The purpose of publishing “Journal of Theory & Practice in Curriculum” is to make research contexts in the curriculum field and develop and distribute the knowledge of curriculum which is needed in society. So each paper which is written about one of the educational and psychological sciences in the curriculum field and contains the new findings and ideas in the curriculum can be accepted for considering and printing.

Publication Information

Publisher

Iranian Curriculum Studies Association

Director-in-Charge

Editor-in-Chief

Editorial Board

GholamReza Haji Hossein Negad

Rahmatollah Marzoghirose

International Editorial Board

Ruhaleh Khodabandehlo

Anjum Halai

Mir Hakim ollah Seyedi

Executive Manager

Leila Almasi

Frequency

Semiannual

Online ISSN

2783-0640

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Academic Jihad Scientific Information Center database

Keywords Cloud

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Higher education
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content analysis
Elementary School
Teachers
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student experiences
Ralph Tyler

Theory and Practice in the Curriculum

Journal Archive

Qualitative Content Analysis of the Book "Entrepreneurship and Production Workshop" from the Perspective of Employability Competencies

-Examining the Effectiveness of Google Classroom-Based Education on Skill Learning and Learning Quality among Students

Trigonometry as a Foundation for Computational and Algorithmic Thinking: The Iranian Mathematical Heritage for Digital Technology Development

Impact of Ddynamic Diagrams on Understanding the Concept of Division by Zero: An Intuitive Approach

Redesigning Curriculum Logic in the Project-Based STEM Framework: Extracting a Paradigmatic Model from the Perspective of Experts

Evaluation of Middle School Science Textbooks Based on the Nature of Science Components

From Curriculum Document to Professional Competence: An Analysis of Science Curriculum Planning Features and Their Implications for Science Teacher Education

Designing a Curriculum Model for Rational Education based on Ferdowsi's Shahnameh: Integrating Iranian-Islamic Wisdom & Contemporary Wisdom Theories

A Critical Re-reading of Curriculum Theories in the Face of Artificial Intelligence

The Impact of Multiple-Solution Approach in Solving Open-Response Mathematical Modeling Problems on Student Performance and Interest

Student-Teachers’ Lived Experiences of an AI-Based Curriculum with an Emphasis on Learner Agency

Studying the Experiences of Educational Trainers on the Semantic Implications and How to Utilize the Concept of Imagination in Early Childhood Curricula

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