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Abstract: This study explores the process of change of grades 3 to 5 elementary teachers, who participated in a professional development program "Algebraic Thinking: Foundation of Elementary Mathematics". Algebraic thinking as a functional thinking was the centerpiece of the program. The “Concern Base Adaptation Model” (CBAM) was used as methodology. The results of the study showed the significant changes in information, program management and task designing of teachers. Significantly, their understanding about functional thinking progressed. Finally a model was designed for integrating functional thinking in elementary mathematics curriculum as a result of this study.    

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This study aims to identify and explain the experience of teaching art in the elementary school teachers was conducted. In this context, an essential question is examined: primary school teachers, learning how to experience the arts curriculum? Using qualitative research methods, semi-structured in-depth interviews and purposive sampling, 10 cases of primary school teachers Mehdishahr city were interviewed in depth. Theoretical saturation was confirmed at the end of my interview. Data were analyzed using coding techniques and the three criteria of validity and acceptability, reliability and scalability approval was obtained. The findings of the research, experience in teaching art in the elementary school teachers in the three main axes showed weakness honor the art, the lack of education, lack of parental interest. Based on these findings, teachers have not been successful in teaching the art curriculum and have failed to benefit from the potential for teaching art lessons. Despite the interest in the issue of teachers' verbal art unimportance among other courses in the teaching of practical arts curriculum for teachers is obvious. This is because art teachers from time to compensate for falling behind their modules to use. Facilities generally will address the curriculum of art as much as it abstained. Based on theory and research findings, strategies to overcome the challenges of art education in primary schools is recommended, including art lesson plans independently, providing specialized service training courses, particularly arts teachers, creating suitable for exchange of experiences among teachers, funding and facilities in accordance with the requirements of art lessons, parents and families to raise awareness of the importance of arts education.
 

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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 conducted with aim of investigation profound experiences of elementary male students in the fourth and fifth grades from the descriptive evaluation. The method of this study was qualitative and phenomenological one. To achieve this objective and considering the nature of the study, purposeful sampling was used. Collected Data were saturated by interviewing with nine students. Data were analyzed by MAXQDA10 software. The results of these experiences were summarized at five themes and several subthemes. These themes included: "positive perception of descriptive evaluation", "negative perception of descriptive evaluation", "appropriate for bottom grades" pleasant for lazy students parents "and" harmful for lazy students". These findings can help Authorities in investigation the conditions of descriptive evaluation, its advantages and disadvantages. So they can take steps in Solving Problems and improvements, Remove or replacement of this 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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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 present study aims to describe the lived experiences in teachers’ soldier about to work in rural primary schools. The study conducted in the academic year of 2017-2018 with qualitative approach and psychological phenomenological type, with purposeful sampling and in-depth semi-structured interview with twelve teacher s soldier that working in Hashtrood and Nazar Kahrizi education area. The analysis of date    carried out with Colaizzi model. For truthworth to this study, we uses of member checking, external audit, Triangulation and Prolonged Engagement methods. The findings of the interviews were extracted in four Emergent Theme inclusive "motivation", "educational challenges", "teacher dignity", "professional issues" and "ambiguity" and several Theme Clusters. Finally, recommended that the teacher s soldier be allowed to participate in the education recruitment exam through section 28 by providing a legal mechanism. Use them in education if they passing a year of teaching skills and competencies.  

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In this research we investigated female elementary students’ level of mastery over science and mathematics content and explained the nature of relationship between students’ level of mastery and learnability of content in science and mathematics. 914 female students of public senior elementary schools in Kashan were recruited. The needed data for fourth and fifth graders were gathered through researcher-made tests; the data related to sixth graders were gathered through standard exams taken from the students of this grade in the end of semester. Content validity of tests was verified by connoisseur teachers in each grade and was confirmed by structural equation modelling. For explaining the quantitative findings, we implemented 9 interviews with experienced and expert teachers which were selected through purposeful sampling method. The main analysis revealed that students learning is significantly lower than the mastery level in almost half of the science syllabus and all of the mathematics syllabus.
 

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In the implementation of the new curriculum, art education has been marginalized. For this purpose, scientific activities must be planned which the person tries to change the unfavorable situation to a relatively favorable situation (action research). The aim of this study is the investigation of the challenges elementary classroom teachers face when implementing the new arts education curriculum and explanation of the concept of action research in integration of arts in elementary schools to implement the new art education programs. The method of study was integrated and based on action research. By using various arts (integration of art) and improving the conditions for its implementation (action research) it became clear that students are interested in changing the artistic program for its pivotality. Satisfactory results were also generated in the field of education and learning.​Implementing of new curriculum program based on the integration of art will increase the participation. 

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The aim of this study is to represent the components of national identity in the content of Persian textbooks in primary education that the qualitative content analysis method with inductive approach has been used. Using purposive sampling method, all Persian textbooks of elementary course were analyzed. The findings of this study were 6 main categories in the Iranian dimension and 13 categories in the Islamic dimension, which indicates that the prevailing ideology in the form of dominant discourse has been effective in writing books. Also, considering that the context of the studied books is Persian in terms of content, and should deal with Persian literature related to Iran, but this rich literary background has been marginalized. Representation of Islamic dimension indicates the predominance of Islamic identity and the special importance of this dimension of identity; therefore, national identity has lost its balance and has been exposed to ideological bias.

