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The present study is about one of the most important contemporary issues in education and curriculum development, namely “human rights education”. By using content analysis, 36 textbooks of 2012-2013 school year with an overall of 3924 pages were studied and analyzed. For the analysis of the data, Shannon's entropy method derived from the theory of systems was used to obtain the credibility ratings of each human rights component and comparison of their coefficients. Based on our research findings, there hasn’t been enough attention to human rights components, and among the pages of the textbooks, most credibility ratings was related to constitutional laws and less to the rights of social, economical and cultural components. Also based on the credibility ratings obtained from the frequency corresponding to the sub-components, the highest credibility ratings is related to sub-components of environmental rights, while the lowest credibility ratings relates sub-components of right to fair trial and property rights.

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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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Abstract: The main purpose of this paper is introducing modelling and application as a research domain in mathematics education through reviewing related literature. The first purpose of this review is to give a more clear meaning of modelling and application, and base on that, makes the distinction between modelling in mathematics education & modelling in other scientific domains. There are some other terms like Numeracy Quantitative literacy Mathematization and Word Problems that with some tolerance, are taken as equivalent term to modelling. However, modelling has salient differences with every one of them. Second purpose of this paper, is to introduce modelling cycle and its steps. Third, some researches who are working in the domain of modelling and application will be reviewed and then methodology and results of one of them will be mentioned. Finally, several open research questions for future research in the domain of modeling and application will be announced.    

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The aim of this research is to search for a model for the curriculum planning of the parents' cultural capital growth and to facilitate the children's Progress in school. The correlation of the parent's cultural capital dimensions with the educational achivement of the students was studied, and an efficient plan for the growth of the family's cultural capital was designed, implemented and evaluated. The theoretical framework of this research is derived from Bourdieu theories. Basis on the Pierre Bourdieu's viewpoint, cultural capital has three subtypes: institutionalized, objectified, embodied. The research method is quasi-experimental and it has two evidence and test groups. The tool for gathering information in this research is the questionnaire for ascertaining the cultural capital elements and also the Baum rind questionnaire. Its validity was obtained 83% by the experts and specialists through conducting experiments on 30 persons. The statistical population consists of 54 families that are selected randomly from north and south of Tehran who their children were in grade 4 in high school. They were interviewed by professional interviewers and the experimental group participated in a training workshop for introducing families with cultural capital elements. Assumptions of the research were: 1) Training of parents influences their cultural capital (interest in the art works, music, painting and calligraphy and foreign language). 2) Training of parents influences their cultural capital (improvement of relationship with book, drawings, computer, media, camera, and library membership). 3)  Training of parents influences their cultural capital (participation in the courses that results in getting skill certificate). 4) Training of parents influences their way of child rearing. 5) Teaching the cultural capital elements to the parents influences their children's school achievement. For doing descriptive analysis of data, the statistics of frequency, mean and standard deviation, and for inferential analysis of data, the analysis method of one-way and co-variance (ANCOVA) were used. The findings showed that regular training of parents in the level of P environment for the children's educational success.

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The aim of this research is to study the components of creativity in elementary school curricula. The research method used in this research is content analysis. The information source of this research is the 6th Grade Mathematics textbook in the academic year 1391-92. To achieve face validity, the viewpoints of the educationalists and experts were used in this research, and to achieve reliability, according to Pearson’s formula of correlation, the agreement coefficient of 0/89 was derived from the codification board. The tool of this research is the content analysis form with regard to Plsek’s teaching creativity model. A coded form was used to analyze the content of 6th Grade Mathematics textbook this task was accomplished in four stages: at the first stage, active and inactive units of the textbook were specified. At the second stage, the inactive units were deleted. At the third stage, the active Units were coded based on the parameters of Plsek’s guided cycle of creativity, and at the fourth stage, data resulted from the research were analyzed by using Shannon Entropy analysis method and the descriptive statistics methods. The findings indicate that the degree of attention and involvement parameters of Plsek’s creativity model and the coefficient degree of importance for each parameters are very low, and so the contents of 6^th grade mathematics textbook are nor adapted to the Plsek’s creativity principles and it hardly can be effective in generating and fostering creativity in learners.

