Iranian Curriculum Studies Association (icsa)Journal of Curriculum Studies1735-4986186820230522The Experience of First Grade Kurdish Students in Dealing with School DiscourseThe Experience of First Grade Kurdish Students in Dealing with School Discourse132153039FASara AhmadzadehKharazme University -TehranZahra Niknamcurriculum studies department, faculty of psychology and educational science. kharazmi university. tehran. iranNamatallah FazeliAssociate Professor, Anthropology and Cultural Studies, Institute for Humanities and Cultural Studies (IHCS), Tehran, IranJournal Article20210411The purpose of this study is to narrate the difficulties of cultural transition between three cultures of family, classroom and education system for a first grader Kurdish student when beginning primary school. This research applied a critical autoethnography approach and the data were collected from three sources. The first experience was lived experiences of the first researcher as a first grader; the second the narration of experiences from current first graders as expressed by the researcher as their teacher; and the third the experiences of 21 teachers and mothers. The data analysis was conducted based on the principles proposed by Ellis and Buchner. When a Kurdish child enters school and classroom culture, s/he does not find many of the cultural elements of his or her family, including language, customs, and cultural values. With the help of her mother and teachers, she often learns the escape routes to success and promotion without internalizing many of the values of school culture.The purpose of this study is to narrate the difficulties of cultural transition between three cultures of family, classroom and education system for a first grader Kurdish student when beginning primary school. This research applied a critical autoethnography approach and the data were collected from three sources. The first experience was lived experiences of the first researcher as a first grader; the second the narration of experiences from current first graders as expressed by the researcher as their teacher; and the third the experiences of 21 teachers and mothers. The data analysis was conducted based on the principles proposed by Ellis and Buchner. When a Kurdish child enters school and classroom culture, s/he does not find many of the cultural elements of his or her family, including language, customs, and cultural values. With the help of her mother and teachers, she often learns the escape routes to success and promotion without internalizing many of the values of school culture.https://www.jcsicsa.ir/article_153039_6080e0500315bd2385695ad3e8526139.pdfIranian Curriculum Studies Association (icsa)Journal of Curriculum Studies1735-4986186820230522Typology of the Elementary Exemplary Teachers' Perceptions of Teaching: A Phenomenographic StudyTypology of the Elementary Exemplary Teachers' Perceptions of Teaching: A Phenomenographic Study3356150619FAHossein ChaharbashloAssistant Prof. Department of Education, Science and Research Branch, Islamic Azad University, Tehran, Iran0000-0002-8837-7739Majid Ali AsgariCurriculum studies department, faculty of psychology and educational science, kharazmi university, Tehran, Iran0000-0001-8160-9756Khalil GholamiUniversity of Kurdistan: Sanandaj, Kurdistan, IR0000-0002-4132-0524Nematollah MousapourElementary Education Department, Nasibeh Faculty, Farhangian University0000-0002-0985-0736Journal Article20211204The main purpose of this research is to examine the typology of the elementary exemplary teachers' perceptions of the concept of teaching from the perspective of practical knowledge discourse. To this aim, the qualitative research approach and phenomenography research method were used. As the sample, eleven elementary teachers from all grades in Sari (Iran) were selected using criterion type purposeful sampling with maximum diversity. And the research data were collected through field notes, semi-structured interviews, and stimulated recall interviews during the academic year until data saturation was reached. The content analysis was used for data analysis at 5 levels. The findings showed that the participants adopted three content-oriented, critical-community-based, and learner-centered orientations to teaching. Among these orientations, the learner-centered orientation is a more desirable approach in terms of the concept of teaching in actual teaching practice. Also, it was concluded that the realization of teaching-learning strategies of the national curriculum document is subject to changing teachers' perceptions of teaching and reforming the culture of instruction and the social expectations of teachers.The main purpose of this research is to examine the typology of the elementary exemplary teachers' perceptions of the concept of teaching from the perspective of practical knowledge discourse. To this aim, the qualitative research approach and phenomenography research method were used. As the sample, eleven elementary teachers from all grades in Sari (Iran) were selected using criterion type purposeful sampling with maximum diversity. And the