جستجوی مقالات مرتبط با کلیدواژه « آموزش ابتدایی » در نشریات گروه « مدیریت »

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.

Educational system can play an important role in familiarizing students with traffic and traffic culture and reduce road traffic injuries. The aim of this research is to study the amount of attention given to the indexes of traffic-training by the curriculum of the primary education. The research method was based on a descriptive (survey and content analysis). The population of interest in the current research, in the questionnaire study, was consisted all administrators, assistants and teachers of primary school in the Chaharmahal and Bakhtiari Province (5333 cases) that by simple random sampling selected 200 people for review (using of Cochran formula). The population of content analysis was the total of school books of grads of first, second, third and sixth in the 93-92 school year that selected fully for analysis. To collect data using questionnaire and checklist. Validity of tools was confirmed by five professors of University. Reliability of questionnaires was estimated by Cronbach's coefficient alpha to be 0.98. According of the findings, out of 26 textbook stools with 1703 page, 26 pages (less than 1%) of their attention to indices of traffic-training. Teachers more than average attention to traffic training and theirs knowledge, skills, motivation and training facilities for training of traffic, were on average, attention of curriculum to traffic training were less than average, given that the content and teaching-learning processes were on average.

The purpose of this research was to study the professional competencies of the primary school teachers. From literature review and previous research, a questionnaire with 9 principal components and 98 sub-components was designed. The questionnaire was validated by the experts and its reliability was estimated by Cranach’s Alpha coefficient, which was 0.96. The statistical population of the research was 3951 primary school teachers in Isfahan, from which 310 persons were selected, on the basis of relative random sampling. Descriptive and inferential statistics (dependent t test, factor analysis) were used to analyze the data. After factor analysis, the Components were divided into 13 categories, renaming of which was done with regard to sub-components. The results showed that there was a significant difference between the present situation and teacher's favorable competencies. In all components, there were significant differences. Teacher's competencies in components like technology, life-long learning, professional, performance, intellectual and teaching was less than average.