The Research-Engaged School: The Development and Test of a Causal Model through an Exploratory Mixed Methods Design   Sh. HosseinPour, Ph.D.[1] H.R. Zeinabadi, Ph.D. [2]   The present study was undertaken to design and test a research-engaged school model using mixed methods design. In the qualitative and quantitative parts of the study, phenomenological strategy and structural equation mod...

We value possessing knowledge more than true belief. Both someone with knowledge and someone with a true belief possess the correct answer to a question. Why is knowledge more valuable than true belief if both contain the correct answer? I examine the philosophy of American pragmatist John Dewey and then I offer a novel solution to this question often called the value problem of knowledge. I pr...

The conceptions, practices and efforts of some education systems in ten countries and four continents of the world, in area of national curriculum, have been reviewed and analyzed in this inquiry to represent a brief look of their experiences and obtain some guidelines for delineating and developing national curriculum. The methodology in this inquiry has been descriptive and analytical researc...

Introduction: Effective teaching requires methods that can develop appropriate knowledge and skills in students. This study aimed to assess the effect of inquiry-based teaching method in medical education through reviewing the related literature. Methods: In this Narrative review study, using the keywords clinical education, inquiry-based teaching method and medical education, all articles publ...

The aim of the present study is to design and validate the narrative inquiry curriculum for professional development of student-teachers in Farhangian university. The model of narrative inquiry curriculum is grounded on the theories of Dewey, Bruner, Schwab, Vygotsky, Donald Schön, Clandinin and Connelly. In this model, learning is a reflective practice and experience-based practice. The studen...