research data were collected through field notes, semi-structured interviews, and stimulated recall interviews during the academic year until data saturation was reached. The content analysis was used for data analysis at 5 levels. The findings showed that the participants adopted three content-oriented, critical-community-based, and learner-centered orientations to teaching. Among these orientations, the learner-centered orientation is a more desirable approach in terms of the concept of teaching in actual teaching practice. Also, it was concluded that the realization of teaching-learning strategies of the national curriculum document is subject to changing teachers' perceptions of teaching and reforming the culture of instruction and the social expectations of teachers.https://www.jcsicsa.ir/article_150619_1b61b0e91dd5ac6ad319798cea985904.pdfIranian Curriculum Studies Association (icsa)Journal of Curriculum Studies1735-4986186820230522Technological Entrepreneurship Curriculum in Elementary School: A Systematic Review MethodTechnological Entrepreneurship Curriculum in Elementary School: A Systematic Review Method5778161726FASomaieh Khavarieducation, Bu- Ali Sina UniversityFarhad Seraji0000-0003-1479-5919Mohammadreza Yousefzadeh ChosariDepartment of education,college of humanities,Bu-Ali Sina university0000-0002-1667-1859Journal Article20220428The present study seeks to explain the elements of technological entrepreneurship curriculum in elementary school. This research was done through a qualitative approach and a systematic review method. The data were analyzed using specialized keywords related to the technology entrepreneurship curriculum and their search in valid scientific databases as well as library studies until March 2021. Finally, 44 sources were analyzed and coded and the findings indicated that technology entrepreneurship curriculum emphasized education of students' technological entrepreneurship qualifications in the goal component, a combination of theory and practice in the content component, practical and problem-based activities in the component of learning activitie, action-oriented and authentic education in the component of learning strategies; also it highlighted "evaluation for learning" in the field of evaluation. In the end, it is concluded that the technological entrepreneurship curriculum will be the main need of elementary school students to create jobs and develop knowledge-based and technology businesses.The present study seeks to explain the elements of technological entrepreneurship curriculum in elementary school. This research was done through a qualitative approach and a systematic review method. The data were analyzed using specialized keywords related to the technology entrepreneurship curriculum and their search in valid scientific databases as well as library studies until March 2021. Finally, 44 sources were analyzed and coded and the findings indicated that technology entrepreneurship curriculum emphasized education of students' technological entrepreneurship qualifications in the goal component, a combination of theory and practice in the content component, practical and problem-based activities in the component of learning activitie, action-oriented and authentic education in the component of learning strategies; also it highlighted "evaluation for learning" in the field of evaluation. In the end, it is concluded that the technological entrepreneurship curriculum will be the main need of elementary school students to create jobs and develop knowledge-based and technology businesses.https://www.jcsicsa.ir/article_161726_4331d967cf1a406910024cc342936876.pdfIranian Curriculum Studies Association (icsa)Journal of Curriculum Studies1735-4986186820230522Components trait of Cognition-based Mathematics Curriculum: A Research Synthesis StudyComponents trait of Cognition-based Mathematics Curriculum: A Research Synthesis Study79110153037FAMahboobe ZadshirTeacher training Shahid Rajaei UniversityAlireza AssarehProfessor of humanities faculty. shahid rajaee university, tehran-iranSoheila Gholam AzadAssociate Professor of , Educational Research and Planning OrganizationMohammadreza ImamjomehAssociate Professor of humanities faculty. shahid rajaee university0009-0008-7020-8938Journal Article20211207This research was conducted using a qualitative research method of synthesis research with the aim of identifying the components trait of mathematics curriculum with a cognitive approach. The studied sources include all valid scientific articles in this field. Through regular searches in databases, 384 scientific articles were identified based on input criteria and finally 24 articles were selected based on output criteria for final analysis. To provide information, a worksheet designed by the researcher was used to report and record the information of the initial research, and to analyze the findings, a six-step Roberts’s synthesis model was used. According to the findings, the characteristics of the ten elements of the Mathematics course was presented with a cognitive approach. The results also generally showed that the mathematics