University of Isfahan New Educational Approaches 2423-6780 9 1 2014 03 21 Investigating the appearance of curriculum research and classification of traditions and active experts in it Investigating the appearance of curriculum research and classification of traditions and active experts in it 1 36 19109 FA F. Sharifian Assistant Professor of Curriculum, University of Isfahan Journal Article 2016 06 14 Research is an important aspect of academic disciplines. In this paper CurriculumResearch (CR) has been discussed in several sectors. After an introduction, attempts have been made to mention past and present efforts and scientific literature on the basis of historical trend. Then, from the perspective of four active traditions in CR and based on the experts in each tradition, CR are discussed. In the tradition of recognizing framework and defining the variables of CR, views of Johnson, Kimpston, Rogers and Posner; in the tradition of empirical research in curriculum, Walker views and in the tradition of perspectives or paradigms of CR, views of Schubert, Haggerson, Connelly, Clandinin, Aoki and Reid are discussed. Finally in the tradition of forms or methods of CR, Edmund Short academic works and perspectives are discussed and development of his ideas have been proposed. In the last section, referring to the emergence of new perspectives in curriculum research, presented topics are summarized. Research is an important aspect of academic disciplines. In this paper CurriculumResearch (CR) has been discussed in several sectors. After an introduction, attempts have been made to mention past and present efforts and scientific literature on the basis of historical trend. Then, from the perspective of four active traditions in CR and based on the experts in each tradition, CR are discussed. In the tradition of recognizing framework and defining the variables of CR, views of Johnson, Kimpston, Rogers and Posner; in the tradition of empirical research in curriculum, Walker views and in the tradition of perspectives or paradigms of CR, views of Schubert, Haggerson, Connelly, Clandinin, Aoki and Reid are discussed. Finally in the tradition of forms or methods of CR, Edmund Short academic works and perspectives are discussed and development of his ideas have been proposed. In the last section, referring to the emergence of new perspectives in curriculum research, presented topics are summarized.

https://nea.ui.ac.ir/article_19109_9517f783a6306ee1021f1b38a34e113c.pdf

University of Isfahan New Educational Approaches 2423-6780 9 1 2014 03 21 The relation between religiosity and spiritual intelligence and their effect on students' academic achievement The relation between religiosity and spiritual intelligence and their effect on students' academic achievement 37 52 19110 FA Y. Abedini Assistant professor, University of Isfahan N. Dastjerdy Assistant professor, University of Isfahan Journal Article 2016 06 14 The purpose of present study was to investigate of the relation between religiosity, spiritual intelligence and students' academic achievement With regard to gender differences. Research design was descriptive. The study sample included 150 of Isfahan University's bachelor students (70 female& 80 male, that through Multistage Cluster Sampling method were selected. In order to collect data Religiosity Measurement Scale (RAS) and spiritual intelligence questioner (SIQ) were used. Data with Pearson correlation, multiple regression techniques and MANOVA were analyzed. .The result showed that Religiosity has a significant effect on spiritual intelligence and its components. Religiosity had not significant effect on student's academic achievement. While Spiritual intelligence was a strong predictor for the students' academic achievement. Scores of female students in religious and spiritual intelligence scales were higher than male students. Based on our findings we can conclude that religiosity can facilitate and help to growth of Spiritual. The purpose of present study was to investigate of the relation between religiosity, spiritual intelligence and students' academic achievement With regard to gender differences. Research design was descriptive. The study sample included 150 of Isfahan University's bachelor students (70 female& 80 male, that through Multistage Cluster Sampling method were selected. In order to collect data Religiosity Measurement Scale (RAS) and spiritual intelligence questioner (SIQ) were used. Data with Pearson correlation, multiple regression techniques and MANOVA were analyzed. .The result showed that Religiosity has a significant effect on spiritual intelligence and its components. Religiosity had not significant effect on student's academic achievement. While Spiritual intelligence was a strong predictor for the students' academic achievement. Scores of female students in religious and spiritual intelligence scales were higher than male students. Based on our findings we can conclude that religiosity can facilitate and help to growth of Spiritual.

