نشریه مطالعات برنامه درسی آموزش عالی
پیاپی 21 (بهار و تابستان 1399)

This article examines the current status of teachers, students, and teaching resources of French language, and the impact of educational environment of this field in Iran, and seeks to find "the challenges of determining the quality of French learning in Iran", the quality of "French language learning conditions in Iran", and "the interaction of French learning factors". Therefore, this quantitative-qualitative research is based on student admission statistics and descriptive survey method. A total of 50 students from "Science and Research", and "Shahid Beheshti" universities, answered research the questionnaires. The teaching resources, professors, motivation for learning, and teaching methods (especially reflets) were examined. 50 teachers answered questions about the problems of teaching French language, literature and translation. Research findings indicated that due to inappropriate student recruitment regarding human resources, teaching resources, and teaching environment there are challenges that consequently lead to the inappropriate interaction of teaching factors and negative learning quality.

Assessing the level of multicultural literacy of Allameh Tabatabai’ University (ATU) faculties and provide solutions to improve them. The purpose of this investigation is to assess the multicultural literacy level of Allameh Tabatabai University faculties and provide solutions to improve them.  The statistical population of the study includes all faculties at ATU, there are 538. Cochran's formula was used to determine the sample size in this investigation and the total number of samples was 224. The present study was conducted using a researcher-made questionnaire. In order to evaluate the validity of the questionnaire, face and content validity and to measure the reliability, Cronbach's alpha method was used. After collecting data, SPSS software was used to classify, summarize and analyze the data.  And according to the nature of the research, descriptive statistical methods; Mean, frequency, percentage, standard deviation and inferential statistics such as one-sample t-test, Mauna test and multivariate analysis of variance were used. The most important findings of this study were: Multicultural literacy of faculties in terms of multicultural attitude, skills and knowledge is at a desirable level. The most important findings of this study were: Multicultural literacy of faculties in terms of multicultural attitude, skills and knowledge is at a desirable level. The first and most important suggestion of professors to promote multicultural literacy is in fact respect for Iranian cultures without any hierarchy and also the least importance is; Hearing the voices of all cultures in the programs.

The purpose of this study is to investigate the desirable methods of evaluation of undergraduate law & psychology internship. This study adopted a mixed approach. In the qualitative section, interviews were conducted with 53 experts, faculty members from the University of Isfahan, lawyers, psychologists and graduate students who were selected using a purposive random sampling method. The statistical population of the quantitative section of this study was a small number of 5th-7th grade students and graduates of 2014-2017 in law and psychology, 264 of them were selected by stratified random sampling method. The data were collected through semi-structured interviews and researcher-made questionnaires. Content validity was used to determine the validity of the interview and the questionnaire. Reliability of the questionnaire was calculated by Cronbach's alpha coefficient and 85% were reported. In this research, the categorization method for qualitative analysis and inferential statistics tests; Kolmogorov-Smirnov, single sample t, t two independent samples, Friedman and multivariate analysis of variance for quantitative analysis are used. The results of the study showed to assess internship in the field of law, examine student performance in simulated situations and in the field of psychology examining the students' practical and diagnostic ability to address the clients' problems should be highly focused. The participants in the interview also emphasized the assessment by the professor based on the portfolio in real situations of law students and reviewing sample work in objective situations and providing written reports by students of the field of psychology.

The present study is conducted with the aim of reviewing the curriculum of the field of educational sciences (management and planning of higher education) in the master's degree course and presenting the proposed curriculum for this course. The method of this research is qualitative and descriptive-analytical; For this purpose, the study area of this research includes faculty members in the field of management and planning of higher education in Shahid Beheshti University, non-profit University of Science and Culture and the Institute of Research and Planning of Higher Education and Science. The graduates of this field are in Shahid Beheshti University. In addition, the qualitative analysis based on categorization has been used in order to analyze the information obtained from the interviews. According to the results of the study, the existing curriculum drawbacks in the field of educational sciences could be categorized in three groups including drawbacks of present curriculum approach and principles; present curriculum drawbacks in proportion to necessary but neglected courses; and drawbacks of divisions and topics in the present curriculum. Also management-orientation curriculum and higher education planning in the master's degree course are presented and proposed based on the pathology of the current situation of the curriculum and reviewing the views of professors, graduates and experts in the field of excellent management and planning regarding the four main elements of the curriculum (purpose, content, teaching-learning activities and assessment methods).

