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Abstract: The present research aimed at developing and validating a conceptual model for narrowing the gap between intended, implemented, and attained curricula in the public education system in Iran. Two fundamental questions guided this investigation: what model can be developed to reduce the gap between the three mentioned curricula? To what extent does the proposed model gain the approval? The research enjoyed a mixed method, in which different techniques, such as reviewing documents and inferring were employed to formulate the proposed model. Based on identifying the main factors of the gap.Therefore, the structure of this model was placed into 7 categories: theoretical foundations, desirable features of its curriculum, philosophy, purpose, direction, principles, method of which the gap can be narrowed. Likewise, to validate the proposed model, through a purposive sampling method, we sought out curriculum expert opinions, as well as opinions from specialist in the council for curriculum development. All those experts confirmed the validity of the proposed model strongly. the results revealed that developing such a model to suit the requirements of educational system in Iran would be possible.

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This study aimed to examine the effects of integrating humor into math curriculum on mathematical creativity of sixth grade students in primary school. The current paper reports the results of the quantitative section of a larger study conducted through a mixed methods design. Mathematical creativity of students based on their performance was measured after the implementation of the researcher-developed package that included humor-integrated math content generated based on the concepts of sixth grade math textbook. Pre-test and post-test results showed that integration of some elements of instructional humor with math concepts can have positive effects on math creativity of the students. Suggestions are the development of humor-integrated curricula packages based on needs and requirements of the learners as well as the subject matters.

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Curriculum Based Measurement (CBM) is a supervision method of student’s educational achievement through direct assessment of predicted skills in the curriculum. Although almost half a century passes from the introduction of CBM in the world, however it has not been considered in Iranian curriculum. So, the aim of this research was to introduce and investigate the impact of CBM on math achievement of elementary students in comparison with conventional methods of formative evaluation. The present study based on the goal is applied research and in term of data collection is quasi experimental method with control group and pretest for a sample of 3rd grade elementary students. Results of Analysis of Covariance showed that CBM has significant effect on elementary students’ math achievement. Based on this research results, it is recommended that CBM is used in elementary curriculum as a more effective method of formative evaluation.

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The purpose of this study was to examine multicultural education in the content of Farsi textbooks of elementary education in Iran.This research was conducted within a qualitative framework and the qualitative content analysis method was used with a conventional (inductive) approach. The sampling method was purposeful and the sample included Farsi textbooks of all the grades of elementary education. The unit of analysis (record) was the theme, pictures and units of the textbooks. To determine the reliability of the qualitative content analysis method with the inductive approach, the review was conducted in two stages, one after completion of 10-50% of the categorizations and the other at the end of the research. Five categories were extracted as the result: introducing and paying attention to mother tongue of ethnoses; introducing celebrities; reflection of dressing style of ethnoses; cultural traditions of ethnoses and introducing cultural heritage. The analysis of the quality of the books showed that only the trace of dominant culture in the textbooks was observed. The findings show that the educational system seemingly seeks to implement a pattern of cultural assimilation that leads to the suppression of the languages and cultures of the Iranian minorities. This approach could bring about negative and reverse effects, and increase the awareness of the people of their identity and history and culture.

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The objective of this research is study the role of intercultural education through bicultural art experience for improving intercultural competence. For this, a phenomenological qualitative study designed aimed to introduce different aspects of Persian culture among 9 years old Brazilian children. It contained four steps: making interest, comparing two cultures, experiencing bicultural art creation and evaluating its durability. Triangulation of data as a method kind was used for the validity and reliability. Results indicates the influence of art experience on improving cultural understanding. Furthermore bicultural art experience was effective on shifting from denial stage, decreasing polarization significantly. It also increased the ability of minimization and acceptance. Finally, art experience caused durability of intercultural understanding among children.

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In the new internship program for Iranian Teacher Educaton Courses, a key role for the "supervisor" has been taken into account. This paper attempts to recapture the experience of living masters of the Guide, which has experience in implementing all the internship programs (1-4) that participated in its first implementation, through an interview with 26 people in 11 provinces of the country. The basis of this is the image of the internship program. The experience of this group shows that internship programs have been "accepted" and have been able to help develop student literacy competences, increase the ability of guidance teachers, and even improve the knowledge of guidance professors. However, the implementation of the first part of this program is accompanied by problems of implementation and support, and the professors of the internship guide believe that "the new internship program should be maintained" and, in some respects, "be amended".

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The purpose of this article is to design a personalized lesson plan based on conceptual art in elementary school. From the point of view of conceptual art (from postmodern arts), educationand curriculum is a completely personal and situational matter. Using synthetic research method, the ideas and sources related to conceptual art were examined and the nine main categories of conceptual art identified included: social, political and cultural issues / critical approach / multicultural / creativity / audience interaction / global and indigenous dimension / biological issues Environmental / Variety in media technique. To realize a personalized curriculum, the concepts are: "style, how, level, content, teaching strategy and method, media, evaluation, time and place." Accordingly, an attempt was made to provide a model of combining the basic concepts of conceptual art in the general form of personalized curriculum, which has reached the final approval of the curriculum and conceptual arts experts.

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The purpose of this study is to develop framework for the media literacy curriculum at Farhangian University. This research was conducted with a qualitative approach through interviews with 28 experts in three groups: communication science specialists, educational sciences and media literacy activists. Sampling was performed purposefully. Content validity was used to determine the validity of the interview and the data were analyzed by categorization method. According to experts, the goals of the media literacy curriculum include media studies, media management, critique and analysis skills, user ethics and media use. Content also includes concepts and generalities, media techniques, message critique, consumption pattern modification, ethics, and media usage. For this purpose, explanatory, problem-oriented, participatory-oriented, critical and workshop methods should be used for teaching, and observational, functional, project, test, self-assessment and self-evaluation methods should be used. The obtained framework can be the basis for designing a media literacy curriculum at Farhangian University.
 

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The present study was conducted with the aim of designing a model of multicultural literacy curriculum for students and teachers of Farhangian University. The approach of this research is mixed descriptive and its statistical population includes a small part of university-cultural university students, the sampling method was to select student-teachers from random clusters. Research method; Using a questionnaire with three components of multicultural knowledge, multicultural attitude and multicultural skills, and in the qualitative section, systematic analysis was used to find the components of multicultural literacy. In a small part, the results of this study indicated that the multicultural literacy of university students, teachers and educators was relatively good in the multicultural dimension and moderate in the multicultural dimension, but not at the desirable level in the multicultural dimension. According to the current situation of multicultural literacy of students and teachers, a model was designed and validated for the desired situation.

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The purpose of the current research is to extract the components of teachers' cultural knowledge. The research method is the synthesis of related research works in the period from 2000 to 2020 taken from internal and international databases. A number of 533 scientific researches were identified and after the necessary checks, 34 researches were included in the first stage of synthesis. Using the evaluator to recode the findings, clearly state what has been done, and the presence of definite and defensible indicators to select the input studies was used to improve the credibility of the research. According to the findings, 11 components were identified in the field of teachers' cultural knowledge; component of intercultural issues; students' culture; general culture; indigenous culture; culture and social issues; multiculturalism; culture and education; cultural values; cultural identity; Organizational culture and culture and teacher education.