https://nea.ui.ac.ir/article_19110_a6f84df0ce89382e4b10217132b6d193.pdf

University of Isfahan New Educational Approaches 2423-6780 9 1 2014 03 21 The relation between epistemological beliefs and implicit theories of intelligence with goal orientation The relation between epistemological beliefs and implicit theories of intelligence with goal orientation 53 74 19111 FA R. Badri Associate professor of Educational Psychology, University of Tabriz M. Khani M. A. in Educational Psychology, University of Tabriz Journal Article 2016 06 14 This research was conducted to determine relation between epistemological beliefs and implicit theories of intelligence with students goal orientation and the mediating role of epistemological beliefs in relation between implicit theories of intelligence and goal orientation among students at Tabriz University. 384 students were selected by ratio stratified random sampling method from three groups of Technical and engineering, basic science and human science faculties. Data was gathered through the Schommer Epistemological Questionnaire, and Theories of Intelligence Scale and Goal orientation Questionnaire. Data was analyzed using multiple regression and path analysis method. Results indicated that direct effect of Incremental theory on mastery approach goal orientation was significant (p=0.05). Entity theory had direct and indirect effect on avoidance mastery goal orientation by speed of knowledge acquisition (p=0.05). Also, other results revealed that direct effect of entity theory on approach performance goal orientation was not significant but indirect effect of it by source of knowledge was significant (p=0.05). In addition, direct effect of Entity theory and simple knowledge on avoidance performance goal orientation was significant (p=0.05). This research was conducted to determine relation between epistemological beliefs and implicit theories of intelligence with students goal orientation and the mediating role of epistemological beliefs in relation between implicit theories of intelligence and goal orientation among students at Tabriz University. 384 students were selected by ratio stratified random sampling method from three groups of Technical and engineering, basic science and human science faculties. Data was gathered through the Schommer Epistemological Questionnaire, and Theories of Intelligence Scale and Goal orientation Questionnaire. Data was analyzed using multiple regression and path analysis method. Results indicated that direct effect of Incremental theory on mastery approach goal orientation was significant (p=0.05). Entity theory had direct and indirect effect on avoidance mastery goal orientation by speed of knowledge acquisition (p=0.05). Also, other results revealed that direct effect of entity theory on approach performance goal orientation was not significant but indirect effect of it by source of knowledge was significant (p=0.05). In addition, direct effect of Entity theory and simple knowledge on avoidance performance goal orientation was significant (p=0.05).

https://nea.ui.ac.ir/article_19111_8ced100f31cc129a421c14b1fcbc55e8.pdf

University of Isfahan New Educational Approaches 2423-6780 9 1 2014 03 21 Relationship between environmental perceptions of students with their academic attitudes Relationship between environmental perceptions of students with their academic attitudes 75 88 19112 FA H. Kareshki Faculty member, Ferdowsi University of Mashhad F. Arfaa M. A. student of educational research, Ferdowdi University of Mashhad Z. Shirzad M. A. student of educational research, Ferdowsi University of Mashhad Journal Article 2016 06 14 Environmenal circumstances and features and the learners’ perception, play a great role in their educational attitude.The purpose of this study was to measure the relationship between environmental perceptions with their academic attitudes. The population consist all students of third grade in high school in Mashhad city. Sample size was 570 students that were selected through multi-stage cluster sampling. Sample was selected from 7, 3, 1 and Tbadkan areas of Mashhad city. The tools for gathering data were environmental perceptions questionnaire of Gentry and Owen and academic attitudes questionnaire (Akbari). Results of the applying Pearson correlation Coefficients showed that all variables (academic attitude, choice, challenge, significance, attractiveness, self-effectiveness) have positive correlation with together, significantly (P<0.01). Multiple regression results also showed that perceptions of classroom are able to predict the academic attitudes ofstudents, (F<sub>5, 430 </sub>= 4.54, P <0.001). Environmenal circumstances and features and the learners’ perception, play a great role in their educational attitude.The purpose of this study was to measure the relationship between environmental perceptions with their academic attitudes. The population consist all students of third grade in high school in Mashhad city. Sample size was 570 students that were selected through multi-stage cluster sampling. Sample was selected from 7, 3, 1 and Tbadkan areas of Mashhad city. The tools for gathering data were environmental perceptions questionnaire of Gentry and Owen and academic attitudes questionnaire (Akbari). Results of the applying Pearson correlation Coefficients showed that all variables (academic attitude, choice, challenge, significance, attractiveness, self-effectiveness) have positive correlation with together, significantly (P<0.01). Multiple regression results also showed that perceptions of classroom are able to predict the academic attitudes ofstudents, (F<sub>5, 430 </sub>= 4.54, P <0.001).

