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Abstract: The aim of this study was to explore the situation of homeschooling in Iranian system of education. The results of this study derived from a qualitative research performed in 2012. The research population was selected by snowball method. The participants were interviewed. The interviews were semi-structured. The concepts in each interview were extracted. The study showed that all parents in the sample come from middle and upper-middle class of the Iranian society and are highly educated. Participants’ involvement in the education of their children and risk-taking in this regard was high. They didn’t have a positive view toward the formal system of education, but their decision for homeschooling their children were mostly educational, not ideological. They consider the formal system of education as a unilateral system, which destroys the creativity of children, merely emphasizes memorization, and neglects some subject like sport, English language, music and arts. According to them, school is a closed space where everybody should take a seat, just listen and hide their real personality. The Iranian homeschooling method is not limited to the textbooks and carries on mostly in natural space. It is mainly based on short-term skills, is not time-bounded and is flexible like its global counterparts. The findings show that this kind of education has increased parents’ relationship with themselves and their children. Their children are self-adjusted and independent in learning. However, because of the novelty of this kind of education, and its non-legal state, it is not accepted by the society at this stage. Occasionally, the homeschooling children and their parents confront several different challenges including mocking, anxiety about the future of their children etc.
 

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Our goal was to investigate readiness of art students in application of e-learning. This is a Descriptive- Survey research. Three hundred and forty-seven students of Alzahra University, Tarbiat Modares University, University of Tehran and Art University in 2013-2014 were selected by multistage cluster sampling and via Morgan Table. Their readiness for E-learning application was assessed by researcher-developed questionnaire. Data analysis is done by indexes of Descriptive statistics and One-Sample T-test. The results showed that a significant relationship was found between readiness of undergraduate students, graduate Students and post-graduate students to apply E-learning, but there was no significant relationship between the other variables of research (Sex, University and Field of Study). Results revealed that Art students were located in Moderate level of readiness for applying E-learning.
 

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Entrepreneurship education (EE) is a fast growing field; despite of this, the content and teaching strategies are vague. This paper collected the studies on goals, content, teaching and evaluation approaches of EE, and by synthesizing them, provided an appropriate compound of them. The criteria for selecting the studies were examination one or more of mentioned components among 2000-2016. Findings of each component have been discussed and by synthesizing them, the final conclusion has been approved. According to this study, EE goals in elementary level include familiarizing with basic concepts, motivation, interest and entrepreneurial spirit. The secondary level objectives are promotion of entrepreneurial skills and competencies. Content is developed based on goals, and is integrated in three first years, and then is delivered in both integration and discrete. Active teaching strategies, especially induction and intuition, are appropriate. The authentic evaluation methods and formative evaluation approches are more fit with entrepreneurship nature.

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The idea of pedagogy content knowledge in the three dimensions of "collectivepedagogycontent knowledge", "personal pedagogy content knowledge" and "in acted pedagogy content knowledge" is a window into the realm of educatorchr('39')s professional knowledge. The purpose of this study is to identify and investigate the components of personal pedagogy content knowledge that provides an important role in the understandingandeducationalorientationofeducators in real classroom status. In this study, a qualitative approach was used to identify and investigate the components of personal pedagogy content knowledge and11educators were selected in a targeted manner.Data collection and analysis were done simultaneously through interviews and class observations. Findings showed that the elements and components of educatorchr('39')spersonal content knowledge include five main components: thepurposeofcontent pedagogy, content realm, content and pedagogy, content and curriculum, content and valuation. The educators were classifiedintotwogroups, discipline-based and context-oriented, based on the educatorchr('39')s interpretations of the identified components
 

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ThepurposeofthisresearchistoanalyzetheprofessionalactionofprofessorsintheprimaryeducationdisciplineofFarhangianUniversityinthecontextof pedagogycontentknowledge.In this research,aqualitativeapproachwas used and seven professors of Farhangian University were selected in a purposeful method. Data collection was done through interviews andclassroomobservation at the same time. Based on the professors' interpretation of the pedagogy content knowledge componentsthe professors were classified into two groups of context-independent and context-dependent. The context-independent Professors consider the aim of content pedagogy as how to represent the subject matters purposefully. Whatmakesmeaningfulthe main belief of the professorsin the formation of content pedagogy is the learning opportunities that they plan for the students in a prescriptive way and from the outside, the mission of the professor and the university system is to convey how to represent the concepts and facts. In contrast, the main belief of context-dependentprofessorsistocreateaneffectivelearningspacetocritiquethewrittencurriculumand equallearningopportunitiesforstudentswiththeaimofcreatingtransformative experiences.This belief is formed in student-teachersthatthey have the abilityto create knowledge and can provide opportunities for elementary students to think beyond the subject matters and the experts advice