The trend of inclining graduate students to do research and develop their research skills is one of the major goals of higher education in most countries. In this regard, reducing students' research anxiety is of special importance. The purpose of this study was to identify the extent and causes of research anxiety in postgraduate students and provide solutions to reduce it. The method of this study was a synthesis of objectives and questions of research and an explanatory method was employed. This research was an applied research in terms of purpose. The statistical population of this study included all graduate students of faculty of science and psychology, University of Birjand, in the academic year of 2018-19 (214 individuals). An Onwuegbuzie questionnaire (2013) was used to measure the anxiety level of students in the quantitative phase of the research. In the second stage (qualitative), 20 graduate students were selected according to findings of the first stage and the data were collected through a semi-structured interview. The data analysis was done through coding process. The results of the first stage indicated that the average level of students’ anxiety was higher than normal. Then, in the second stage of the research (qualitative stage), the factors affecting students' anxiety were classified into 5 main categories; namely the factors associated with the student, professor, faculty, educational system, and society.

The aim of the present study is to analyze the nature of the elements of the curriculum model of the community-based on the higher education system. The data were collected based on a qualitative research project of the synthesis type using the Sandlowski and Barus (2006) weekly steps. Sample selection was performed using Inclusion and Exclusion criteria and Critical Appraisal Skills Program (CASP) program. Data were analyzed through the researcher's checklist and analyzed thematic content analysis (TCA). In order to evaluate the validity of the findings, the researcher's self-review criteria were used and in order to evaluate the reliability of the findings and the proposed model, the peer review method and the survey of experts were used. According to the research findings, the concepts of community-based curriculum in the higher education system can be classified into eight general categories and the nature of the elements can be displayed accordingly. Goals in community-based curriculum include: political, cultural, occupational, environmental, research, technology, and human and spiritual values. The content element is done in a meaningful and practical way, the element of teaching-learning methods is done experimentally and the problem of basis and evaluation in this model is done in a general and skillful way. The above-mentioned results were presented by the Subject Network as a conceptual model and guideline for action and practical suggestions for reviewing the curriculum of the higher education system for the community.

The aim of this research is to investigate the attitudes of present and former MA students of Educational Sciences department in Shahid Chamran University of Ahvaz, in order to find out about the effects of their curriculum on their job skills development, their expectations of job and their chance to holding a job. The statistical samples of this research included MA students and MA postgraduates of Educational Sciences courses that were available and were selected purposely. The data were collected by a researcher-made questionnaire and the reliability, content validity and criteria validity (r=.73) were calculated and confirmed. The results indicated that participants’ attitudes to the curriculum of their courses could predict their expectations of job and their job skills development. Also it was found that the relationships between participants’ attitudes toward their university and their expectations of job and their job skills development, are positive and significant. The gender factor has significant effects on participants’ attitudes toward their curriculum, their expectations of job and their job skills. The factors of course and interaction of gender and course have significant effects on their expectations of job and their job skills development.

The purpose of this study is to is to explain the elements of spirituality curriculum and its components in educational sciences and Psychology, in which the four elements of curriculum (purpose, content, methodology and evaluation) are examined. The present study is of mixed research. The statistical population of the qualitative research consists of 12 curriculum specialists and subject matter specialists who have done research in this field, and the quantitative community consist of students from Shiraz University faculty of Educational science and Psychology. The sampling method in the qualitative section was purposive and in the quantitative section randomly. Information was collected by the semi- structured interview and researcher- made questionnaire. To estimate validity of the Items of interview and questionnaire, the content validity, and to estimate reliability of the questionnaire, the Cronbach's alpha (0/97) coefficient was used. Data analysis was performed in the qualitative part of the implementation and purification of the items and in the quantitative part (descriptive statistics, Bartlett test, KMO, chi square, t-test, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA))using SPSS22 and Amos 20 has taken. The results of CFA showed that the spiritualist curriculum model has good fit (Rmsea= 0/6).

