maryam esfahani
Abstract
The aim of this study is to analyze the shortcomings affecting the lack of use of lesson plans by primary school teachers in Qazvin province. The research was conducted using thematic analysis (Brown and Clark, 2006). In order to collect data, semi-structured interviews were used with ...
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The aim of this study is to analyze the shortcomings affecting the lack of use of lesson plans by primary school teachers in Qazvin province. The research was conducted using thematic analysis (Brown and Clark, 2006). In order to collect data, semi-structured interviews were used with 20 teachers working in elementary schools in Qazvin province. Data analysis was performed in three steps during the coding process using MAXQDA software. In the first step, the initial codes (basic themes) were extracted based on the evidence, and in the next step, we categorized them to obtain organizing themes, and in the final step, we grouped them around the main axis and extracted overarching themes. The overarching themes in the present study showed that the deficiencies affecting the lack of use of lesson plans by teachers are embedded in three general axes: individual (psychological), organizational, and educational. Motivational and participation challenges, lack of skills and familiarity with new methods, lack of educational knowledge and understanding, Environmental and structural limitations, content and program pressure, lack of support and coordination of the educational system, and cultural differences and developmental characteristics were identified as deficiencies affecting the lack of use of lesson plans. Data analysis shows that improving educational conditions, strengthening managerial and financial support, and redesigning educational courses to suit teachers' needs can pave the way for effective implementation of lesson plans and improving the quality of teaching in primary schools.
Morteza Hassan Zadeh; Fereshteh Lotfi Sarabi; Esmail Sadipour
Abstract
The present study aimed to review the nature, development contexts, and applications of curriculum-based measurement as an efficient method for assessing reading skill. The research method was an integrative literature review consisting of four stages. Of the 817 documents, 43 were ultimately included ...
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The present study aimed to review the nature, development contexts, and applications of curriculum-based measurement as an efficient method for assessing reading skill. The research method was an integrative literature review consisting of four stages. Of the 817 documents, 43 were ultimately included in the study and their text was critically analyzed. The PRISMA protocol was used to manage the documents. The results showed that curriculum-based measurement is a valid method for assessing students' performance in basic academic skills, including reading. Oral reading fluency, maze, and early literacy probes are among the most important reading assessment tools and their prerequisites. This method, which originated in the evidence-based movement, has today become a vital element in the provision of multi-tired services. Its most important applications include the production of a reliable database, early intervention, screening, monitoring progress, and development and evaluation of intervention programs. In the following, this procedure and its application in reading were discussed with a critical approach and the possibility of its development in Iran's educational system was subjected to comparative study. Given increasing expansion of this approach in educational systems around the world, the results of this research can pave the way for its production and development in Persian and lead Iranian schools to data-based decision-making in line with global developments.
Farnaz Rajaee Asi Belagh; Zahra Salehi Motaahhed; Ehsan Ekradi
Abstract
This research aimed to investigate the attitudes of teachers and students in the second cycle of elementary education regarding the implementation of the art curriculum. A qualitative survey method with an inductive approach was employed. Participants included all teachers and students from the second ...
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This research aimed to investigate the attitudes of teachers and students in the second cycle of elementary education regarding the implementation of the art curriculum. A qualitative survey method with an inductive approach was employed. Participants included all teachers and students from the second cycle of elementary education in Qods City during the 1404-1403 academic year, with 10 teachers and 10 students selected through purposeful sampling. The research instrument was a semi-structured interview, with data extracted via thematic analysis using MAXQDA software, organized around four core elements of the curriculum. Results indicated that diverse cognitive, attitudinal, and skill-based objectives were achieved in both teachers’ and students’ attitudes, with attitudinal objectives appearing most frequently. Regarding content, both groups focused on occasion-based material, activity diversification, and an integrated approach to art. Teachers also noted the use of subjective resources and students’ prior art experiences. Student attitudes revealed interest in presented content and overlooking certain artistic materials. In teaching methods, both groups emphasized simple, low-cost tools and materials, employing both traditional and modern techniques, with traditional methods being more prevalent. Teachers highlighted student preparation and participation, while students expressed diverse preferences for art class execution. In evaluation, both groups stressed feedback variety and both qualitative and quantitative criteria, with a greater emphasis on qualitative measures. Overall, findings suggest that the art curriculum undergoes changes from its development to implementation, potentially weakening its standing. Therefore, continuous teacher training and a review of the art curriculum content are recommended for educational authorities.
sirous mahmoudi
Abstract
Content analysis of high school textbooks in the humanities field in terms of attention to technological literacyThis study aimed to evaluate the second year high school textbooks in the humanities field in terms of their attention to technological literacy areas. The research method was a descriptive ...
