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The present study is about one of the most important contemporary issues in education and curriculum development, namely “human rights education”. By using content analysis, 36 textbooks of 2012-2013 school year with an overall of 3924 pages were studied and analyzed. For the analysis of the data, Shannon's entropy method derived from the theory of systems was used to obtain the credibility ratings of each human rights component and comparison of their coefficients. Based on our research findings, there hasn’t been enough attention to human rights components, and among the pages of the textbooks, most credibility ratings was related to constitutional laws and less to the rights of social, economical and cultural components. Also based on the credibility ratings obtained from the frequency corresponding to the sub-components, the highest credibility ratings is related to sub-components of environmental rights, while the lowest credibility ratings relates sub-components of right to fair trial and property rights.

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Abstract: Study on curriculum movement and variation of the mathematics textbooks in Iran is one of the fields that few studies have been accomplished, and in this field there have been no investigation reports or any particular results of such these studies. This paper deals with a short report of a comprehensive research in this field from the beginning of formal education curriculum in Iran for high school (1925) to 2008 (the time of gathering the data). In this research following subjects on high school curriculum are investigated: 1) Historical changes and overall evolution of formal educational system, 2) Five historic periods on changed of math textbooks, 3) Changes of curriculum based on the math subjects. I tried all the school textbooks to be considered and the content of them mathematically to be investigated. This paper deals with a conclusion by reviewing trigonometry as one of the school topics and its changes during this interval.    

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The present paper aims to investigate the amount of multi-cultural education components in the textbooks of secondary schools from 2013 to 2014. It is conducted through text-analysis. The components of Multi-cultural education were initially collected from theoretical text and research background using document analysis and then they were numbered in the textbooks of secondary schools. The units of analysis were sentence, question, picture, activity, and the poem in the textbooks. Research tools were bibliography cards and inventory form in document and text analysis respectively. Data were analyzed by using descriptive statistics. The statistical population is the textbooks of secondary schools from 2013 to2014 and samples were Iran and International History I, Iran and International History II, History (Pre-University Schools), Social Studies (Secondary Schools), Sociology I, Sociology II, Social Studies (Pre-University Schools) which were expected to contain multi-cultural education components. The most significant results are as follows: out of 180 frequencies in the text books of secondary schools, History I with 76, i.e. 42.22% contained the most multi-cultural education components and Social Studies of secondary school with 5, i.e. 2.77% contained the least components. Among the components, “introducing various cultures to students in the content of textbooks” had the largest number of frequencies, i.e. 59 and “helping to understand and tolerate different opinions from various cultures, and defining multi-culture homework for students in the content of textbooks” had the smallest one, only 1, i.e. 0.55%.    

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The aim of the present study is to analysis the content of persian literature textbooks based on approved seven-goal dimention in Iranian high schools. Its method is descriptive with content analysis. The population of the study is the textbooks of Persian literature in high school in the 1392-93 academic year that with regard to research’s nature and limitation in numbers of textbooks, all of them have been selected as the study sample. The data gathering tool is check list which was made by researcher. The research results were analyzed by Indicators of descriptive statistics. The main results indicate that: 1. from total 2656 frequencies consider to approved seven-goal dimensions, first grade with 637 frequencies or 24%, second grade with 634 frequencies or 23.9%, third grade with 508 frequencies or 19.1% and forth grade with 877 frequencies or 33%, considered the mentiond dimentions. 2. The Artistic and cultural dimension with 730 frequencies or 27.5% located in the highest rank and the economic dimension with 71 frequencies or 2.7% is the lowest rank.

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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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Abstract
The current study aims to evaluate teaching puberty components to girls in the seventh grade of  first stage high school textbooks. These components includes sexual, physical, emotional, psychological, mental (cognitive), social, religious, and civil puberty. Research method was qualitative content analysis, and the target population included all the seventh grade of  first stage high school textbooks in the school year 1394 - 1395, and among them Thinking and Lifestyle (Mutual book for boys and girls, Thinking and Lifestyle Mutual book for boys and girls), Divine Messages, Social Studies and Experimental Science were chosen. As a result, 337 puberty components were found in the chosen books. In case of evaluation of puberty with 115 (34/ 2%) components was in the first place and Religious puberty with 115(12/32%) categories had the highest amount and putative puberty with 22 categories (52/6%) had the lowest amount.
 

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The aim of this paper is to study the relationship between algebra content formation in mathematics textbooks and the mathematics teachers’ current knowledge. Based on this aim, we have considered three subjects: 1. mathematics teachers’ current knowledge of algebra, 2. the beginning and presentation methods of algebra content on the number of selected previous textbooks and 3.the role of previous textbooks content in teacher knowledge forming. Research Methodology had been a survey, content analysis, and historical and documentary analysis. This study showed that the teachers' knowledge and teaching methods do not coincide with the algebra content of the current seventh-grade mathematics textbook, and about 30% of teachers’ knowledge is based on the experiences of the previous textbooks.
 

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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.