curriculum with a cognitive approach is a program related to the real life of learners in which the skills of thinking, problem solving, reasoning and learning activities are very important. In this program, various and flexible educational solutions can be used based on the characteristics provided in relation to each of the elements.This research was conducted using a qualitative research method of synthesis research with the aim of identifying the components trait of mathematics curriculum with a cognitive approach. The studied sources include all valid scientific articles in this field. Through regular searches in databases, 384 scientific articles were identified based on input criteria and finally 24 articles were selected based on output criteria for final analysis. To provide information, a worksheet designed by the researcher was used to report and record the information of the initial research, and to analyze the findings, a six-step Roberts’s synthesis model was used. According to the findings, the characteristics of the ten elements of the Mathematics course was presented with a cognitive approach. The results also generally showed that the mathematics curriculum with a cognitive approach is a program related to the real life of learners in which the skills of thinking, problem solving, reasoning and learning activities are very important. In this program, various and flexible educational solutions can be used based on the characteristics provided in relation to each of the elements.https://www.jcsicsa.ir/article_153037_f3315419a88427b1b1b1ebdaaf3d95dd.pdfIranian Curriculum Studies Association (icsa)Journal of Curriculum Studies1735-4986186820230522Investigating the situation of primary education in deprived areas And designing and validating an appropriate model
(Case study of Musian area)Investigating the situation of primary education in deprived areas And designing and validating an appropriate model
(Case study of Musian area)111146161732FAJavad ShirkaramiAssistant Professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran.Alireza FaghihiAssistant Professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran.Mojgan Mohammadi NaeeniAssistant Professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran.Journal Article20220103The aim of this study was to investigate the education status of deprived areas it has been done by case study of Musian region and using quantitative and qualitative methods. The statistical population included management, deputies, administrative experts, leaders and primary school teachers in Musian district and the sample size determined through Morgan table and census methods (quantitative part) and also using theoretical saturation criterion (qualitative part). The content validity of the questionnaire was confirmed by experts. Also, the reliability of the questionnaire was determined by calculating Cronbach's alpha coefficient through SPSS software, 0.79. Data validity and data based results Approved by participants and peer review after corrections. also given that after retesting and re-coding and determining the degree of agreement of the identifiers, the total reliability has been above 0.70, it can be said that the codes have good reliability. In general, it can be said that the problems of education are related to a range of external and internal aspects such as manpower, educational programs and facilities, culture and geographical conditions, poverty and lifestyle.The aim of this study was to investigate the education status of deprived areas it has been done by case study of Musian region and using quantitative and qualitative methods. The statistical population included management, deputies, administrative experts, leaders and primary school teachers in Musian district and the sample size determined through Morgan table and census methods (quantitative part) and also using theoretical saturation criterion (qualitative part). The content validity of the questionnaire was confirmed by experts. Also, the reliability of the questionnaire was determined by calculating Cronbach's alpha coefficient through SPSS software, 0.79. Data validity and data based results Approved by participants and peer review after corrections. also given that after retesting and re-coding and determining the degree of agreement of the identifiers, the total reliability has been above 0.70, it can be said that the codes have good reliability. In general, it can be said that the problems of education are related to a range of external and internal aspects such as manpower, educational programs and facilities, culture and geographical conditions, poverty and lifestyle.https://www.jcsicsa.ir/article_161732_c9223bb6e57c7cace7406281347b2a0a.pdfIranian Curriculum Studies Association (icsa)Journal of Curriculum Studies1735-4986186820230522Pathology of Virtual Teaching of Reading and Writing Skills of First Grade Elementary Students Pakdasht CityPathology of Virtual Teaching of Reading and Writing Skills of First Grade Elementary Students Pakdasht City147170161736FAAlireza Amini ZarrinRefah non- profit college academic faculty memberZahra