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On the adequacy of the experimental approach to construct validation: the case of advertising literacy
, Article Heliyon ; Volume 5, Issue 5 , 2019 ; 24058440 (ISSN) ; Farhang, A ; Sharif University of Technology
Elsevier Ltd
2019
Abstract
Given the significant number of the studies conducted to explore construct validity, adopting various approaches, and the paucity of the studies that employed the experimental approach to validation, the current study was aimed at exploring the adequacy of the experimental approach to construct validation, drawing upon advertising literacy as the construct of the researchers’ concern. To this end, the researchers pursued the experimentation, test administration, and validation phases, respectively. To identify the effect of the experimentation, an independent samples t-test was run; there was a significant difference between the experimental and control groups. The closing phase was devoted...
Values and identities in Iranian primary school social studies textbooks: a discursive approach
, Article Journal of Beliefs and Values ; 2021 ; 13617672 (ISSN) ; Abe, S ; Farhang, A ; Sharif University of Technology
Routledge
2021
Abstract
Textbooks provide the most serious source of knowledge construction and transmission for children at schools. This paper used a discursive and qualitative content analysis approach to extract the dominant values, ideologies and identities in four social studies textbooks taught nationwide to children in primary schools in Iran. Textual and visual analysis were applied on these textbooks and the results showed the saliency of four dominant discourses and values including pre-Islamic ethos and Iranian-Islamic identity, war and peace, social and traditional values in Iranian culture, and respect for diversity. Each of these discourses are discussed and some recommendations are made at the end...
Values and identities in Iranian primary school social studies textbooks: a discursive approach
, Article Journal of Beliefs and Values ; Volume 43, Issue 4 , 2022 , Pages 396-413 ; 13617672 (ISSN) ; Abe, S ; Farhang, A ; Sharif University of Technology
Routledge
2022
Abstract
Textbooks provide the most serious source of knowledge construction and transmission for children at schools. This paper used a discursive and qualitative content analysis approach to extract the dominant values, ideologies and identities in four social studies textbooks taught nationwide to children in primary schools in Iran. Textual and visual analysis were applied on these textbooks and the results showed the saliency of four dominant discourses and values including pre-Islamic ethos and Iranian-Islamic identity, war and peace, social and traditional values in Iranian culture, and respect for diversity. Each of these discourses are discussed and some recommendations are made at the end...