https://nea.ui.ac.ir/article_19112_b8b7af8758ef3f8e8a5de17a23fd1e40.pdf

University of Isfahan New Educational Approaches 2423-6780 9 1 2014 03 21 Investigating the most important requirement of cooperative teaching from the professors' and students' standpoint in postgraduate education of the University of Isfahan Investigating the most important requirement of cooperative teaching from the professors' and students' standpoint in postgraduate education of the University of Isfahan 89 106 19113 FA F. Karimi Graduate student of curriculum, University of Isfahan M.R. Nili Assistant professor, Educational sciences dept. University of Isfahan E. Jafari Professor, Educational sciences dept. University of Isfahan A. Sharafi Graduate student of Educational administration, University of Isfahan Journal Article 2016 06 14 One of new teaching methods is cooperative teaching method that is known as group teaching and group training method too. The effectiveness of this method depends on observing some requirements. The present study was carried out with the purpose of investigating the requirements of this teaching method from the viewpoint of Isfahan university professors and graduate students and with integrated approach (qualitative and quantitative approach). In quantitative section, a researcher-made questionnaire was used, the method was descriptive -survey and the population included 86 professors who were teaching by cooperative teaching method in 2010-11, and 448 graduate students who were thought by cooperative teaching method. In qualitative section, data were collected through exploratory semi-structured interviews. Using Cochran formula, students' sample size was 180 who were selected through stratified sampling. Professors were selected by census method. The validity of researcher-made questionnaire was approved by experts and the reliability was calculated by Cronbach's alpha formula (0/91). The analysis of data was done through descriptive and inferential statistics. Results revealed that both professors and students believed that the most important requirements of cooperative teaching method was "a Joint meeting of the professors regarding to syllabus, resources and student assignments before the semester. One of new teaching methods is cooperative teaching method that is known as group teaching and group training method too. The effectiveness of this method depends on observing some requirements. The present study was carried out with the purpose of investigating the requirements of this teaching method from the viewpoint of Isfahan university professors and graduate students and with integrated approach (qualitative and quantitative approach). In quantitative section, a researcher-made questionnaire was used, the method was descriptive -survey and the population included 86 professors who were teaching by cooperative teaching method in 2010-11, and 448 graduate students who were thought by cooperative teaching method. In qualitative section, data were collected through exploratory semi-structured interviews. Using Cochran formula, students' sample size was 180 who were selected through stratified sampling. Professors were selected by census method. The validity of researcher-made questionnaire was approved by experts and the reliability was calculated by Cronbach's alpha formula (0/91). The analysis of data was done through descriptive and inferential statistics. Results revealed that both professors and students believed that the most important requirements of cooperative teaching method was "a Joint meeting of the professors regarding to syllabus, resources and student assignments before the semester.

https://nea.ui.ac.ir/article_19113_cde54bf63f8abb32c1de383ba0e35dff.pdf

University of Isfahan New Educational Approaches 2423-6780 9 1 2014 03 21 Higher education challenges in developing the content of curriculum with learning society approach Higher education challenges in developing the content of curriculum with learning society approach 107 142 19114 FA S. Karimi Ph.D. of curriculum planning and payam noor's teacher M. Sharif assistant professor, university of Isfahan Journal Article 2016 06 14 The purpose of present study was to investigate the considerations in developing the content with learning society approach and challenges that higher education is faced with. In this quantitative - qualitative study, views of 24 experts and administrators from public universities through interviews and views of 153 faculty members through a questionnaire survey are reviewed. Instrument content validity was confirmed by experts in curriculum planning and the reliability by Cronbach's alpha was estimated 0.96. Findings of the study suggest that in order to develop a content with learning society approach, It is necessary to observe the criteria, such as the emphasis on quality rather than quantity of content, providing flexible and varied content, appropriateness of content with the aim of developing lifelong learner, support of teacher for changing the content, using other learning sources besides the textbook and student participation in selecting content. Universities are faceing to challenges in respect of these considerations. Totally, there is no significant difference (α>0.05) in terms of demographic variables on these challenges among the view of faculty members. The purpose of present study was to investigate the considerations in developing the content with learning society approach and challenges that higher education is faced with. In this quantitative - qualitative study, views of 24 experts and administrators from public universities through interviews and views of 153 faculty members through a questionnaire survey are reviewed. Instrument content validity was confirmed by experts in curriculum planning and the reliability by Cronbach's alpha was estimated 0.96. Findings of the study suggest that in order to develop a content with learning society approach, It is necessary to observe the criteria, such as the emphasis on quality rather than quantity of content, providing flexible and varied content, appropriateness of content with the aim of developing lifelong learner, support of teacher for changing the content, using other learning sources besides the textbook and student participation in selecting content. Universities are faceing to challenges in respect of these considerations. Totally, there is no significant difference (α>0.05) in terms of demographic variables on these challenges among the view of faculty members.

