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The purpose of this study was to investigate the position of ethnicity in formal and hidden curricula of the new secondary education system in the 98-97 academic year. The research method in the first part of the research included documentary analysis and qualitative content analysis. Sampling in this section was targeted and included 6 volumes of books in the form of more than 960 pages of history & sociology books in the second secondary school.The content analysis unit in this section was text, images, and textbook activities. In the second part of the research, the research method was qualitative and ethnographic and various tools such as student journals and informal interviews were used in collecting research data. Finally, based on the findings of this study, it can be acknowledged that the position of ethnicity in the formal and hidden curricula of the secondary school was undesirable.

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            The purpose of this study was to identify the factors, criteria and indicators for evaluating the quality of preschool curriculum. Research is one of the theoretical-applied researches that evaluated the quality of the curriculum using both documentary and phenomenological methods. In this study, interviews with experts in the field of preschool and evaluation were used. According to the purpose

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The present study aims to explore the impact of the hidden curriculum components on non-cognitive (affective) characteristics of learning of components on non-cognitive (affective) characteristics of learning of students in different high schools (public, non-public, magnet & exceptional talents high schools) to design better learning and educational environments. The research method is a mixed one by using a cross-sectional survey method in a quantitative way. In the cross-sectional method, the data were collected based on the h

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The aim of the present study was to investigate the educational activities of the preschool mathematics books regarding geometric shapes using documentary method. For the analysis, we used the document published in 1396 (2017) by the Ministry of Education in Iran for preschool level., as well as the zero, first and second level of the revised Van Hiele Model (Clementes and Batista, 1992) including Pre-recognition, Syncretic and analysis as the criteria. At first level, 10 criteria for analyzing activities of geometry shapes from the first three levels of the revised Van Hiele Model (Clementes and Batista, 1992) exteracted. Then five textbooks which were recommended by Education Growth Bibliography, Welfare Organization and several preschool centers selected and their geometric shapes content evaluated according to the 10 extracted criteria. Results showed the highest frequency of educational activities belonged to level one and the lowest frequency beloged to zero level of the revised Van Hiele model. The study concluded that the content of the preschool mathematics books needs to be revised and the educational activities of higher level than two recommended to be transferred to higher grade mathematics textbooks.

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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 study is to explain the criteria and indicators of the ideal form of school mathematics curriculum in Iran. For this purpose, the national documents of the education system in Iran and related research findings to school mathematics curriculum were examined. The Akker’s ten-component model for the curriculum was adapted as the framework for this study. In order to ensure the balance and effectiveness of the curriculum, in this framework, each of the components address a specific question. By answering them, criteria for the components of the school mathematics curriculum were presented. The research method of the study was document analysis and qualitative content analysis in the form of inferential. To validate the presented criteria, a number of mathematics educators and curriculum specialists participated in this study. Finally, for each of the components introduced in the framework, the criteria and indicators of the ideal form of mathematics curriculum were determined.

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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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This study has been done in the category of applied research with qualitative paradigm by thematic analysis through an inductive approach.From reliable first-hand documents and resources in terms and keywords of this inquiry in thriving countries,45 cases were selected by purposive sampling.The data collection tool was manual and computer notes(MAXQDA,2020).The network of themes extracted in the findings indicates a conceptual model with five broad themes(curriculum competencies,educational strategies,student,teacher and challenges and opportunities)and a practical model with five broad themes(School's curriculum,educational activities,operational activities,student activities,and teaching activities).The study shows that in prosperous countries like Finland and Sweden,students' start-ups have been started for many years and are going on regularly and desirably.Since this type of activity has been neglected in Iranian curricula,it is suggested that the curriculum of start-ups in the second year of high school be designed & implemented based on the criteria an indicatores provided in the models of this research.

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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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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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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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Geometry is for a long time regarded as one of the main area for learning proof; while students face many difficulties in learning geometric proof. It even happens very often that students by drawing a geometric figure, no longer see the need to prove the properties of that class of geometric objects. This study has been done by the aim of describing middle school students' performance and perceptions during understanding and doing geometric proof for gaining a more detailed cognition of gradual processes and complexities in the learning geometric proof.  
The research has been conducted by phenomenography method and analyzing task-based interviews on 53 middle school students. This report describes students’ performance and their challenges during constructing a geometric proof in more detail.

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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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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 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 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.

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The purpose of this research was to describe the perception of primary school teachers on how to help students in instructing of the volume, using the task-based interview method. For this purpose, some tasks was designed and implemented with two general question for six volunteer primary school teachers who had experience in teaching fifth and sixth grades. The answers were analyzed according to the instruction component of the cognitive activation model in the classroom (Kraus et al., 2008). The results showed the lecture method, the less use of concrete representations, different perceptions of the volume definition, spatial limitations and relying on arithmetic representation in solving the task. In total, the results of this research clarify the need of teachers to improve their knowledge in the field of instructing of the volume, and for this purpose, suggestions have been presented.