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Abstract: Two annual migrations of nomadic tribes have a large impact on school work and learning of students. This study is a qualitative case study and intends to examine the impact of a reduction in teaching time in nomadic schools. In order to assess the students’ absence from school each year due to two migrations and its negative effects, the researcher used mixed method research(Quantitative-Qualitative) to thoroughly study the phenomenon and to collect data during the two academic years (2011/2010 and 2012/2011). The study sample consists of students of a nomadic school where the researcher has worked as a teacher. The results indicate that the annual migration of nomadic tribes is the cause of decrease in training time by 34% (55 days from 160 days) and subsequently leads to disruption of school planning, hastily teaching of the contents, and not completion of textbook by the end of the school year.

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The present study is part of a bigger research project and its purpose was to investigate the influencing factors on integrating professional learning of secondary mathematics teachers with the ways in which they analyze, interpret and make decisions regarding their teaching. For the fine-grained analysis of the first layer of data, phenomenography method was used. Nine teachers were interviewed and based on the three main categories of “the presence of mathematics teachers’ educators as leading teachers’ groups”, “being familiar with various teaching methods and modify them according to personal characteristics of teacher, school and classroom” and “professional training of the cooperative group form” that were emerged in the bigger study. With the further analysis of the interviews, three sub- categories were shaped as well. They included “focusing on the specific goals and content in cooperative groups”, “considering mathematics teachers as adult learners not school students” and “the existence of common concerns between group members.
 

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Abstract The goal of current study was to investigate the consistency of intended curriculum with implemented curriculum at the preprimary level. The research method was survey study. The population included 258 preschool teachers of west of Mazandaran in 2009 that 122 samples randomly selected from Abas Abad, Chaloose, Tonekabon and Ramsar cities. Measuring tool was researcher-made questionnaire consists of 29 statements with Likert five points Scale. This questionnaire measured the implemented curriculum from the aspects of goals, activities and methods in evaluation. Face validity of the questionnaire has been investigated through the current issues in curriculum plan and educational activities of preschool and 2 professors been confirmed. The reliability of the questionnaire was found 0/91. Analyzing the data has been done by using descriptive statistics (mean, standard deviation and column diagram drawing) and inferential statistics (paired T test). Results showed that from the point of view of preschool centers’ teachers, there was a somehow conformity among goals, activities and evaluating methods in intended curriculum with implemented curriculum. Comparative investigation among respondents’ideas in getting the goals showed that most amount of reching goals was related to cognitive aspect with average point of 21/39 and the least amount of getting the goals was related to emotional aspect with average point of 8/22. Also in implemented activities, poems and signing, drawing, storytelling, group discussion and playing respectively are the most done activities by teachers. About how to evaluate by teachers in implemented curriculum, observation (%46), oral evaluation (%45) and continuous evaluation (%36) were the most applied methods.
 

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Entrepreneurship education (EE) is a fast growing field; despite of this, the content and teaching strategies are vague. This paper collected the studies on goals, content, teaching and evaluation approaches of EE, and by synthesizing them, provided an appropriate compound of them. The criteria for selecting the studies were examination one or more of mentioned components among 2000-2016. Findings of each component have been discussed and by synthesizing them, the final conclusion has been approved. According to this study, EE goals in elementary level include familiarizing with basic concepts, motivation, interest and entrepreneurial spirit. The secondary level objectives are promotion of entrepreneurial skills and competencies. Content is developed based on goals, and is integrated in three first years, and then is delivered in both integration and discrete. Active teaching strategies, especially induction and intuition, are appropriate. The authentic evaluation methods and formative evaluation approches are more fit with entrepreneurship nature.