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Abstract: Two annual migrations of nomadic tribes have a large impact on school work and learning of students. This study is a qualitative case study and intends to examine the impact of a reduction in teaching time in nomadic schools. In order to assess the students’ absence from school each year due to two migrations and its negative effects, the researcher used mixed method research(Quantitative-Qualitative) to thoroughly study the phenomenon and to collect data during the two academic years (2011/2010 and 2012/2011). The study sample consists of students of a nomadic school where the researcher has worked as a teacher. The results indicate that the annual migration of nomadic tribes is the cause of decrease in training time by 34% (55 days from 160 days) and subsequently leads to disruption of school planning, hastily teaching of the contents, and not completion of textbook by the end of the school year.

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Abstract The goal of current study was to investigate the consistency of intended curriculum with implemented curriculum at the preprimary level. The research method was survey study. The population included 258 preschool teachers of west of Mazandaran in 2009 that 122 samples randomly selected from Abas Abad, Chaloose, Tonekabon and Ramsar cities. Measuring tool was researcher-made questionnaire consists of 29 statements with Likert five points Scale. This questionnaire measured the implemented curriculum from the aspects of goals, activities and methods in evaluation. Face validity of the questionnaire has been investigated through the current issues in curriculum plan and educational activities of preschool and 2 professors been confirmed. The reliability of the questionnaire was found 0/91. Analyzing the data has been done by using descriptive statistics (mean, standard deviation and column diagram drawing) and inferential statistics (paired T test). Results showed that from the point of view of preschool centers’ teachers, there was a somehow conformity among goals, activities and evaluating methods in intended curriculum with implemented curriculum. Comparative investigation among respondents’ideas in getting the goals showed that most amount of reching goals was related to cognitive aspect with average point of 21/39 and the least amount of getting the goals was related to emotional aspect with average point of 8/22. Also in implemented activities, poems and signing, drawing, storytelling, group discussion and playing respectively are the most done activities by teachers. About how to evaluate by teachers in implemented curriculum, observation (%46), oral evaluation (%45) and continuous evaluation (%36) were the most applied methods.
 

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The present paper aims to investigate the amount of multi-cultural education components in the textbooks of secondary schools from 2013 to 2014. It is conducted through text-analysis. The components of Multi-cultural education were initially collected from theoretical text and research background using document analysis and then they were numbered in the textbooks of secondary schools. The units of analysis were sentence, question, picture, activity, and the poem in the textbooks. Research tools were bibliography cards and inventory form in document and text analysis respectively. Data were analyzed by using descriptive statistics. The statistical population is the textbooks of secondary schools from 2013 to2014 and samples were Iran and International History I, Iran and International History II, History (Pre-University Schools), Social Studies (Secondary Schools), Sociology I, Sociology II, Social Studies (Pre-University Schools) which were expected to contain multi-cultural education components. The most significant results are as follows: out of 180 frequencies in the text books of secondary schools, History I with 76, i.e. 42.22% contained the most multi-cultural education components and Social Studies of secondary school with 5, i.e. 2.77% contained the least components. Among the components, “introducing various cultures to students in the content of textbooks” had the largest number of frequencies, i.e. 59 and “helping to understand and tolerate different opinions from various cultures, and defining multi-culture homework for students in the content of textbooks” had the smallest one, only 1, i.e. 0.55%.    

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The aim of the present study is to analysis the content of persian literature textbooks based on approved seven-goal dimention in Iranian high schools. Its method is descriptive with content analysis. The population of the study is the textbooks of Persian literature in high school in the 1392-93 academic year that with regard to research’s nature and limitation in numbers of textbooks, all of them have been selected as the study sample. The data gathering tool is check list which was made by researcher. The research results were analyzed by Indicators of descriptive statistics. The main results indicate that: 1. from total 2656 frequencies consider to approved seven-goal dimensions, first grade with 637 frequencies or 24%, second grade with 634 frequencies or 23.9%, third grade with 508 frequencies or 19.1% and forth grade with 877 frequencies or 33%, considered the mentiond dimentions. 2. The Artistic and cultural dimension with 730 frequencies or 27.5% located in the highest rank and the economic dimension with 71 frequencies or 2.7% is the lowest rank.