The aim of the study was to design and validate a Mobile learning-based curriculum with an emphasis on the Acre model in higher education. Therefore, the research was mixed (quantitative-qualitative). For this purpose, in the research synthesis section, the resources available in dissertations, libraries, research projects and articles available in domestic and foreign databases were used to study the research background and collect data commensurate with the research goal. The keywords used for the search included mobile learning, mobile-based curriculum, distance learning, virtual learning, web-based learning, online learning, and the Acre pattern in higher education. The process of reviewing articles and documents, respectively; A total of 48 keyword-related studies examined the deletion of unrelated articles after reviewing 9 items, so 39 documents were reviewed in this study. In the second part, the data were collected through semi-structured interviews using note-taking. In the quantitative (survey) section for accreditation, questionnaires were distributed among 267 people using the targeted sampling method. After collecting the data, the findings and results of the research were extracted and analyzed separately. Based on this, the results show that 10 components and 102 indicators for the logic component and why 14 indicators, goals of 8 indicators, content and organization of 14 indicators, learning activities of 9 indicators, teacher role 15 indicators, materials and resources 15 indicators, group Classification of 7 indicators, location of 6 indicators, time of 4 indicators and assessment and evaluation of 10 indicators were extracted. In the last step, using the structural equation modeling model, validation of the Mobile learning-based curriculum with emphasis on the Acre pattern in higher education, the results indicate that the model fits.

Cognitive assessment is one of the most important topics in cognitive science. In most cognitive competency assessment models, cognitive components play an essential role in evaluating faculty members. This study aimed to design a local model for cognitive faculty assessment in faculty at Tehran province universities. The research method is a combination of exploratory types. The qualitative research method included qualitative case study and potential participants including faculty members. The sampling approach is targeted. Data collection continued until theoretical saturation. The research tool is a semi-structured interview. And content analysis in this section, cognitive competency assessment topics including 11 cognitive categories (decision making, emotional cognitive regulation, cognitive inhibition control, social cognition, cognitive creativity, attention, problem solving, metacognition, verbal skills, cognitive flexibility, working memory) on cognitive ability assessment Discovered. In the quantitative part, the research method was descriptive-survey and the statistical population in the quantitative part included faculty members of Tehran universities (national and free) who were selected using cluster sampling of 350 people. The instrument used in the quantitative section was the researcher-made questionnaire based on the network of themes of the qualitative section. Quantitative part analysis was performed by confirmatory factor analysis to determine the validity of the model. The results of the quantitative section using factor analysis technique showed that the assessment of the cognitive ability of faculty members has a structural validity.

The purpose of this article was to evaluate the teaching-learning performance of the faculty members of the Police University. This research was applied in terms of purpose and descriptive-survey method. Statistical population included faculty members in the academic year 2017-2018, where based on Morgan's table, 100 people were selected as the sample. The data collection tool was a researcher-made questionnaire based on the ASSURE model. Findings showed that the performance of faculty members in general was evaluated as good and the following indicators were considered more in the five dimensions: "Paying attention to students' interests and expectations, explaining the lesson plan clearly to students, using new participatory skills methods such as problem solving and role playing, listening to students' opinions with an open mentality, evaluation in accordance with educational goals and teaching methods." Faculty members also scored the lowest in the following indicators: calling students in class by name and even by first name, providing educational content tailored to the objectives of the course, using cyberspace and virtual networks to communicate with students, students' participation in teaching through problem-solving methods and role playing as well as removing students' fear of the final exam due to the realization of the expected goals during the semester.

Educational planners always looking to revise the content of the curriculum to coordinate them with needs of the community and vocation, also to provide information utilization possibility and Useful educational methods. Architecture curriculum recently revised by the University of Tehran and Ferdowsi University of Mashhad, which have replaced the architectural engineering curriculum of the Supreme Council of Planning. In this research, by using research methods of comparative George Brady new curricula undergraduate architectural education with a curriculum former compared to strengths and weaknesses and the similarities and differences between curricula based on research questions analyzed and be identified. The results show that these revisions are more limited to changing chapters based on increasing or decreasing units, changing prerequisites, changing course types, changing unit types, changing course names, or increasing or decreasing courses. The similarities between them are more in the domain of educational processes. And the need for revision to organize the structure of architectural education in order to achieve three objectives to meet the needs of the country, according to Iranian-Islamic identity and coordination with the international training course in Iran and to respond more effectively to the urgent needs, true and righteous society.