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Nowadays, there is a growing interest in transdisciplinary approach to university curriculum development,
transdisciplinary Studies are about the realms, goals, and goals of the transition field. The early phases of transdisciplinary in higher education curriculum can be complex and so there are challenges to the definition and operationalization this approach to the university curriculum. In this paper,  in  respect to the different perspectives on the subject, the conceptual framework and the model of the curriculum based on the causal layered learning are explained and the challenges and obligations of the subject are conceptualized based on four different types of curricular issues: Philosophical and pedagogical considerations, issues and responsibilities affecting the teaching process,  issues and responsibilities affecting students learning, issues and responsibilities affecting course design and issues and responsibilities affecting learning assessment. 

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The purpose of this research is to investigate the effect of technology of Quick Response Codes in education. Accordingly, a case study was answer the question "Does using quick response codes effect students' academic motivation?" The statistical population consisted of students from Islamic Azad University in 2016-2017. They were randomly divided into experimental and control groups. Experimental group using quick response codes technology based on two-dimensional bar code using fast access technology to mobile and smartphone or tablet. This barcode can provide educational content as text, image or educational video. Offer. The results of this study showed that the use of quick response codes in education has a positive effect on increasing students' academic motivation.

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The purpose of this study was to design, implement and evaluate e-learning based on the third and fourth Paradigms of Kashman's theory. The research method was quasi-experimental and mixed (qualitative and quantitative). The statistical population of the undergraduate students of Shahid Beheshti Medical Education Faculty of Tehran was selected by sampling method available to students of medical education. The data collection tool was a questionnaire of satisfaction, motivation and period test. Their reliability was calculated 86%, 86% and 83%, respectively. The quantitative and qualitative data were analyzed using multi-variable covariance analysis, Tukey post hoc test and maxquda12 software. The results of this study showed that the effectiveness of the design was based on the third and fourth paradigms in comparison with the existing methods from the viewpoint of the students of the medical education faculty in all three variables of development, motivation and satisfaction.
 

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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 purpose of this study was to design a virtual reality curriculum model in science course based on a synthesis method. The statistical population of this study consisted of all valid scientific articles in the field of virtual reality that based on regular search of databases, 920 scientific articles were identified according to the inclusion criteria and finally 197 exclusion criteria were selected for final analysis. Were. A researcher-designed worksheet form was used to collect, report and record the initial research data. Findings were analyzed using Marshchr('39')s (1991) seven-step model of open synthesis and axial coding methods. Research findings show that the Virtual Reality-Based Curriculum in Science is a student-centered curriculum that creates different roles and responsibilities for the learner, teacher, and knowledge.
 

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The aim of this study was to design a STEM project-based curriculum model in primary school based on synthesis method. The statistical population included all valid scientific researches related to the subject that by regular searches in databases and based on inclusion and exclusion criteria 67 researches were selected for final review. A researcher-designed worksheet form was used to collect, record and report the initial research data. Findings were analyzed using Hurd (1983) seven-step model and open and axial coding method. To confirm the reliability, the Cohen's kappa coefficient formula was used, which was 79% of the agreement between the evaluators. Research findings show that the STEM project-based curriculum is a student-centered curriculum that defines a completely different role from the traditional curriculum elements in all curriculum elements.

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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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It Is a Great Work, Attar's Manner

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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 this article is to evaluate the effectiveness of three methods of lecturing, storytelling and creative creative participation in learning spiritual heritage education such as chronological concepts focusing on Iranian celebrations and ceremonies for third grade students of Tehran Spectacular Museum. Exam and post-test and the statistical population of all primary school students visited the museum. From this statistical population,90 male and female students were randomly selected in the form of experiments (lecture group as a control group and two groups of storytelling and creative participatory drama as Experimental groups) were compared. Two-factor analysis of variance was used to analyze the data and test the research hypotheses.The results of this study showed that there is a difference between the three methods of teaching storytelling, participatory creative acting and lecturing on learning intangible heritage (Calendar). There is also a difference between girls and boys in learning intangible heritage (Calendar).

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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 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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Principles of Research Design in the Curriculum: Accuracy, Relevance and Participation