Clarifying the Effective Factors of Hidden Curriculum of Schools on Establishment of the Aims of Religious Education of Elementary School Students ( Case Study of Ahvaz City )

Current research aims to clarify the effective factors of hidden curriculum of schools o the establishment of the general goals of religious education in elementary period. This research is practical in regard to classification of the researches on the base of purpose and approaches the issue in phenomenological manner. Statistical population of the research includes all the principals, teachers and boy students of fifth and sixth grades of elementary schools in Ahvaz city and the samples of the research are selected through purposive sampling. Data are gathered through unstructured interview conducted by means of open answer questions and have been continued as much as saturation of the data. Grounded theory procedure or theory derived from data is used to analyze the data and to achieve intended model (theory) of the research and it includes four stages: 1-Coding 2-conceptualizing 3-Categorizing 4-Compiling the theory (model) of findings : In the next stage, 15 concepts of these codes are extracted and in the third stage, the mentioned concepts are organized in form of 5 categories(factor) : cognitive environment , social environment, physical environment, administrative environment, religious environment, and in the last stage, research theory (model) is formed on the base of discovered categories


Introduction
Education is among the common concerns of human societies.Countries and nations define their educational goals on the base of their own mindset and political and philosophical school and this leads to a difference in style and procedure and goals.(Hajji Karim Nazari, 2009) School is the main base of education as one of the most important instructive, educational and social institutes .The kind of school instruction has a particular effect on the social life of one nation .No instructive institution, even in the most descriptive developmental and political definitions and interpretations, isn't separated from the goals and missions and social and cultural backgrounds of its own society.(Khaniki, 2002) Undoubtedly, achieving the goals of educational system in regard to religious instruction requires the exact and proper application of all tools and equipment's.In recent years, curriculum has always been one of the most important tools in achieving the goals of educational systems in different countries .Researchers findings acknowledge the reality that unlike the common assumption, curriculum as a field of specializations isn't confined to a collection of predetermined experiences and learnings or official explicit curriculum.There are other factors that, as well as official and explicit curriculum, affect the intellectual, value and behavioral structure of the students.These factors are so called the unintended curriculum or hidden curriculum.