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The aim of study was to explore teachers’ lived experiences about implementing work and technology curriculum. Phenomenology research was used. Fifteen participants were selected through purposeful sampling. They were teachers of the seventh and eighth grades of lower secondary schools in Karaj. Data colledted through semi structured interviews and tape recordings. The results show Officials’ ignorance of the teacher’s practical knowledge, lack of the appropriate strategy for evaluation, a limited time frame and inadequate equipment that make teachers less motivated and for some of them a withdrawal from training programs. Improving teachers' attitudes towards new curriculum will be possible, considering professional and continual training service, providing an appropriate teaching context, exchange of experiences among teachers and ongoing teachers relationship with officials. Research findings indicate that administrators and parent’s knowledge in the new curriculum need for revision and culture promotion through increased knowledge and using the curriculum in student’s life activities.

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The purpose of this study was to investigate viewpoints of experts and teachers about individual characteristics and specialized capabilities of the preschool teachers. This research is descriptive-analytic that two qualitative and quantitative methods are used to conduct it. The population of qualitative phase includes faculty members of universities, PhD students, masters teachers in fields of Psychology, Curriculum and Instruction. The population of quantitative phase includes educators in Fars and Isfahan provinces in academic year 2016.  Sampling method in the qualitative section was purposive and snowball and in quantitative section, 566 teachers have been selected randomly. Information was collected by the semi-structured interview and researcher-made questionnaire. Qualitative findings were categorized based on content analysis and quantitative findings are analyzed by the inferential and descriptive statistics. After performing preliminary study and analyzing the questionnaires, it was determined that reliability of individual characteristics was 86% and that of the specialized capabilities was 87% as well. Results of the Friedman’s test showed that according to viewpoint of teachers about the individual specifications, mental and personal health is very important, among specialized capabilities of the teachers, ability to manage the class is at top of related items in terms of importance.

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The conceptions, practices and efforts of some education systems in ten countries and four continents of the world, in area of national curriculum, have been reviewed and analyzed in this inquiry to represent a brief look of their experiences and obtain some guidelines for delineating and developing national curriculum. The methodology in this inquiry has been descriptive and analytical research with emphasis on the qualitative dimension of inquiry. The selection of educational systems as inquiry sample has been purposeful. Data gathering from the countries has been done through the six components of the inquiry which are the main criteria in reviewing, assessing and delineating national curriculum practices and conceptions in these education systems. They are as below: 1- goals and other curriculum main elements; 2- conceptions and theorization; 3- necessities, preconditions and foregrounds; 4-structural and implementation characteristics; 5- attention to school based curriculum development; and 6-interest to the field of curriculum orientations.

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“Powerful Knowledge” is the main concept in Michael Young’s Knowledge-based curriculum theory. For more than 4 decades, he has been developing a variety of educational Ideas under the shadow of the concept. This paper tries to take out its implications for Curriculum theory, by reviewing most of annotated bibliography which was published by Young. The paper also covers some remarks and critiques on the concept and reflects them in a classified manner, and making inferences from them to conclude the most important implications of the concept for theory and practice.