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Content analysis of high school textbooks in the humanities field in terms of attention to technological literacyThis study aimed to evaluate the second year high school textbooks in the humanities field in terms of their attention to technological literacy areas. The research method was a descriptive quantitative content analysis type and the statistical population included all the second year high school textbooks in the humanities field. Due to the limitations of the statistical population, sampling was not carried out and all the textbooks of this course were examined. The measurement tool was a researcher-made content analysis checklist, whose validity was confirmed by experts and experts, and its reliability was calculated as 93% with the re-measurement method. The data processing method was based on the Shannon entropy method. The research findings indicate that in the second year high school textbooks in the humanities field, attention was paid to technological literacy areas a total of 152 times. In this academic year, more attention has been paid to the areas of "Cultural Literacy of Technology" with a frequency of 48 (31.6%), "History of Technology" with a frequency of 41 (27%), and less attention has been paid to the areas of "Critical Literacy of Technology" with a frequency of 26 (17.1%), "Ethics of Technology" with a frequency of 21 (13.8%), and "Futurology of Technology" with a frequency of 16 (10.5%).
hojjat eftekhari
Abstract
The purpose of the present study was to examine the dimensions of moral education in the content of mathematics textbooks for the second stage of elementary education in Iran. This descriptive research was conducted using content analysis. The statistical population included the mathematics textbooks ...
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The purpose of the present study was to examine the dimensions of moral education in the content of mathematics textbooks for the second stage of elementary education in Iran. This descriptive research was conducted using content analysis. The statistical population included the mathematics textbooks for grades four, five, and six in the 2024-2025 academic year, which were all fully reviewed. The data collection tool was a checklist derived from the upstream documents of the Ministry of Education and reputable domestic studies, covering general and basic ethics, social ethics, individual ethics, economic ethics, and political ethics. The data obtained from coding and frequency counting of components were analyzed using Shannon entropy method to calculate not only frequency but also information load and importance coefficient of each component. The findings showed that, in all three textbooks, the greatest quantitative attention was paid to economic and political ethics components; however, in terms of information load and importance coefficient, general and basic ethics and social ethics components ranked higher. Some fundamental components such as honesty, patience and tolerance, loyalty, and chastity were almost neglected. The pattern of moral education distribution across the three grades examined was similar and relatively unbalanced. Overall, attention to moral education in mathematics textbooks was less than expected and mostly unsystematic. Based on the results, it is recommended that curriculum planners and textbook authors, in revising mathematics content, pay special attention to neglected and low-frequency but highly important components, and employ scientific and comparative methods to enhance students’ moral education.
Jamal Salimi; Ali aminnibag; Mehdi Mohammad Lalabadi
Abstract
The aim of this study was to explore teachers' lived experiences of conducting lesson studies and to provide implications for curriculum management. A qualitative research approach employing a descriptive phenomenological strategy was used. The research was conducted with elementary school teachers in ...
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The aim of this study was to explore teachers' lived experiences of conducting lesson studies and to provide implications for curriculum management. A qualitative research approach employing a descriptive phenomenological strategy was used. The research was conducted with elementary school teachers in Kermanshah city during the 2002-2003 academic year. Fifteen participants were selected based on purposive sampling. Data were collected through in-depth, semi-structured interviews, and analyzed using Smith's proposed method, which encompasses three stages: data generation, data analysis and synthesis, and case synthesis. The findings revealed that teachers' understanding of the concept of lesson study included four categories: lesson study as a process of producing professional knowledge in education and teaching; lesson study as a participatory approach to producing practical knowledge; lesson study as a means of creating new approaches to improving education and teaching; and lesson study as a way of developing teachers' professional skills. Furthermore, the study identified the impact of lesson study on various curriculum dimensions, including its influence on curriculum foundations, the selection of learning materials and resources, curriculum promotion, and learning and teaching strategies. Finally, teachers' diverse experiences with lesson study were categorized as: strengthening peaceful cooperation and networking activities; fostering a more research-oriented mindset among teachers; developing teachers' professional knowledge and soft skills; creating a sense of belonging to a professional community; and strengthening critical thinking and self-reflection.
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