Literature Review
Phillip Jackson (1968) is generally acknowledged as the originator of the term hidden curriculum in his book Life in Classrooms.He argued that the hidden curriculum emphasized specific skills: learning to wait quietly, exercising restraint, trying, completing work, keeping busy, cooperating, showing allegiance to both teachers and peers, being neat and punctual, and con-ducting oneself courteously (Jackson 1968, pp. 10-33).
Different perspectives on the hidden curriculum have been articulated over the past 48 years.
Robert Dreeben (1967) argued that the structure of family life alone could not adequately prepare children for the adult world.He examined the norms of school culture and concluded they taught students to "form transient social relationships, submerge much of their personal identity, and accept the legitimacy of categorical treatment" {Dreeben 1968, p. 147).
Henry Giroux (2001) identifies hidden curriculum as what is being taught and how one learns in the school as he also indicates that schools not only provides instruction but also more such as norms and principles experienced by students throughout their education life ( Fulya Damla Kentli,2009, 84).
Michael Apple (2004) describes hidden curriculum as those attitudes, values, and beliefs that conveyed to students as part of the overall school culture but are not explicitly stated in the curriculum document (Michael Apple, 2004, p. 15).Dickerson (2007) "The hidden curriculum consists of those things pupils learn through the experience of attending school rather than the stated educational objectives of such institutions" (Dickerson, 2007, p. 14).
Joanna Konieczka (2013) argued that the hidden curriculum as a socialization of schooling can be identified by the social interactions within an environment.Thus, it is in process at all times, and serves to transmit tacit messages to students about values, attitudes and principles.Hidden curriculum can reveal through an evaluation of the environment and the unexpected, unintentional interactions between teachers and students which revealed critical pedagogy (Joanna Konieczka, 2013, pp. 250-251).
Researchers consider different factors involved in the production of the hidden curriculum.Many of the researchers focused on social aspects of hidden curriculum such as Jackson, 1968;Ausbrooks, 2000;Myles and Andreon, 2001;Fitzroy, 2007;Chikeung, 2008;Dogany, 2002;Gobergolia, Gobble and Cawth, 2012;Guskey, 2012.Some other researchers concentrated on cognitive side of hidden curriculum on the contents and illustrations of the subject matter.They believed that sometimes the contents and illustrations of the subject matter have hidden and implied messages, which sometimes these messages are against the aims, of formal curriculum, such as stereotype encounters, racism, and sexual discrimination (Margolis, 2000;BergenheneGouwen, 2009;Redish, 2009;Stephen Son, 2009;ShurifahThuraiy, 2010).Some other researcher such as Smith and Montgomery 2008, which had focused on cognitive aspect of hidden curriculum, showed that schools do not give equal attention to different subjects.In their opinion subjects such as Mathematics, Biology and Technology have more importance.They had given more time to these subjects in their curriculum.Teachers and students give special importance to these subjects and they do not consider the others as important.Another group of researcher studied the physical aspects of hidden curriculum such as Margolis, 2001;Dexie, 2003;Weber, 2009;Ferriter, 2009.The results of their research showed those beautiful, well decorated classrooms, with good lightening and enough physical equipment's, for teaching is factors of academic achievement.
Islamic Republic of Iran believes that Islam religion is a plan for (( pure life )) in this world and salvation in that world , therefore , it has adopted a particular structure for governing the society and embrace the religious education as the most basic responsibility and organize all economic , social and cultural programs in this manner.(Ministry of Education , 2006 ) Since elementary period is the most important educational period in all education systems of the world and personality and multilateral growth of person is more formed in this period, sensitivity of this period is more than the others.(Safi, 2004) According to the twenty years outlook document of Islamic Republic of Iran, elementary period is considered as the basic part of public and official education system of this country.Based on this outlook, elementary schools are also considered the main origin of achieving high goals of public and official education system of Iran.(Ministry of Education, 2011) The general goals of religious education of elementary period in Iran are accumulated under the three scopes of: cognitive (knowledge and information), sentimental (tendencies and emotions) and functional (behavior and action).(Ministry of Education, 2006) Despite emphases done in the upper documents of Iran about outstanding position of religious education, the authorities have not paid enough attention to the effect of hidden curriculum.This is while the students during mas.ccsenettheir own analyzing Maleki, 20 Today, in and an imp and conten We may ac fallacy of (Mehrmoh In the curr and accord of religiou componen while desi and conse period.

Method
The curre phenomen with samp The statist of Ahvaz random pr research w schools.the raw data obtained from interviews , the answers were extracted in the form of short phrases and a joint code was determined to raw data almost similar to each other and 86 codes were finally obtained .In the second stage ,conceptualization was conducted ,in a way that some joint codes pointing to one concept were formed in one concept.15concepts were extracted at the end of this stage .In the third stage ,classification was conducted and some close concepts were categorized in one form .At the end of this stage, concepts were organized in the form of 5 categories(elements) : cognitive environment , social environment , administrative environment , religious environment , and at the last stage ,based on the discovered categories ,theory (model) of the research was formed.

