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The subject of reading has dedicated a huge amount of educational research to itself especially in the early years of education because of the importance. The most important of these studies is the International Association for the Evaluation of Educational Achievement (IEA). The study of the Progress in International Reading Literacy Study (PIRLS) is an innovative program to assess children's reading ability in the fourth

IntroductionWith advances in technology, especially information and communication technology, universities have become more involved with their environment. Therefore, it is necessary to look at higher education with a challenge-based approach. The ways in which graduates are employed, demographic change trend, government systems and political insights, the brain drain phenomenon, and so on are some of the challenges that the contemporary higher education system has to struggle with. Development has been defined as "a process that results from the interaction of new thoughts, new ideas, and new ideals with old structures and institutions, leading to the modernization of structures and institutions". According to this definition, the driving force behind the development of new knowledge is new ideas thoughts. Therefore, universities play an important role in developing societies. On the other hand, human beings are both the target and the agent of development, meaning that development must lead to the improvement of the quality of human life. But what can enhance human ability to achieve development? It is nothing but education, especially higher education, as it leads to the training of specialized human resources needed to manage the society institutions as well as to achieve development (Shahamat, 2015).Abstract: The purpose of this study was to design a higher education curriculum framework based on Connectivism approach. This is a qualitative research in terms of design, and a descriptive-analytical one in terms of methodology. The statistical population consisted of all digital documents, articles, and books related to Connectivism Theory from 2005 to 2017, out of which 120 valid sources were identified and ranked based on the degree of relevance to the research topic. Code extraction began from the most relevant sources and continued until the theoretical data saturation which was obtained after reviewing 30 articles. To validate the proposed curriculum framework, the viewpoints of 5 experts who were selected through Purposeful Sampling were sued in classic Delphi method. To this end, the experts reviewed and modified the proposed framework and eliminated its flaws and ambiguities in three phases and finally, the desired framework was developed. After reviewing the documents related to the Connectivism approach through a descriptive-analytical method, the curriculum was discovered based on this approach and then it was developed within the Nine Elements of Klein`s Curriculum (1992)

The present research aimed to identify the elements of corporate culture in Farzanegan schools (schools for gifted and talented students) of Bandar Abbas in Iran. National Organization for Development of Exceptional Talents ( NODET ) are national selective schools in Iran developed specifically for the development of exceptionally talented students. In this study we employ a grounded theory approach and a systematic plan. The population of this study consists of all principals, teachers, and students of high schools for gifted students in the city of Bandar Abbas in Iran. Fifty-two principals, teachers, and students were selected through purposeful and theoretical sampling and were interviewed by a main question and a number of open questions. The reliability of research for data collection tools was determined by using generator questions. The data were analyzed using grounded theory. In the conceptualization stage, 33 concepts were extracted from the responses of the interviewees. The concepts were categorized in three dimensions of corporate culture and then the known dimensions were free coded with titles of organized organization, role model, and strategic initiatives. Then, code of strategic initiatives (actions) was selected as the key code and explained the other codes by paradigm pattern.

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