Shafierefah universityZahra Rabbanirefah univresityJournal Article20220608The present study was conducted with the aim of pathology of virtual teaching of reading and writing skills in the first grade of elementary school in Pakdasht city. The research was applied in terms of purpose, and based on this, a qualitative research design was used. The participants of the research included 15 first grade elementary teachers of Pakdasht city and 7 specialists and experts from the educational research and planning organization and the textbook authoring office, who were selected based on the purposeful sampling method with theoretical saturation quality. Next, the findings related to the interviews were analyzed by the grand theory method and Strauss and Corbin coding. The results indicated pathologies including method-based, goal-oriented, content-oriented, evaluation-oriented, teaching-learning, activity-oriented, need-based and context-oriented pathologies, and also pathologies related to materials and resources and facilities, learner-oriented, and teacher pathologies. It was the axis that affects the process of non-attendance education.The present study was conducted with the aim of pathology of virtual teaching of reading and writing skills in the first grade of elementary school in Pakdasht city. The research was applied in terms of purpose, and based on this, a qualitative research design was used. The participants of the research included 15 first grade elementary teachers of Pakdasht city and 7 specialists and experts from the educational research and planning organization and the textbook authoring office, who were selected based on the purposeful sampling method with theoretical saturation quality. Next, the findings related to the interviews were analyzed by the grand theory method and Strauss and Corbin coding. The results indicated pathologies including method-based, goal-oriented, content-oriented, evaluation-oriented, teaching-learning, activity-oriented, need-based and context-oriented pathologies, and also pathologies related to materials and resources and facilities, learner-oriented, and teacher pathologies. It was the axis that affects the process of non-attendance education.https://www.jcsicsa.ir/article_161736_5d0b6c9c8b5e1abe03bff66e39881928.pdfIranian Curriculum Studies Association (icsa)Journal of Curriculum Studies1735-4986186820230522Identifying and validating the desirable features of the four elements of the curriculum based on problem-solving skills in Social Studies Instruction in the bachelor course of elementary educationIdentifying and validating the desirable features of the four elements of the curriculum based on problem-solving skills in Social Studies Instruction in the bachelor course of elementary education171196161737FAAHAD RAHMANIScience and Research Branch, Islamic Azad University, Tehran, Iran.0000-0003-4959-3559Alireza AssarehProfessor, Department of Educational Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran (Corresponding Author).Ghodsi AhgharProfessor, Institute of Education Studies, Educational Research and Planning Organization, Tehran, Iran0000000349754586Journal Article20220523The present research was conducted with the aim of identifying the desirable features of the four elements of the curriculum based on problem-solving skills in teaching social studies in the elementary education bachelor course of Teacher Training University which was operationalized with a mixed research method, i.e. sequential exploratory design (qualitative-quantitative). First, by analyzing the qualitative content of 53 internal and external sources (1970-2022) related to the research topic, as well as 23 semi-structured interviews with experts who were purposefully selected the characteristics of the elements were identified. Then, based on these findings, a necessary questionnaire was prepared and validation was done with the participation of 36 experts and the validity of the questionnaire was calculated by Lawshe's method (CVI = 0.80) and its reliability was calculated by Cronbach's alpha (CAC= 0.98). As a result, the objectives 22 characteristics, content 24 characteristics, teaching-learning strategies 17 characteristics, and evaluation 18 characteristics were approved by experts. Based on this, it could be said that the curriculum with these features can play a significant role in improving the problem solving skills and professional training of student elementary teachers.The present research was conducted with the aim of identifying the desirable features of the four elements of the curriculum based on problem-solving skills in teaching social studies in the elementary education bachelor course of Teacher Training University which was operationalized with a mixed research method, i.e. sequential exploratory design (qualitative-quantitative). First, by analyzing the qualitative content of 53 internal and external sources (1970-2022) related to the research topic, as well as 23 semi-structured interviews with experts who were purposefully selected the characteristics of the elements were identified. Then, based on these