772 International Journal of Scientific Management and Development *Correspondent Author: Ali Mohebbi (mohebbiarr@yahoo.com) Manuscript No: IJSMD-KINA-2014-316 International Journal of Scientific Management and Development ISSN:2345-3974 Vol.3 (1), 772-775 January (2015) Research Paper Investigating the factors affecting the established curriculum of the textbook Islamic Thinking at the B.A. level Ali Mohebbi *1 1Assistant Professor, Department of Psychology, University Police, Tehran, Iran Available online at: www.IJSMD.Com Received 6 th May 2014, Revised 17 th June 2014, Accepted 28 th June 2014 Abstract The aim of the present research was to examine the factors affecting the established curriculum of the textbook of Islamic Thinking at the B.A. level. The research methodology is survey and the statistical population includes all the B.A. students of Police Sciences University who were admitted to the university through the semi centralized process. Using the relative classification sampling, as many as 150 people including 53 people from the faculty of police forces and 72 people from the faculty of the traffic police and 25 people of the students who had passed the textbook of Islamic Thinking part 1 and 2 and at least three months had lapsed from their semester's examination time were selected as statistical sample. The main information collection instruments were the 64 item questionnaire for the assessment of the established curriculum and the factors affecting it. The thematic were selected as statistical sample. The main information collection instruments were the 64 item questionnaire for the assessment of the established curriculum and the factors affecting it. The thematic validity method was used to measure the validity and the validity of the instrument was reported as acceptable from the view of the experts. To examine the reliability of the established curriculum and the affecting factors, the Cronbach alpha was applied and their rates were estimated 0.74 and 0.79 respectively. To analyze the data, the statistical tests of the Pearson correlation coefficient as well as regression of Inter and T were used. Findings revealed that the effect of educational, individual and social factors on the established curriculum of Islamic Textbook as a textbook was significant whereas the geographic factors have not shown a meaningful relation. On this basis we can say that educational factors and social factors and personal factors all contribute to the explanation and prediction of the changes of the variable of the established textbook Islamic Thinking of the B.A. students for as much as%29, %55 and %23 respectively. Keywords: Nationwide examination, Established, Textbook Islamic Thinking. Introduction Schools including preschools , primary schools , junior high schools and high schools , in accordance with the prevailing circumstances over the world have no choice but to criticize themselves so as to remain , effectual , dynamic and living and to investigate analytically all their internal and external components and categories including management , planning , situation and structure (Shoarinezhad, 2000). Curriculum experts have presented various theories on types of curriculum. Klein (1991) introduces the curriculum in seven levels that starts from an "ideal curriculum" toan "experienced curriculum". McCormick (2003) considers the curriculum as four levels of "definite curriculum", "administered" and " experienced". Goodlad et al (1997) introduced the curriculum in four levels which the last is the" experienced curriculum " . Lesley, (quoted by Yousefzed, 2008), states the highest levels, i.e. 9 levels for the curriculum . In his classification, the last level id is also the " received curriculum ". Wilson (2001), Stark (1989) and Posner(1995) while classifying the curriculum have all mentioned the " experienced curriculum " . In accordance with these classifications and types, we can understand that the experienced curriculum has been raised by many experts . This type of curriculum indicates that it should not be confined to which is taught and the im portance should be attached to other types of learning including the explicit and implicit curriculum (Johnson , 2003, quotedby Mohamadi, 2006). In a part of curriculum that is not intended, it is taught and it should be attended to. The empirical curriculum includes expected curricula, covert curriculum , interactive curriculum , learned curriculum and the established or transferred curriculum(Fathi, Ojargah, Zimitat, 2007). The " expected " curriculum is that which is intended by the learner, the "covert" curriculum is brought by the learner and that which the learner already knows; the " interactive" curriculum is what the learner sees, listens, and says; the " received" curriculum means what the learner shows in the tests and in the end; the " established " curriculum is which the learner exposes behaviorally. The five- fold levels of curriculum from the view of Fathi, Ojargah(2005), have been categorized in two : Soft levels: in which the content of knowledge and the learnable has been fluid and is exposed to many changes. These levels are : Expected , covert and interactive curricula. Hard levels: in which the learnable are hardly changed. These levels are: taught and established (transferred) curricula. In his view the experienced curriculum levels starts from the expected curriculum and their direction is unidirectional, i.e. from expected to established direction. However, it seems the person while experiencing the curriculum enters the field of knowledge with so much experience and this experience and capacity effects exist in him. In other words, before introducing the expected curriculum, there is a covert curriculum that could be specifically or generally related with the subject. Also, the unidirectional point of the levels relation cannot be so realistic, because, all the introduced programs are mutually influencing. The established curriculum is affected by some factors including the personal records and conditions as well as the environment around him. Leven (1974 quoted by Mohamadi, 2006), has considered behavior as a function of interaction or proportionality between the personal character and the environment. Thus, understanding the person and his learning environment followed by his records and background are of high importance. This view considers knowledge as distributed between people and their environment (including objects, artifacts, tools, books, and the community to which people are members). Researches reveal that this view focuses the interactive behavior among people together and the