Mandana Farhanak; Ali Asghar Machinchi; Abbas Gholtash; Seyed Ahmad Hashemi
Abstract
Purpose: Educational systems are one of the most important social institutions, and for this reason, the quality of other social institutions depends to a large extent on how they function. Identifying talents and creating the necessary conditions for the flourishing of people in various fields and the ...
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Purpose: Educational systems are one of the most important social institutions, and for this reason, the quality of other social institutions depends to a large extent on how they function. Identifying talents and creating the necessary conditions for the flourishing of people in various fields and the balanced and balanced growth of human beings in various aspects of physical, intellectual, emotional, artistic, etc. is a responsibility that this system must fulfill. Today, the main task of educational systems is to adopt approaches and policies that are appropriate to current and future developments, both from a revolutionary and adaptive perspective, which plays an essential role in the quality of education and learning. Educational systems in every society and country have different functions; one of these functions is the growth and flourishing of students' talents, abilities and artistic and aesthetic capabilities. Regarded to the role of integrated curriculum of arts education in academic success and performance, the aim of this research was presenting of elements pattern of the integrated curriculum of arts education in Farhangian University students.Methodology: The type of research based on the aim was applied and based on the implementation method was exploratory from type qualitative. The research population was the documents and texts of the integrated curriculum of arts education and the curriculum experts of Farhangian University in 2020 year. The research sample were 20 documents and texts related to the title and 28 experts who were selected by purposive sampling method after reviewing the inclusion criteria and according to the principle of theoretical saturation. For data collection were used from take noting and semi-structured interviews methods, which its validity was confirmed by the triangulation method and its reliability was confirmed by the agreement coefficient method between the two coders (r=0.76). Finally, the data were analyzed by content analysis method with a deductive approach.Findings: Based on the theoretical foundations and research background, the elements of the integrated curriculum of art education were identified including four sections of aims, content and learning activities, teaching methods and evaluation. Also, based on the interviews, elements of the integrated curriculum of art education were extracted for all four sections. Finally, the identified elements of both sections of the theoretical foundations and research background and interviews were combined and based on designed elements pattern of the integrated curriculum of arts education in Farhangian University students.Conclusion: According to the elements pattern of the integrated curriculum of arts education in Farhangian University students based on theoretical foundations and research background and interviews, curriculum specialists and planners to improve the educational system can use it in designing the aims, content and learning activities, teaching methods and evaluation.
Seyedeh Zahra Nabavizadeh; Ali Asghar Mashinchi; Seyed Ahmad Hashemi; Sedigheh Mohammadjani
Abstract
Purpose: The aim of this study was to identify the factors affecting the successful implementation of descriptive evaluation in the Iranian primary education system and compare descriptive evaluation of Iran with selected countries.Methodology: The present study was applied in terms of purpose and qualitative ...
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Purpose: The aim of this study was to identify the factors affecting the successful implementation of descriptive evaluation in the Iranian primary education system and compare descriptive evaluation of Iran with selected countries.Methodology: The present study was applied in terms of purpose and qualitative in terms of implementation. The research population was descriptive evaluation experts in 1399. According to the inclusion criteria, 30 people were selected as a sample according to the principle of theoretical saturation and with targeted sampling and snowball sampling methods. Data were collected through semi-structured interviews and analyzed by open, axial and selective coding methods in MAXQDA software.findings: The results showed that the factors affecting the successful implementation of descriptive evaluation in the Iranian primary education system had 129 concepts and 10 components in two dimensions of manpower and curriculum. Manpower had four components: teachers' ability, motivational factors, structural factors and factors related to students and the curriculum. Finally, the descriptive evaluation of Iran was compared with that of Germany and the United Kingdom, and its similarities and differences were expressed.Conclusion: According to the results of this study, for the successful implementation of descriptive evaluation in the Iranian primary education system, special attention should be paid to manpower and curriculum and sought to improve them by improving the relevant concepts.
Seyed Kamal Alayi; Seyed Ahmad Hashemi; Mahdi Bagheri
Abstract
Purpose: This research was conducted with the aim of comparison the academic performance and mental health of gifted and normal female students.Methodology: This research in terms of purpose was applied and in terms of implementation method was causal-comparative. The research population was gifted and ...
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Purpose: This research was conducted with the aim of comparison the academic performance and mental health of gifted and normal female students.Methodology: This research in terms of purpose was applied and in terms of implementation method was causal-comparative. The research population was gifted and normal female students of Talesh Township in the academic years of 2018-19. The population of gifted female students was 104 people, which according to Krejcie and Morgan table number of 82 people were selected as a sample by simple random sampling method and accordingly, 82 normal female students who were matched with them were selected as a sample by purposive sampling method. The research tools were included the academic performance questionnaire (Pham & Taylor, 1999) and symptom checklist revised of mental disorders (Drogatis, Lipman & Covi, 1973). Data were analyzed by dependent t-test in SPSS-20 software.Findings: The findings showed that gifted and normal female students were significantly different in terms of academic performance and all five components including self-efficacy, emotional effects, planning, lack of outcome control and motivation (P<0.05). In the other words, gifted female students were better off in terms of academic performance and its components. Other findings showed that gifted and normal female students were significantly different only in terms of two components of mental health including somatization and obsessive-compulsive (P<0.05), but in terms of overall mental health and other components including interpersonal sensitivity, depression, anxiety, aggression, phobia, paranoid ideation and psychoticism were not significantly different (P>0.05). In the other words, gifted female students were worse off only in terms of the two components of somatization and obsessive-compulsive, but there was no significant difference in terms of overall mental health and other components.Conclusion: According to the results of the present study, planning is necessary to improve the academic performance of normal female students and reduce somatization and obsessive-compulsive of gifted female students.
