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This study aimed at investigating the impact of a Cooperative Learning Model on self-motivation and academic performance in high levels of learning in students. The method of the study was quasi-experimental and the educational action was performed in two experimental groups; Hamyar Dabir cooperative teaching was employed in one group and in the other group, the same method together with students' selfassessment for eight 90-minutes sessions were employed. The population consisted of all male students in third grade of high school in Birjand city and the sample consisted of 54 individuals in the form of three groups each consisting of 18 individuals (two experimental groups and one control group). The sample was selected using purposive sampling and the study tools consisted of a part of Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich and De Groot (1990) and a researcher-made geometry academic progress test for measuring low and high levels of cognitive domain. One-way analysis of variance and Tukey test were used for investigating the self-motivation test data. For analyzing the data from academic achievement test mixed analysis of variance was used. The main findings of the study indicate that "cooperative learning and self-assessment" are effective in improving "self-motivation" of students in geometry course. Also, "cooperative learning and self-assessment" had significant impact on and created difference in components of self-motivation or "motivational beliefs" in the groups. In addition, Hamyar Dabir (cooperator with teacher) cooperative learning model and self-assessment had positive impact on both high and low levels of learning of students in the cognitive domain.

The aim of this study was to investigate the position of ethnicity in formal and hidden curricula of the new secondary education system. Methodology: The present research method was qualitative analysis of content analysis which consisted of two parts. The first part of the research included documentary analysis and content analysis. The statistical population included 51 books in the field of humanities in the second secondary school. The research sampling method was purposeful sampling and the research sample included 6 volumes of history and sociology books of the second secondary school. The content analysis unit consisted of text, images, and textbook activities. To evaluate the content validity was used experts' opinion about the degree of coordination of the content of the measurement tool and the purpose of the research. To analyze the data in this section, qualitative content analysis was used by Smith method. Finally, to ensure the accuracy of the findings in this section, Triangulation method and re-referral of data to participants were used. Findings: The findings of the research in the first part showed that only 4% of the three sections of the content from the reviewed books paid attention to the 22 desirable components of ethnicity. Also in data analysis based on Smith method in the second part of the research, various themes including ethnicity neglect, teachers 'ignorance, different teachers' expectations, ethnicity as a cause of discrimination and the consequences of ethnic discrimination appeared. Each of them contained several sub-themes. Conclusion:Based on the findings, it can be acknowledged that the place of ethnicity in the formal and hidden curricula of the new secondary school system has been largely neglected. Therefore, due to the multiplicity of Iranian society, it is suggested that the curriculums of the secondary schools be completely revised to cover the necessary components for multicultural education and ethnic diversity in Iran.