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The aim of this study was to analyze the experiences of teachers in the implementation of art curriculum in the context of virtual education in the first elementary school. For this purpose, qualitative research method with phenomenological approach was used. Participants in the study included first grade elementary school teachers in the academic year 1399-1400 .which reached a theoretical saturation by purposive sampling with 11 people. The research tool was a semi-structured interview. The data obtained from the interview were extracted by inductive content analysis method and using open coding technique in concept sections, subcategories and main categories. The most important categories extracted included new goals, creative assignments, new teaching methods, use of various games, art education websites, audio file (storytelling). Also, the most important benefits extracted included the use of various resources and materials in education, appropriate and optimal use of teaching time, more teacher communication with individual students.

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Abstract The main purpose of the study is to design a valid model for the problem-oriented curriculum in elementary mathematics. The research approach is quantitative. In designing the model, which was done by structural-interpretive modeling method, 19 specialists of curriculum planning and mathematical education of Arak city participated. To determine the validity, with the method of partial least squares, the designed model in the form of a researcher-made questionnaire was provided to 355 specialists by random sampling method. By identifying the components of objectives in three levels of cognition, attitude, skill and curriculum content, method and evaluation of the problem-oriented curriculum model were designed and validated.. Findings showed that the characteristics of objectives in level "cognitive" and "attitude" are considered as the underlying components of the problem-oriented curriculum model in mathematics and affect the characteristics of objectives at the skill level. Skills characteristics also affect curriculum content characteristics, method, and evaluation.

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To create a learner-centered learning environment, teacher and students must add new dimensions to their traditional roles. This research was conducted qualitatively and with thematic analysis approach. To achieve the set goal, a structured interview was conducted with curriculum experts. The samples were selected in a purposeful manner based on specific criteria. Data analysis started from the first interview with MaxQDA software and coding was done after each interview. The data were analyzed by inductive thematic analysis. Finally, the findings from the interviews were compiled in the categories of basic, organizing and inclusive themes. Lincoln and Guba’s four criteria were used to increase scientific accuracy. The results of the research showed that the qualitative model of Layered Curriculum after validation with Fuzzy Delphi method has the dimensions of Design, Goal, Content, Method, Student, Learning Environment, Learning Tasks, Teacher and Evaluation.
 

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The purpose of this study was to investigate the status of ethnicity and lived ethnic experiences of junior school students in the formal-hidden curriculum of Iran's academic year in 2019-2020.The research method in the first part of documentary analysis and qualitative content analysis with 3 volumes of social studies book including 553 pages.Content Analysis Unit;Text-Images and activities.The second part of the qualitative and phenomenological research method was purposeful sampling of participants including 30 students (persian-Azeri-Kurd-Lor-gilak) and 20 teachers.Student journal and informal interview were also used. Findings show that only 6% of the three sections of the examined content pay attention to the desirable components of ethnicity, which is very undesirable in the formal curriculum.In the analysis of information,cultural assimilation, superficial thoughts about ethnic culture, educational inequality, cultural diversity alienism,neglect of peaceful coexistence appeared, overall, it can be acknowledged that the position of ethnicity in the hidden curriculum was not desirable

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The present study was conducted to design a philosophy curriculum model for preschool children aged 3 to 5 years based on nine elements of Klein. To achieve this goal, has been used synthesis method in pattern design. The scope of research was documents in the field of philosophy for children which by purposive sampling 50 articles (25 Persian articles and 25 Latin articles) was selected. The philosophy curriculum model for children was designed based on nine elements of Klein. The findings of this study showes 13 main components of philosophy curriculum for children, which are: principles of philosophy for children, characteristics of philosophy for children, goals, attention to age, educational resources, stages of teaching philosophy, teaching methods, teacher characteristics, learning methods Learning activities, assessment methods, implications of the philosophy curriculum for the child.

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Following the latest mathematics curriculum reform of the first cycle of elementary education in Iran and the experience of about a decade of implementation of this program, the aim of the present study was comparing the intended implementation of this program with the implemented mathematics curriculum. The framework used in this study is Akker's 10-element model, which considers the various components in the curriculum. Identifying the characteristics of the implemented mathematics curriculum in the first period of elementary school was done using the triangulation design. For this purpose, qualitative data were collected through observing the teaching process in classrooms, semi-structured interviews, teachers' reports, and focus groups. The findings of this study showed some differences, shortcomings and weaknesses in the implementation of the curriculum, which were discussed and presented separately for the elements of the program. Finally, 25 solutions emerging from the findings of this research were proposed for future planning.
 