Finding
Demographic information of research statistical population samples: According to results inserted in table 5, the concept of "content of the lesson" is obtained as a result of merging codes in rows 1 to 7, the concept of "teaching method" as a result of merging codes in rows 8-15 and the concept of "evaluation procedure" as a result of merging codes 16-20.This three concepts together formed "cognitive environment" category or element as one of the effective factors of curriculum on achieving the goals of religious education at elementary schools .Findings of the research about introduction of the cognitive environment as one of the effective elements of hidden curriculum at schools are similar to the standpoints of some of the pundits such as Stephenson (2009) , Redish (2009) and Bergenhenegouwen (2009) that concentrated on the content-cognitive dimension of this curriculum .They believe that the content of textbooks are hidden subjects and purposes that are not also similar to the goals of the explicit curriculum.According to results inserted in table 6 , the concept of "communication between teacher and student " was obtained as a result of merging the codes 1 to 7, the concept of "communication of students with together "was obtained as a result of merging codes in rows 8-11 and the concept of "communication of school personnel with students was obtained as a result of merging codes 12-14.This three concepts with together formed "social environment "category or environment as one of the effective elements of hidden curriculum on achieving the goals of religious education at schools.The findings of the research about identifying the social environment as one of the effective elements of hidden curriculum at elementary schools are similar to the findings of pundits such as Borg (2002), Hebert (2000), Myles and Andreon (2001), Margolis (2002), Cannely (2008), and Chikeung (2008) that have concentrated on the social dimension of hidden curriculum.In their opinion, hidden curriculum includes those ideas, beliefs and insights that students obtain passively, directly from environment and in their relations with other students, teachers and school authorities and generally from the atmosphere of their own school.
In this regard, Portly (1993) believes that, in fact, in an invisible school, children of a country receive information through communication with each other and are exposed to special education that is usually programed and not predetermined.According to results inserted in table 7, the concept of "school building" was obtained as a result of merging codes in rows 1 to 3, the concept of "public and technical equipment of school "was obtained as a result of merging codes in rows 4-14 and the concept of "space and design of class was obtained as a result of merging codes 12-18.This three concepts together formed "physical environment "category or element as one of effective elements of hidden curriculum on achieving the goals of religious education at grade schools.
The findings of the research about physical environment as one of the effective elements of hidden curriculum of schools are similar to the findings of Weber (2009), Brandapaul (1997) ,Ferriter (2000) that have concentrated on the physical dimension of hidden curriculum.In their opinion, physical environment features of school, the equipment and tools that are used, all will affect the motivation, sentiments and presumptions of students.Weber and Ferriter, in their own research, investigated the effects of physical environment of school on the educational success of students, they, in their own studies, concluded that quite beautiful, decorated and bright class rooms with decent physical equipment for teaching the lessons are among the effective elements on educational success and advancement of students (Bayanfar and colleagues, 2010).In this regard Getzles (1974) has described the physical environment of classroom in various kinds of schools, and believes that each structure inspire children mind with a particular assumption of ideal student.According to Deutsch (Deutsch, 2004), style of school building and setting of class room can also contain implied messages.According to results inserted in table 8 , the concept of "style of management and leadership" was obtained as a result of merging codes in rows 1 to 5, the concept of" collection of rules and regulations of school" was obtained as a result of merging codes in rows 6-13 and the concept of "way of programing and sorting" was obtained as a result of merging codes 14-16.These three concepts together formed " administrative environment" category or element as one of the effective elements of hidden curriculum on achieving the goals of religious education at grade schools.
The findings of the research about identifying the administrative environment as one of the effective elements of hidden curriculum at schools are similar to the stand point of (Bergman and Gustan (1987) that believe hidden curriculum includes things that are found explicitly in principles and organization of education system(for instance, order and regularity at class and group state) and in pattern of relationship and communication in education centers(for instance, repeating the lessons, hearing ,complying,...).
In this regard, Townsend (Townsend,1995) also believes that some of components of educational environment lead to a kind of hidden educational curriculum that teachers teach it unintentionally and learners learn it unknowingly .This components include social structure of class room, way of using authority by teachers, rules dominant in relations of teacher-learner, standard learning activities, structural obstacles inside institution.According to results inserted in table 9, the concept of "space and position of religious activities, was obtained as a result of merging codes in rows1 to 11, the concept of "divine-religious beliefs and faiths of students" was obtained as a result of merging codes in rows 12-15 and the concept of "extent of practical pledge of school personnel to religious obligations" was obtained as a result of merging codes 16-18.These three concepts together formed "religious environment "category or element as one of the effective elements of hidden curriculum on achieving goals of religious education at grade schools.
Findings of the research about identifying religious environment as one of the effective elements of hidden curriculum at schools are similar to the stand point of Michal Apple (1998) about hidden curriculum that he believes hidden curriculum is "implicit teaching of norms, values and making particular tendencies in learners.These findings are also similar to stand point of Mehr mohammadi (2008) that states hidden curriculum is suggesting learnings that learners experience in the framework of carrying out the explicit curriculum and because of attendance in the heart and context of dominant culture in education system.
Figure 1.Progr Figure 2. Theoretical model or research theory derived from analyzing the data

Table 1 .
Frequency distribution of interviewees according to position

Table 2 .
Frequency distribution of interviewees according to gender

Table 3 .
Frequency distribution of principals and teachers being interviewed according to academic degree

Table 4 .
Frequency distribution of the students being interviewed according to their school grade

Table 5 .
Information of extractive structure of cognitive environment category of hidden curriculum

Table 6 .
Extractive structure information of social environment category of hidden curriculum

Table 7 .
Extractive structure information of physical environment category of hidden curriculum

Table 8 .
Extractive structure information of administrative environment category of hidden curriculum

Table 9 .
Extractive structure information of religious environment category of hidden curriculum