The purpose of this study was to define the curriculum principles of Teaching Experience based on the lived experiences of the successful teachers. In this study, a qualitative method with a phenomenological approach was used. The participants were 9 teachers and professors who were selected purposefully. Data were collected by using in-depth interview and analyzed by thematic coding. Among the findings, 358 conceptual codes were extracted. They were classified as eight main categories including: caring and sympathy, dynamism, tact of teaching, introspection, mutual interaction, creating reflective situations, cultural-artistic understanding, practical insight and 35 subcomponents. Findings indicated that following these principles results in the improvement of moral behavior and behavior stability in learners and can guarantee the influence of the learning-teaching process.

This research aims to develop a useful tool based on Evert Rogers’s Diffusion of Innovation Theory and then evaluates the adoption degree of an educational innovation (Smart Board) in Karaj’s Schools. The mixed method approach with explanatory research design has been adopted; this design consisted of two sequential phases, described here as phase 1 (Quantitative) and phase 2 (Qualitative). The research method has been applied for quantitative phase is survey study and for qualitative phase is focus group. Research data gathered by two different tools; a questionnaire developed based on Rogers’s five criteria and a protocol form for doing semi-structured interviews. The overall findings show that this innovation has not been successfully adapted to school's context and so not been considerably accepted among teachers.

Current study has been implemented with the aim of quality evaluation of research methodological skills of master students in human science disciplines in Tehran's public Universities. In qualitative section, by using purposeful and snow-ball sampling, experts in field of teaching methodology were interviewed. By using content analysis and coding procedure and also the syllabuses of the research methods and statistic courses, 35 important skills were indentified. In quantitative section, based on identified skills a valid and reliable questionnaire was developed and completed by 270 students. First, by implementing exploratory factor analysis, all skills were decreased into 27 skills and 4 factors (designing, practical, analytical and writing skills) were indentified. In the second stage, confirmatory factor analysis revealed that the measurement model of latent variable has good fit with observed data. In the next stage the results of Chi-squared test indicated that students have meaningful evaluation from skills. They evaluated their skills lower than average. Also the results of Friedman test have meaningfully ranked skills in each dimension. The results of ranked skills indicate that "selecting an appropriate title for doing research", "using electronic resource and scientific database", "interpreting the outputs of analyzed data", and "writing an article from the results of conducted research" have the lowest rank in each dimension. Generally, result of this study indicates weakness in needed research skills among human sciences master students of Tehran's public Universities.

This study aimed to raise the effectiveness of On-the-Job Training Program for teachers. It was done by using quasi experimental method. To measure variables pretest –posttest design with control group was used. The population consisted of On-the-Job Training courses for teachers from Lamerd town which were held in 2012. By using convenience sampeling method 3 samples were selected which were registered in the course of October 2012. The course effectiveness was evaluated by using three variables including satisfaction and attitude of the learners as well as amount of their learning. The data gathering tools were a satisfaction-attitude questionnaire and the Course-Test. The content validity was used as a validation tool. The reliability was measured by using Cronbach’s alpha and cooder Richardson method. The results show that On-the-Job Training course was effective in systemic and constructive problem-based environments, and the second one was more effective.

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.

: This study، with the idea of entrepreneurship in mind، was conducted with the goal of evaluating the views of the curriculum experts in the high school vocational branch. The method was survey and statistical community included194curriculum experts and specialists of vocational high schools. Research sample volume(123subjects) was selected randomly based on the Morgan Table and، in the end، only 87questionnaires were returned. In order to gather required data from questionnaires Alan Gibb’s evaluation tools of entrepreneurship plan were used. The acquired collective single  t for experts is according to these components: behavior development4.297101،developing comm::union:: 4.668755، values of entrepreneurship 4.961556، motivate careers4.284784، understand the process of entering into business 4.078871،Capacity building 5.075505،the key business essentials 5.275455، relations management 4.178311،which every amount is higher than the single t critical amount ±1.98.differences exist between the test amounts and the average variable in the community،But very little.In other words، in the experts’ views، with the idea of entrepreneurship in mind، the vocational curriculum is in the Lower than average.

: Formal education curriculum, in every society, has to foster the physical, mental, emotional, intellectual, moral, and social development of the students. However, the curriculum of secondary education in Iran, suggests the null nutritional education. The aim of this study was to analyze the null nutritional literacy curriculum in secondary education. The research method was survey. The population was all male and female high school students in Yazd (2140 students). Through Cochran formula and random sampling method, 325 students were selected as the sample. The instrument was a standard questionnaire that assessed nutritional literacy (in terms of attitude, skills, knowledge and resources). Its validity and reliability were confirmed. For data analysis, descriptive statistics and independent t-test were used. The results showed that the dimensions of nutrition literacy for both boys and girls were weak. The girls had simpler approach to breakfast comparing with the boys. In the area of nutritional practice, the boys compared to the girls, had more bad habits about salt consumption, but consumption of dairy products was better in them. In addition, the desirability of height and weight in both groups was not satisfactory. In the area of nutritional awareness, girls and boys were aware. Using the chi-square test, the results showed very limited sources for girls, where as the boys had gotten their nutritional information from a variety of sources such as textbooks, network relatives, and friends. The findings illustrate the need to review school curricula in order to promote nutritional literacy and behaviors in adolescent students.