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The main purpose of the present study is to develop a practical guide to the integrated curriculum of the third grade of elementary school. The research approach was qualitative (qualitative content analysis method) and the research community was all third grade elementary textbooks and teacher teaching guides of each book. The theme-based integrated curriculum approach (concept-based and skill-based) was chosen. Concepts and skills were extracted from the textbooks and the objectives of each lesson were extracted from the teacher's teaching guides and coded at the same time. Codes that had a common theme were placed in one category and formed the combined themes of the curriculum. 192 initial codes were obtained. After classification, 106categories were obtained and finally, 14 combined themes were formed.

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The aim of this study was to analyze the views of graduates and students-teachers about the redundant curriculum in primary education. The approach of qualitative research and its method is content analysis. Sampling was purposeful and 18 people were selected to participate through semi-structured interviews. Findings show that parts of the curriculum content of this field are redundant and inefficient due to their theory, repetition, obsolescence, inappropriate source, disproportion of optional and compulsory courses, which are the most The frequency of redundant courses is also related to general courses and Islamic education. Also, parts of the curriculum are considered redundant due to learning experiences, with participants pointing to the role of teacher, student, and assessment. The results showed that in terms of content, it is necessary to remove parts of the general curriculum and allocate them to specialized and specialized-educational courses.

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The main purpose of this research was to investigate the barriers, facilitators, and continuance of implementing a creative instructional method (Collaborative prototyping of digital educational games using design thinking). This study employed a phenomenological study as a qualitative research method. The data were collected using a semi-structured interview. Participants included 20 teachers that have experienced the method mentioned above in their class teaching in primary schools. An abductive content analysis was conducted to determine the main and sub-categories. The identified barriers and facilitators were categorized according to the stages of the design thinking process: empathy, definition and idea generation, prototype construction and evaluation. Regarding continuance factors, six categories were identified: learning and instructional activities, content organization strategies, game conditions, teacher-related factors, student-related factors, and evaluation-related factors. Future research suggestions were discussed in light of the study findings.

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Abstract: Thecurrent research aimed to analyze the curriculumsuitable for the characteristics.of.generationz.inTehran's high school.the This study has a qualitative approach in terms of purpose, and application, and based on the theory of Siofang and Chanon,it has an inductive content analysis.This research is based on semi-structured interviews and purposeful sampling with the participation of 43 people from scientific, executive, and focal groups.Afterthe semi-structured interviews during the coding stages, data analysis was done in 7 steps.To validatethe findings, the methodof negotiationwith external auditors was used and for reliability, the Lincoln and Guba method was used. Findings: In addition to emphasizing the importance of generational knowledge and the characteristics, preferences and needs of generation z, the curriculum is suitable for the characteristics of generation z، based on 200 indicators of 30 components and 10 principles(logic,goals,contentlearningstrategies,characteristicsofteachersofgenerationz,learning.situations,assessmentand,evaluation،backgroundfactors,emergingphenomena, and modern revolutions) whichled to the extraction of theconceptual frameworkof thecurriculumsuitablefor thecharacteristics of generation z.          
 

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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 this research was to investigate the views of experts in relation to the personal theorizing and its role in teaching excellence. In this regard, among the professors who had scientific experience and works were selected and interviewed. The data collection tool was a semi-structured interview. Interviews were conducted face-to-face and virtual. After coding, the collected data was analyzed using the categorization method. The results showed that from the point of view of most of the professors, having experience, knowledge and scientific awareness are among the prerequisites for personal theorizing. Also, the professors believed that the relationship between general theories and personal theorizing is in three forms: whole to part, integrated, and technical-artistic. According to the professors' point of view, increasing knowledge and improving professors' performance are the most important opportunities, and the lack of experience of professors is the most important challenge to personal theorizing.

