mostafa bagherian far; Ahmadreza Naser; mohammadreza ahanchian
Abstract
Identification the indices of desirable content Regarding the Humanity Courses for Universities and the Extent of Attention Them 1-Mostafa Bagherian far *2-Ahmad Reza Nasr Esfahani 3- Mohamad Reza Ahanchian 1- Ph.D Candidate of Curriculum Studies in higher education, University of Isfahan, Faculty of ...
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Identification the indices of desirable content Regarding the Humanity Courses for Universities and the Extent of Attention Them 1-Mostafa Bagherian far *2-Ahmad Reza Nasr Esfahani 3- Mohamad Reza Ahanchian 1- Ph.D Candidate of Curriculum Studies in higher education, University of Isfahan, Faculty of Education and Psychology, Isfahan, Iran. m_bagherian@edu.ui.ac.ir 2- Professor, Department of Education, University of Isfahan, Faculty of Education and Psychology, Isfahan, Iran. (Corresponding Author) arnasr@edu.ui.ac.ir 3- Professor, Department of educational management and human resource development, Ferdowsi University of Mashhad, Faculty of Education and Psychology, Mashhad, Iran. ahanchi8@um.ac.ir Aim: The present study is aimed towards identification the indices of desirable teaching and learning content in regard with the Humanity Courses for universities and the extent to which these indices are attention. Method: In the present study, exploratory mixed-methods research was used. For the qualitative section, we underwent quasi-structured interviews with twenty distinguished and qualified experts and faculty members of universities having their expertise in teaching and learning content and curriculum design. Also, 360 of the students of universities comprised the quantitative statistical population and the questionnaire extracted from the qualitative section was distributed among them. All the questionnaires were received and are employed as the basis of qualitative analyses. In the quantitative section, a descriptive-survey method was employed. This number of participants was selected using multistage cluster sampling method. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed descriptive and inferential statistics to wage on analyzing the data. Findings: The results indicated that the interviewees outlined twelve indices as the salient indices of teaching and learning content. The quantitative data also indicated that the range and degree of implementing and corresponding to the indices of teaching and learning content seem to be less than desirable. Therefore, it necessarily requires far more significant attention. Discussion and Conclusion: In consequence, it can be argued that the recognized indices can be recruited to assess and revise the content of courses in different majors of the humanities. In order to enhance and promote the quality, then, particular heed has to be paid to student-centrism; in the sense that the development of the content for university curriculum and educational planning would be enriched with students' ideas and recommendations. Key words: learning, teaching, , content; curriculum; the Humanity Courses in universities. . .
M. Ahanchian
Abstract
For categorizing all kinds of educational inequalities, referring to regional disparity is considered as a main indicator. This inequality limits individual access to education. People’s right for an equal education is influnced by factors which are out of their control. There are evidence showing ...
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For categorizing all kinds of educational inequalities, referring to regional disparity is considered as a main indicator. This inequality limits individual access to education. People’s right for an equal education is influnced by factors which are out of their control. There are evidence showing that regional disparity is still a crucial challenge for all educational systems including Iran. This paper presents briefly the results of a survey conducted in border and non-border regions of Khorasan province. Extract reliable data indicated that socio-cultural and economic deprivations were more prevalent in border regions than in non-border areas, 45 schools in border areas and 39 schools in non-border areas were randomly selected. Data were collected by using two researcher made questionnaires as well as by reviewing official documents and records. Findings show that inequalities stemming from educatitonal inputs, process and outputs are not as serious and significant as underlying, fundamental inequalities reflected in cultural and economic conditions. Thus non- educational inequalities impact outcomes more drastically than educational ones.
