: 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.

Future teachers of education are Current students that  focus on the development of teacher knowledge in the field of theory and practice in practicum as an important part of the teacher training program. One of the effective factors in the pre-service programs is schools coach, The study seeks it. The reserch method used in this study was qualitative method and was of phenomenological type. And focuses on four participants, among 22 cases. Participants are 91-92 students have completed 3 practicum. The data is collected through semi-structured interviews and participant observation. As well as semi-structured interviews were done with their mentors. Data through Strauss and Corbin analysis were categorized. The data shows that coach can develop their competence as the greatest intervention in the professional world, Sometimes that role as coach is show As an imitation, or as a joint  exprementation and sometimes in the form of hall of mirrors.

The main purpose of this study is exploring the roots and foundations of Schwab’s deliberative theory in curriculum. Therefore, after examining this theory in introduction, its foundations and origins were investigated. According to this, basic assumptions of this theory are practical and quasi practical arts, eclectic arts, commonplace and collective decision. Aristotle’s distinction between intellectual and moral virtues, knowledge categories and learning by doing are among the most important origins of Schwab’s’ theory. Distinction between theoretical and practical in Dewey’s ideas, his viewpoints on thinking along with pluralism are the essential foundations to evolution of Schwab’s theory. On the other hand, Haberma’s instrumental – communicative dualism, dialogue between commonplaces to achieve the goals and dialogue conditions and also decision making in micro level based on the communicative rationality, have some important implications for Schwab’s deliberative theory in curriculum.

In this study using the narratives of Assistant professor about flipped learning of university during her four academic semesters. This study is a narrative inquiry based research, one that belongs to  qualitative and interpretative paradigms.  The data analysis shows that in method the traditional classroom teaching with the same components, but we are dealing arrangement and concluded that it is obtained, it can be different. This study shows Some challenges that exist in the implementation of this method have been discussed. This study analyzed the narrative " flipped learning" in higher education is discussed.

This paper wants to discover the role of teaching culture in type of teachers encounter to ‎modifications of math schedule of first grade of high school in Qaemshahr. Findings of ‎qualitative research by methodology of ethnography showed that teachers belief have been ‎evaluated to two positive perspective and critical perspective toward changes of math book ‎of ‎‏7‏th grade. Also they have presented two spectra of behavior in encountering changes in ‎math school books of the ‎‏7‏th grade: Full admission‏ ‏‎,‎‏ ‏Resistance and rejection. The research ‎results showed that understanding the culture of teachers is an essential factor to initiate ‎any reform that with improvement in attitude to change, teachers’ tendencies will be more ‎positive towards advancing ne schedules; it means that if teachers know the change useful ‎and necessary, they will perform them with more commitment and fidelity

This qualitative study aimed to compare the qualification of Higher Education system and Education system in field of teacher education. Using qualitative content analysis, with open coding data by interviews and open-ended questionnaire, data been coded and categorized and then analyzed. Participants of research were selected by purposive sampling (22 samples). Through participants opinions four category of views were identified; 1- agree with higher education, 2- agree with education, 3- conditional agree with both, 4- agree with with the new structure. Inattention to practical practices, lack of affiliated schools for training, and inappropriate evaluation of students’ performances in training, are the most important weaknesses of higher education system. Also, low academic ability of the faculties of Farhangian University, low flexibility and very limited freedom to thinking for change, low skills in research, and intense centralism are the most weaknesses of Education system specially Farhangian University. Adherents of new structure for teacher training, critisize both organizations (Education system and Higher education system) and named weaknesses such as: weakness in educational and pedagogical research and analysis, weakness in theorizing and acting and presenting techniques for improvement teacher education, and weakness in making appropriate contents for the curricula of teacher training. Ultimately, according to a teacher education curriculum, 4 aspects of knowledge have been proposed; content knowledge, educational knowlwge, practice knowledge, and introductory knowledge into teacher profession.

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.

The emergence of re-conceptualism in the field of curriculum studies caused a large rotation of identity in this field. The book titled "understanding of curriculum" by William Pinar may be considered the most outstanding work in the field. In this book, movement which affected pre re-conceptualist, are introduced as the traditional type and it is believed the new curriculum discourses should be considered instead. That caused Joseph Schwab's theory is charged in the group of traditional pre re-conceptualist theories. This paper, by analyzing and identifying differences of Tyler's theory, Schwab's theory and re-conceptualism, plans to criticize this way of thinking and tries to introduce a new explanation of curriculum studies field as a practical one based on the role of Schwab's theory in the evolution of history of curriculum studies field.

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.

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.

The aim of this study was to increase understanding of how to change theoretical and practical knowledge of primary school teachers. The research approach was qualitative. The data were collected through focus group interviews. The sample size was obtained after the saturation phase including 25 teachers. The data were analyzed using content /thematic analysis. Two techniques were used for increasing the trustworthiness of data including member check, and peer review or debriefing. The findings were labeled in three categories comprising the quality of theoretical and practical knowledge change, the change channels of theoretical and practical knowledge of teachers and the factors influencing the change of teachers' theoretical and practical knowledge. These categories embraced the sub-categories. As sum, the results revealed that the low quality of teachers' in-service curriculum bring the unimportant change in theoretical and practical knowledge of teachers. Design and development of teachers' in-service curriculum, needs change in instrumental perspective of designers and executives of curriculum-making toward change phenomenon in teachers.

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.

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.

The aim of the research, design management competencies required and in accordance with the primary second period. This research is descriptive survey. The population consisted of documents the educational system, domestic and foreign experts and the results of some research that purposive sampling, the National Curriculum Document and a number of studies that focus on the introduction of management competencies were selected. To design a competency model, the design approach (Model Byham and Meyer) was used in five stages. For the analysis of questionnaire data, indices such as mean, standard deviation and t-test were used. Finally, given the research competency model fits the second period was the initial draw, which consists of five specific competencies Cluster sub-clusters 14 and 11 of the general merit.

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