findings, a necessary questionnaire was prepared and validation was done with the participation of 36 experts and the validity of the questionnaire was calculated by Lawshe's method (CVI = 0.80) and its reliability was calculated by Cronbach's alpha (CAC= 0.98). As a result, the objectives 22 characteristics, content 24 characteristics, teaching-learning strategies 17 characteristics, and evaluation 18 characteristics were approved by experts. Based on this, it could be said that the curriculum with these features can play a significant role in improving the problem solving skills and professional training of student elementary teachers.https://www.jcsicsa.ir/article_161737_4fc8f1d9752c3c30df90529d64a816f5.pdfIranian Curriculum Studies Association (icsa)Journal of Curriculum Studies1735-4986186820230522Model of Professional Competence Educational Leaders in Elementary EducationModel of Professional Competence Educational Leaders in Elementary Education197222161740FASedigheh Gholami AlaviTarbiat Modares UniversityJavad HatamiDepartment of Education, Faculty of Humanities, Tarbiat modares university, Tehran, IranMahmood MehrmohammadiEducational Science Department, Human Sciences Faculty, Tarbiat Modares University, Tehran, IranEbrahim TalaeeDepartment of Education
Faculty of Humanities
Tarbiat Modares University
Tehran
Iran0000-0001-7954-9888Journal Article20220716The current research was conducted with the aim of designing and validating the model of professional competence of educational leaders in elementary school. The research method was practical in terms of purpose and was mixed in order to collect information. The statistical population of the research was the sources related to the research, the experts in the field of curriculum, educational management and leadership, as well as the expert activists of the curriculum, which were selected using purposive and snowball sampling. The data collection tools were noting, semi-structured interviews and questionnaires which were analyzed by qualitative content analysis and Delphi, respectively. The results of the research showed that the model of professional competence of educational leaders consisted of basic competencies, including five categories of personality traits, mental skills, belief and moral competencies, knowledge and interpersonal and communication skills. Specialized competencies included optimal curriculum management, optimal management of the teaching-learning process, and supervision and Educational assessment. Also, professional competencies included support and professional growth of teachers, organizational and professional abilities, management and leadership, and knowledge of the situation and culture, each category consists of indicators.The current research was conducted with the aim of designing and validating the model of professional competence of educational leaders in elementary school. The research method was practical in terms of purpose and was mixed in order to collect information. The statistical population of the research was the sources related to the research, the experts in the field of curriculum, educational management and leadership, as well as the expert activists of the curriculum, which were selected using purposive and snowball sampling. The data collection tools were noting, semi-structured interviews and questionnaires which were analyzed by qualitative content analysis and Delphi, respectively. The results of the research showed that the model of professional competence of educational leaders consisted of basic competencies, including five categories of personality traits, mental skills, belief and moral competencies, knowledge and interpersonal and communication skills. Specialized competencies included optimal curriculum management, optimal management of the teaching-learning process, and supervision and Educational assessment. Also, professional competencies included support and professional growth of teachers, organizational and professional abilities, management and leadership, and knowledge of the situation and culture, each category consists of indicators.https://www.jcsicsa.ir/article_161740_7882dcf7b1cf864db2d6e842cbbea18f.pdfIranian Curriculum Studies Association (icsa)Journal of Curriculum Studies1735-4986186820230522A STEAM-based Educational Package based on Design Thinking Model and the Effectiveness on 6th Grade Elementary StudentsA STEAM-based Educational Package based on Design Thinking Model and the Effectiveness on 6th Grade Elementary Students223246150163FAMorteza ZareiEducational Sciences, Curriculum Planning, Humanities, Hormozgan University, Bandar Abbas, IranHosein ZainalipourFaculty of university of HormozganAbdolvahab SamaviUniversity of Hormozgan, Department of Educational Sciences0000-0002-8660-6622Journal Article20211121The purpose of this study was to develop a STEAM-based educational package and investigate its effects on attitude, problem solving ability and creativity of 6<sup>th</sup> grade elementary school students in Bushehr, Iran. The design thinking model was used to design the training package. The research design was