https://nea.ui.ac.ir/article_19114_d1b1b66e1cef7c6e09354cedbc8321b5.pdf

University of Isfahan New Educational Approaches 2423-6780 9 1 2014 03 21 Developing a model to evaluate relation between descriptive evaluation with academic interest, educational creativity, and educational satisfaction based upon mediation of academic hope Developing a model to evaluate relation between descriptive evaluation with academic interest, educational creativity, and educational satisfaction based upon mediation of academic hope 143 159 19115 FA M. Sohrabi M. A. graduate of curriculum, Islamic Azad University, Maymeh branch F. Shafipor Motlagh Assistant professor of Educational administration, Islamic Azad University, Mahallat branch Journal Article 2016 06 14 The objective of the present study was to evaluate the relation between descriptive evaluation with academic interest, educational creativity, and educational satisfaction based on the mediation of academic hope. The population comprised of all elementary school students of Isfahan city in the academic year 2012-2013. The study employed multistage cluster random sampling whereby 384 students were randomly selected. The research tools comprised of five researcher-made questionnaires: 1) the researcher-made questionnaire of Efficient Descriptive Evaluation indices, 2) researcher-made Questionnaire of Educational Hope, and 3) Abedi’s Educational Creativity questionnaire, 4) researcher-made questionnaire of Educationalinterest and 5) the researcher-made questionnaire of Educational Success. The validity of the questionnaires was examined by professors and specialists in terms of content. In order to analyze the data, regression (path) analysis and Structural Equations Modeling was used. The findings revealed that Descriptive evaluation had direct effect on Educational Hopness (p<0.001). Educational Hopness had direct effect on Educational Interest, Educational Creative, and Educational Successful (p<0.001). Also the findings showed that Descriptive Evaluation had indirect effect on Educational Infatuation, Educational Creative, Educational Successful(p<0.001).The study showed that the GFI indices equal 0.96, AGFI 0.93, RMSEA 0.0483, and, equals 246.71, which indicated the model’s fitness. The objective of the present study was to evaluate the relation between descriptive evaluation with academic interest, educational creativity, and educational satisfaction based on the mediation of academic hope. The population comprised of all elementary school students of Isfahan city in the academic year 2012-2013. The study employed multistage cluster random sampling whereby 384 students were randomly selected. The research tools comprised of five researcher-made questionnaires: 1) the researcher-made questionnaire of Efficient Descriptive Evaluation indices, 2) researcher-made Questionnaire of Educational Hope, and 3) Abedi’s Educational Creativity questionnaire, 4) researcher-made questionnaire of Educationalinterest and 5) the researcher-made questionnaire of Educational Success. The validity of the questionnaires was examined by professors and specialists in terms of content. In order to analyze the data, regression (path) analysis and Structural Equations Modeling was used. The findings revealed that Descriptive evaluation had direct effect on Educational Hopness (p<0.001). Educational Hopness had direct effect on Educational Interest, Educational Creative, and Educational Successful (p<0.001). Also the findings showed that Descriptive Evaluation had indirect effect on Educational Infatuation, Educational Creative, Educational Successful(p<0.001).The study showed that the GFI indices equal 0.96, AGFI 0.93, RMSEA 0.0483, and, equals 246.71, which indicated the model’s fitness.

https://nea.ui.ac.ir/article_19115_1cef8df0d99bd0e9a262532b85386386.pdf