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The aim of the present study was to investigate what and how entertainment-based education is in elementary school curricula. The research paradigm was qualitative and research synthesis method. The research population consisted of valid and new research papers, books and research projects in the world and the sampling method was a purposeful method based on criteria. In order to improve the quality of the findings, after the final coding and categorization, the opinions of the professors of the curriculum were used. The logic of the program was explained in the form of a set of philosophical foundations of constructivism. The goals of entertainment-based education included building individual competence, skills training, reducing the digital divide, building interest in education, promoting media literacy, and providing lifelong learning;Teaching and learning strategies included direct instruction, rotational instruction, problem-solving instruction, and exploratory instruction;Evaluation is done in the form of formative evaluation, self-evaluation and final evaluation.
 

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This article has been compiled with the aim of introducing the descriptive evaluation disadvantages of elementary school from the perspective of Iranian curriculum planners. For this purpose, the method of "educational connoisseurship and criticism" was used under the qualitative approach. The sample was selected by intensity sampling method and information was collected through semi-structured interviews. The obtained information was analyzed by "thematic analysis" method and to validate the findings, the "information group review" method was used. Data analysis showed that the descriptive evaluation as a project in the field of education and curriculum has four disadvantages: "high expectations, lack of professional supervision, ineffective guides and poor investment", in the field of teacher practice has four disadvantages "competence Low, low credibility, difficulty of action and organizational pressure" and in the field of student behavior has four disadvantages "decrease in motivation, decrease in literacy, increase in expectations and useless competition

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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 present study was conducted within the framework of qualitative approach and phenomenological method, with the aim of analyzing the experiences of elementary school teachers of virtual education during the outbreak of coronavirus.  The research field is the elementary teachers of Tehran, where 10 people were selected by snowball sampling by purposive sampling.  The data collection tool was a semi-structured interview.  Each teacher was interviewed for an average of 50 minutes.  The seven-step strategy was used in data analysis.  The findings of this study, which are taken from the statements of teachers, were classified into 5 main categories, including educational dimension, cultural dimension, social dimension, economic dimension and technical dimension.  The most important topics in the educational dimension include: continuing education, the opportunity to review education for students, low level of parental literacy, reducing student motivation and time consuming virtual education.

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The purpose of this study was to systematically study the applications of integration in elementary school curricula. Therefore, the applications of integration were examined from all aspects. The research approach was qualitative and with a hybrid strategy. To achieve the above explanation, synthesis research method and content analysis technique have been used. The study population was domestic research since 1380 and foreign research since 2015, which was done through content analysis, classification and screening, and 91 studies that met the criteria and criteria were purposefully selected, coded and classified. Then, using content analysis, 5 dimensions were identified, which are: application of integration in physical education curriculum, application of integration in art curriculum and application of integration of art with other curricula, application of integration of life skills training in the program Curriculum, application of integration of ICT (information and communication technology) in curricula, design and organization of curricula.

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A research was conducted using qualitative approach, to identify the required knowledge for mathematics educators that are preparing prospective elementary teachers. Two mathematics educators from “Farhangian University” participated in this study. The data collected from four different sources observation of virtual classes of two participants while teaching multiplication and division of fractions, semi-structred interviews with participant, educators’ lesson plans and first author’s field notes. The classes hold virtually due to the Covid-19 pandamic. After many levels of systematic data reduction, three categories emerged as “the role of educators’ beliefs in teaching mathematicsL, “choosing challenging content for developing conceptual understanding of multiplication and division of fractions and “recognition of misconceptions of elementary students”. As a result, a theoretical framework developed for required knowledge of mathematics educators with four components as “knowledge of mathematics-content”, “knowledge of mathematics curriculum", "knowledge of students’ mathematics misconceptions” and “knowledge of modifying teaching to fit the situation.”

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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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The purpose of the current research is to review the ratio of two linguistic approaches (standard language and mother tongue) in education based on the lived experience of elementary teachers. The research paradigm is interpretive/constructive, the research approach is qualitative, the research strategy is phenomenology, and the research tactic is latent content analysis. The purposeful sampling method and the intended sample included teachers of Baluch, Lor, Turk, Turkmen, Kurdish and Arab ethnic groups. The data collection tool was a semi-structured interview, and the interviews continued until the theoretical saturation stage, and 31 teachers were interviewed. The data format was in audio format. To analyze the data, two stages of open and axial coding (Strauss and Corbin schools) were used. In total, 385 primary codes, 27 subcategories and 9 main categories were extracted. These categories include: authenticating the mother tongue, crisis bilingualism, the transformation of ethnic languages, strengthening the hegemonic language, the existence of linguistic diversity, revising the language policy, the necessity of implementing Article 15 of the Constitution, the identity function of language, and language policy. In general, the teachers stated that the Persian language is a symbol of national identity and a means of bonding between Iranian ethnic groups, and in parallel, it is necessary to make preparations to solve the language problems of ethnic students in educational and lesson plans.