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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.

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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 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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 In order to fully understand the concept of fraction, all of its sub-constructs must be considered and interrelated. The purpose of this study is to examine the presence of these sub-constructs and their level of use in elementary mathematics textbooks in Iran. A content analysis study based on Kieren's sub-constructs framework with five categories, namely; part-whole, measurement, ratio, quotient, and operator, was conducted to analyze all 2-6 grades’ mathematics textbooks’ activities and problems in chapters related to the concept of fraction. The results of the analysis showed that the most used sub-constructs respectively are: Part-Whole (49%), Measurement (22%), Ratio (16%), Operator (11%), Quotient (1%). There is very little attention given to the sub-construct of ‘quotient’ in these textbooks. Moreover, the potential of some sub-constructs has not been fulfilled.

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Learning math vocabularly is essential for language development and improving students' mathematics knowledge. The present research is descriptive-analytical, its purpose is applied and its approach is qualitative. First, by synthesis method, the researches done in the field of teaching mathematical vocabulary were reviewed and the types of words that need to be taught were categorized. Then, using content analysis method, the key words of math books were extracted. The sample of the research is the first to third grade elementary mathematics textbooks of Iran. In the synthesis section, the research community of all articles related to the teaching of mathematical vocabulary and the research sample, 36 articles are available, which were selected by searching the selected internal and external databases. The words extracted from the first to third grade elementary math textbooks were placed in eleven categories.

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The present study was conducted with the aim of analyzing the experiences of teachers of multi-grade classes in teaching composition using the phenomenological method and using semi-structured interviews. Purposive sampling method and criterion method, all the teachers of multi-grade classes in Boyar Ahmad city in 1400 who had more than three years of teaching experience in multi-grade classes were selected and finally 25 people were interviewed based on theoretical saturation. The analysis of the interviews was done using the Claysey model and thematic analysis method. The findings were classified into four main themes: consequences related to teachers, students, parents and the educational system. The validity of the data was confirmed by using the techniques of reliability, transferability and alignment of data, and the reliability of the data was also confirmed by the accurate guidance of the flow of information collection and alignment of the researchers.