نشریه پژوهش در مطالعات برنامه درسی
سال دوم شماره 1 (پیاپی 2، بهار و تابستان 1401)

In some countries, including Iran, the education system and curriculum are centralized. In recent years, decentralization in Iran's educational system has been the focus of officials and planners, as in other countries, and there has been a great tendency towards decentralization. During the recent years, decentralization in the education system of Iran, like other countries, has been the focus of the officials. In the current research, the reasons, opportunities and challenges of decentralization in the curriculum were analyzed.

According to the nature of the research, qualitative method of phenomenological type was used. The statistical population of the research was all curriculum planning experts. Purposive sampling of the criterion type was used, and with the in-depth interview of 7 experts in the field of curriculum planning, the obtained data was saturated. The data obtained from the perception and lived experiences of the experts were analyzed using the Colizzi analysis method at three levels of open, central, and selective coding, and MAXQDA11 software was used as a data analysis tool.

The findings of the research, which were the result of the perception and lived experiences of curriculum planning experts in the field of decentralization, were categorized into 3 main themes: "Reasons and Necessities of Decentralization", "Opportunities and Consequences of Decentralization", "Challenges and Problems of Decentralization.

The experiences of experts show that decentralization in the education system is very necessary due to the inefficiency of the centralized system, but in the meantime, the actions of the headquarters in the direction of decentralization are very sudden and cause more damage, Also, in order to decentralize, the human resources of education and training are still not qualified, and system infrastructures and change of beliefs should be done in this area.

The belief system of Islam has enough capacity to create curriculum theories, therefore it is necessary to carry out methodological reflections and explanations in accordance with this system for theorizing the curriculum with an Islamic approach.

The current research was a descriptive, analytical-inferential method.

The current research with a descriptive, analytical-inferential method ،has recognized the capacity of the Islamic system and explained its methodological assumptions, and explained its theoretical requirements.

Determining the basic approach of the curriculum and the conceptual network arising from two sources of reason and revelation and considering the three effective, internal and final systems in the theorizing of the curriculum are some of these requirements.

The purpose of this research is to design and validate the literacy curriculum model.

This research is based on practical purpose and qualitative approach, research synthesis was used to design the curriculum and Delphi technique was used for validation. The research community consists of documents in the research synthesis section and individuals in the Delphi technique section. The documents include UNESCO reports, treatises, theses, articles, books, authentic and new research projects about literacy in Iran and the world, and people including literacy curriculum experts. For sample selection in the research synthesis section, the emphasis is on new and valid samples. In the accreditation section, 5 literacy curriculum specialists have been selected in a targeted method based on criteria. In the synthesis part of the research, the note sheet was used, and in the validation part, the semi-structured interview was used as a research tool.

At the end, the literacy curriculum template including elements such as goals, content, teaching-learning methods, evaluation and instructor was designed and modified and approved by literacy curriculum experts.

Considering the importance of the literacy course, the elements of the curriculum should be defined for the audience and trainers of this course and act according to the suggested model.

The purpose of this research is to study the comparative study of counseling and guidance services in Iranian and American schools in order to identify the strengths and weaknesses of these services in the fields of planning and implementation in order to provide suggestions.

This comparative research was conducted in a descriptive-review format and based on George Brady's method. The most important sources and information tools for this research include books, documents and scientific resources that are related to the subject of the research. In order to understand the counseling and guidance services in education in both countries, the content of the current services, the required standards and competencies, and the goals of the organization for the future of the counseling and guidance profession in schools were examined, and the required data were collected from the available sources, selected, organized and then Their similarities and differences were identified and compared and interpreted.

Based on the findings, in terms of service content, codified standards for consultants and future goals, America has some similarities and differences with Iran.

Among the most important differences and dislocations identified are the causes of the inefficiency of the education guidance and counseling system, the lack of regulation of the content of codified counseling services by the ministry, the disregard and lack of knowledge of the standards and qualifications of school counselors, and the lack of counseling staff to achieve the goals of the fundamental transformation document. And finally, according to the shortcomings identified, some suggestions have been presented.

The purpose of this study is to investigate the challenges of conducting teaching practice of Farhangian University in a virtual way, and express practical solutions and propose a suitable and practical model for it.

This research is based on qualitative data research method. For this purpose, based on purposeful sampling, 21 student-teachers, 17 teacher supervisors and 15 lecturer supervisors who had teaching practices experience in face-to-face and virtually participated in this study. The in-depth interview was used as a general and semi-structured guide and the validity of the interview questions was confirmed by educational scientists.

Improving the software and hardware infrastructure of online platforms and improving servers can provide solutions to overcome the limitations of online space infrastructure, improve evaluation, and better interaction between teacher supervisors and lecturer supervisors. In order to better plan and implement the teaching of student-teachers in educational activities. In addition, reducing the number of activities

not emphasizing the 5E teaching method and using other constructivist methods that are more compatible with online education, familiarizing student-teachers with appropriate teaching strategies, designing a learning unit, and producing appropriate content for the space virtual were some of the things that were suggested to improve the implementation of educational activities in the process of action research and lesson study.

There are many teaching patterns, groupings and variations. that a teacher can use one of the models or a combination of different models to choose his teaching method based on the conditions, situation, age levels, capabilities of the learners and teaching subject. The purpose of this article is to provide a unified method using pre-organizing and exploratory patterns for elementary school students.

The research method is documentary, and by using the tool of taking a nots and checklist, the necessary information has been collected, conclused and synthesized.

The findings of the research show that by combining the exploratory model and the pre-organizing model, a model can be obtained that can lead to an increase in students' research skills by using beta and gamma waves, in addition to increasing knowledge.

From the combination of two pre-organizing and exploratory models, a model has been obtained that can be effective in the academic progress and scientific and personal development of students.