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In this research, one of the views of the Islamic curriculum proposed by Hashim has been described, analyzed and criticized. In the analysis, it was found that she considered the curriculum as a document and system. Her view on religious science is influenced by al-Attas' view. Accordingly, she considers science as a religious one in condition that it is free from Western elements and replaced by Islamic propositions. She seeks to design and develop a curriculum that places particular emphasis on Islamic goals and content. The most important criticisms indicates the neglect and lack of theoretical explanation of philosophical and methodological foundations, reliance on formalist views, Neglecting the curriculum as a field of study, being under the banner of the discourse of existing Western sciences. Hence, the important need of this field today is to go beyond the passive encounter, which is based on the adaptation, refinement and formalistic completion of existing Western knowledge, and to turn to reactive and proactive encounters that seek to provide theoretical formulations. New development of curriculum knowledge boundaries from an Islamic perspective is essential.

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The purpose of this paper is to examine the patterns of Montessori, Waldorf, and Bank Street in three axes; the type of view of the child and his / her agency, children's evaluation, and the quality of the educational environment using descriptive methods and qualitative content analysis. Findings of this research in the first axis in all three models indicate the uniqueness, ability, agency, and competence of the child in constructing and transmitting meanings, emphasizing hearing the child's voice and following it by educators and adults. The second axis also emphasizes the child's well-being and her active participation in monitoring her learning and achievements, and in this regard, the evaluation process is aimed at developing children's sense of agency. According to the third axis, the environment is a key element in the quality of children's development and learning, and to some extent in the development of children's sense of agency.
 

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The present research was conducted with the aim of investigating the level of attention paid to the components of the readable design in the content of the Persian curriculum of the upper elementary school, which was based on the method of content analysis and Shannon entropy. The research community of Persian books of the second elementary school and sampling was not considered. The collection tool was a content analysis list made by the researcher, the validity of which was confirmed by the opinions of respected curriculum professors and provincial teachers of KhANA Plan. Its reliability was also determined by the teachers of the reading plan and the agreement coefficient was 85 percent. Based on the findings of this research, the amount of attention paid to language skills component of KhANA plan in the content of the fourth grade Persian curriculum, is 80 percent, fifth grade 80, and sixth grade 85 percent, and in total, 82 percent of third-grade Persian in upper elementary school. And the amount of attention paid to the component of manners and life skills in KhANA plan (politeness, responsibility and courage) in persian content is 45%, 5th 47%, 6th 42% and in total 48%.

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The present study aims to analyze the ideas of elementary teachers about the concept of "child-friendly school" toextract components and its obstacles. The research method applied was phenomenological and the study samples included 24 elementary teachers in Tehran who had low, medium and high levels of teaching experience. The data for study was collected through semi-structured interviews which were performed on the basis of theoretical saturation. The method of data analysis used was Brown and Clark ' thematic analysis (2006). Based on the theme analysis, 13 basic themes 5 organizing and a main theme  were identified as the child-friendly school components. In addition, 7 basic themes, 3 organizing themes and an overarching theme were recognized as the barriers to the realization of a child-friendly school. Finally, it should be mentioned that due to several obstacles, there are no conditions to create such atmosphere in many Iranian schools, especially public schools.

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The method of this research is descriptive - survey. The statistical population of this research includes undergraduate students in the fields of education, psychology and Persian language and literature that at the time of the research, they were in the seventh semester of their studies and their number was 439 students. The sample size was selected by referring to Krejcie and Morgan table and by relative stratified random sampling method of 205 people. The instrument used in the study was researcher-made questionnaires and the reliability of the questionnaire was obtained through Cronbach's alpha of 0.847. Findings showed that in the field of cognition and emotion, new curricula have led to the acquisition of necessary knowledge and the acquisition of desirable attitudes toward the field of study in students; But in the field of psycho-motor (skills) new curricula have not led to the acquisition of desirable skills

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This Study aims to look into the evolution and revision of higher education curricula Post September 11, 2001. The study used a qualitative research method with an historical lens. The investigator shows the evolution of reviewing higher education curricula in 21st century from an analytical perspective. The study uses archival analysis primarily research publications and  documents related to higher education curricula available online and printed in digital sources.The finding show that the higher education curriculum in Afghanistan has gone through different phases. The data suggest that the curriculum experience show a transition from a relatively irregular curriculum planning system before September 11 to a centralized curriculum system post September 11 leading towards opinion polls and the delegation of some autonomy for curriculum to prestigious universities.The study found that 165 majors were identified that needed to be reviewed;among them, the curriculum of 71 fields of study have been revised to date