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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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This study aimed to investigate the impact of Parallel teaching on the academic performance of students in the sixth grade in math and their attitude toward school was conducted. The research method was experimental and pretest-posttest with control and experimental groups. Statistical population consisted sixth female students in Tabriz in the academic year 94-95 and the sample size is 70 persons that 35 of them in the control group and 35 patients in the experimental group were exposed. So in the experimental group Parallel teaching was conducted for 2 months and in the control group one teacher was used for teaching. The Analysis of ANCOVA was performed on the math achievement of students in the experimental and control group's shows that the students' mathematics achievement between the experimental and control groups was a significant difference observed

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: Flourishing students' artistic capacities is among the major missions of education in the Document of Fundamental Reform. The five axes of artistic education including communication with nature, aesthetics, artistic production, familiarity with cultural and artistic history and heritage, and artistic criticism, along with the content structure of culture and art textbooks including visual arts, calligraphy, traditional arts, vocal arts and performing arts are all issues that should be considered by planners in developing potential human abilities. This study involved the content analysis of the culture and art textbooks of the junior secondary system in 2015-2016. Images, texts, and activities were taken as the unit of record. The encoding method was deductive following the topical and structural aspects of culture and art education. To validate the encoding process, a second rater encoded 10 percent of the content, indicating a correlation of 0.89. The results revealed that artistic production, aesthetics, artistic criticism, familiarity with cultural and artistic history and heritage and communicating with nature are the most significant aspects of artistic education respectively. Additionally, visual arts, traditional arts, calligraphy, vocal arts, and performing arts are the main priorities. The study of the 3D model of curriculum structure showed the application of all three activity types (prescriptive, semi-prescriptive and non-prescriptive) in the textbooks, but their content needs to be reviewed regarding the coordination of activities with the educational content presented, the form of content integration, balance and diversity, and the lack of raising students’ motivation and creativity.

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Recently, the National curriculum of Islamic Republic of Iran has been developed by the Ministry of Education to provide educational policies. In this document, an implicit emphasis on so called context base aspect of the program can be seen in the mathematics curriculum framework section. In this paper, I first, introduce the different aspects of context base Mathematics Education, and then this educational approach has been traced in the newly written mathematics textbooks in Iran

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This research aimed to study the challenges which elementary teachers deal with lesson study. This research studied challenges in three stages, before, during and after lesson study. To achieve the aim of the research, a case study in a school was used. Participants of this research have been 20 elementary teacher of that school. Data collection tools have been semi-structured interviews with teachers and participatory observation. Coding and categorizing were used to analyzing data. Findings showed that teachers faced with three categories of challenges before lesson study: teachers' knowledge about lesson study, teachers’ motivation to participatet in lesson study, creating group and determination of the responsibilities of the group members. During lesson study teachers faced with three categories of challenges: selecting problem, implementing lesson and data collection, reviewing and criticizing the lesson. After lesson study teachers confronted with three categories of challenges: refereeing, publishing and the lesson study festival.

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The aim of this study was to examine the restrictions of parental involvement in secondary schools. The research approach was qualitative and phenomenological. The instrument for data collection was a semi-structured interview and research data was gathered  from 6 parent, 5 teachers, 3 principal and 4 students in three schools in Tehran 6th district. The content of the living experiences of those groups was analyzed according to Colaizzi pattern. The research results showed the restrictions of parental involvement in 3 Emergent Theme and 7 Theme Clusters including, school related factors  such as, Lack of Teacher and principals Preparation, Teachers Preconceptions about Parental Culpability, Home-School Scheduling Conflicts and Cultural difference between school / home. As parent related factors such as, Socio-economic condition and Lack of parental understanding of the value of their role, and finally, adolescent related factor such as, vagueness as to the role of parent involvement during adolescent years.
 

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Entrepreneurship education has a significant effect on the economic growth of societies. The goal of entrepreneurship education is to develop skills and entrepreneurial skills. By developing these skills at an earier age, young, capable, creative and innovative people can be found in all aspects of social, cultural, political and economic life. The purpose of the research is to model for designing an entrepreneurship education curriculum for the the junior high School students. Field of study is includes texts and authoritative documents of curriculum and entrepreneurship education. The tatistical population of the experts and professors of the university, and the statistical sample, wer 30 curriculum and entrepreneurship specialists who were selected by avilable method. The data gathering tool was a questionnaire and interview. The method of research is mixed. The research findings inglude a patterned design for entrepreneurship education for the junior high School students.