools of the country enables them to measure their scientific fever in terms of the selection and appointment of competent managers and as a compass, their scientific movement from Change the daily plan to plan and clarify the direction of your movement to improve its quality

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 purpose of this study was to identify the theoretical framework of the curiosity-based curriculum components and analyze its place in upstream documents of the education system. The research method used in this study is descriptive which consists of document analysis and content analysis and the approach is applied. The research population corpus of two sections; texts related to the curiosity-based curriculum and content of four upstream documents of the Iranian education system. Due to the nature of the subject, sampling has been neglected and the entire research corpus has been investigated. The measuring tools, catch form and content analysis log were developed by the researcher. The qualitative data and content analysis data were analyzed using descriptive indices in the Shannon entropy analytic process. The results of the study indicate that: 1.the theoretical framework of the curiosity-based curriculum could be formulated in ten components: open mindedness, exploration, learning passion, self-direction, motivation, creativity, innovation, participatory learning, questioning, spontaneity. In the handwritten documents (Twenty-year Vision Document, Comprehensive Country Map, Fundamental Transformation Document, and National Curriculum), curiosity-based curriculum component has been considered 366 times, with a high degree of creativity and a low degree of spontaneity. Among the documents studied, the highest importance factor was related to the national curriculum and the least to the country's comprehensive scientific map document.

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 aim of the present study was to conduct a comparative study of the development-oriented approach of the two upstream education documents of the Islamic Republic of Iran and the Republic of Turkey through the content analysis research method. For this purpose, the two documents of "2023 National Education" of Turkey and "Fundamental Transformation of Education" of Iran were reviewed. To do so, first each activity of the document was coded in open and pivotal technique and commonalities and differences of the documents were extracted. Reliability of this study was verified through researcher recoding and recoding by another coder. The results showed that the important differences in the development-oriented approach of the document of the educational system are ideological and religious matters as well as the religiousness of the concepts with the orientation of Iranian Islamic culture in the Islamic Republic of Iran and the most important difference in the development-oriented approach of the documents of the Turkish education system is the philosophical approach with the national orientation also it seems that Turkish education document is closer to the global approaches while the view of the Iranian documents is closer to the thoughts and approaches of the Islamic world, and the global and Western view has been less considered. Some important elements in the development-oriented approach of the Turkish education system document, such as drawing a school development model, human-centered philosophical model, preparation for a competitive world, added value, more global values ​​with Western perspectives and components and on the other side the concepts in education document of the Islamic Republic of Iran such as Pure Life, Mahdavi Justice Society, Basij, spiritual and divine values, the life pattern of the Imams (AS), observance of the norms and standards and frameworks of Islamic law and cooperation with seminaries, etc. are in line with the views of the Islamic world.

This study seeks to identify the components and content analysis of the curriculum of empirical sciences based on the document of fundamental change (case study of fifth grade curriculum) in the academic year 1398-1989. The research method is a hybrid design that is conducted in two qualitative phases of content analysis with inductive categorization and in quantitative phase of content analysis by Shannon model. The statistical population of this study is in the qualitative level of the upstream documents of the Iranian education system and in the quantitative level of the fifth grade elementary science books. Data were collected using researcher-made journals and tables that were used to record and identify the components of the fifth grade elementary science book. At the qualitative level, 60 items and 24 components were extracted from fundamental transformation document and analyzed using Shannon entropy model in quantitative phase, 47 items and 22 components from elementary fifth grade curriculum. The results showed that in the fifth elementary empirical science textbook the highest importance coefficient was related to the scientific viewpoints on issues and events, participation in activities, training of entrepreneurship basics and the lowest coefficient of utilization of virtual environments and media to enhance learning, It created a variety of educational opportunities for students with special needs, created opportunities to launch and form learner-made science exhibitions and the ability to work and use digital resources.