quasi-experimental with pre-test and post-test with experimental group and control group. The study sample consisted of 44 individuals who were randomly assigned into experimental and control groups by available sampling method. The data were collected based on three questionnaires: Hepner and Kruskov's problem-solving skills, Ellie and Schaefer's creativity, and Aiken science attitude tester. The Cronbach's alpha coefficients was 0.90, 0.948 and 0.97 respectively. The training package was designed based on the background check and the formation of a focus group. The face validity of the training package was confirmed using the opinion of experts. The statistical population of this study was 6<sup>th</sup> grade male students in the academic year 2021-2022. Based on the findings, it could be concluded that the STEAM-based educational package increased problem-solving ability, creativity and a positive attitude towards the experimental sciences course.The purpose of this study was to develop a STEAM-based educational package and investigate its effects on attitude, problem solving ability and creativity of 6<sup>th</sup> grade elementary school students in Bushehr, Iran. The design thinking model was used to design the training package. The research design was quasi-experimental with pre-test and post-test with experimental group and control group. The study sample consisted of 44 individuals who were randomly assigned into experimental and control groups by available sampling method. The data were collected based on three questionnaires: Hepner and Kruskov's problem-solving skills, Ellie and Schaefer's creativity, and Aiken science attitude tester. The Cronbach's alpha coefficients was 0.90, 0.948 and 0.97 respectively. The training package was designed based on the background check and the formation of a focus group. The face validity of the training package was confirmed using the opinion of experts. The statistical population of this study was 6<sup>th</sup> grade male students in the academic year 2021-2022. Based on the findings, it could be concluded that the STEAM-based educational package increased problem-solving ability, creativity and a positive attitude towards the experimental sciences course.https://www.jcsicsa.ir/article_150163_81095efcd8d566d25344607e84c2a5ed.pdfIranian Curriculum Studies Association (icsa)Journal of Curriculum Studies1735-4986186820230522Constructing a Standardized Tool to Assess Effective Elementary SchoolsConstructing a Standardized Tool to Assess Effective Elementary Schools247288150611FASara PirhayatiFaculty of Psychology and Education, University of TehranKeyvan Salehiassisstant to associate ,Division of Research and Assessment Faculty of Psychology and Education, University of Tehran0000-0001-8673-4248Valiollah FarzadAssociate Professor, Department of Psychology, Kharazmi UniversityAli Moghadamzadehassisstant to associate ,Division of Research and Assessment Faculty of Psychology and Education, University of Tehran0000-0002-3960-5037Rezvan HakimzadehAssociate Professor, Department of Education, faculty of Psychology and Education, University of Tehran0000-0002-3182-9319Balal IzanlooAssistant Professor, Curriculum Planning Department, Kharazmi University, Tehran, IranJournal Article20211001The present study seeks to develop and standardize a measurement tool for effective elementary schools. To this end, as the first step, 70 indicators were identified with reference to the related literature and the opinions of teachers and experts. In the second step, the opinions of 11 experts were employed to check the content validity. The construct validity was further examined based on the opinions of 643 public elementary school teachers in the city of Tehran, Iran, selected by two-stage cluster sampling method, using factor analyses. The reliability of the given tool was also determined through the test-retest method, the Cronbach’s alpha coefficient, and the Omega index. The study results revealed that the developed measurement tool had desirable psychometric properties and it could be administered as a standardized instrument to assess the quality of effective elementary schools.The present study seeks to develop and standardize a measurement tool for effective elementary schools. To this end, as the first step, 70 indicators were identified with reference to the related literature and the opinions of teachers and experts. In the second step, the opinions of 11 experts were employed to check the content validity. The construct validity was further examined based on the opinions of 643 public elementary school teachers in the city of Tehran, Iran, selected by two-stage cluster sampling method, using factor analyses. The reliability of the given tool was also determined through the test-retest method, the Cronbach’s alpha coefficient, and the Omega index. The study results revealed that the developed measurement tool had desirable psychometric properties and it could be administered as a standardized instrument to assess the quality of effective elementary schools.https://www.jcsicsa.ir/article_150611_4ea1db9340c45a0b425af20ae4b6a4e1.pdf