Curriculum Development
zeinab sharaf; M.reza nili ahmadabadi; mohamadjavad liaghatdar
Abstract
Introduction: The present research has analyzed the ideal pattern of organizational training for water and electricity engineers based on the teachings of the professionalism approach. The main purpose of the research is to identify the important elements of the ideal model of organizational training ...
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Introduction: The present research has analyzed the ideal pattern of organizational training for water and electricity engineers based on the teachings of the professionalism approach. The main purpose of the research is to identify the important elements of the ideal model of organizational training and the characteristics of each of them.Method: According to the purpose, this research is of an applied type and in terms of data collection, it is a qualitative method of phenomenological type. Research data has been collected by following the principle of theoretical saturation, through semi-structured interviews with 20 lecturers and industry employers, using purposeful sampling and snowball technique. A three-step coding method was used to analyze the data.Results: The findings show that, the desirable process of training engineers in the four basic elements of goal setting (clear and based on competence dimensions; attainable; based on interest and job and managerial needs and a forward-looking view of today's technologies), content design and compilation (comprehensiveness of content; based on job needs and skills; attractiveness and appropriate organization and based on the principle of usefulness), teaching and learning strategies (active teaching method; use of technological platforms; participation in learning and suitability to learners' conditions) and Evaluation and revision of the program (standardization of the evaluation tool, emphasis on the types of goals and variety of evaluators and corrective feedback and design of the rehabilitation program) can be abstracted.Discussion: It can be said that the elements of the organizational training model are the same as the well-known elements of university curricula, but the features calculated for these elements are somewhat different, and it is necessary to design these elements in line with the practical needs of industrial engineers and the current issues facing them, and to pay attention to all dimensions of professional competence of engineers.
Parvin Razmjooei; Reza Zarei; Nader Shahamat; Moslem Salehi
Abstract
Introduction
Education is the most important tool to achieve balanced and sustainable development and scientific and technological progress. Sustainable development cannot be achieved without the development of education and both without the institutionalization of research. Paying attention to research ...
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Introduction
Education is the most important tool to achieve balanced and sustainable development and scientific and technological progress. Sustainable development cannot be achieved without the development of education and both without the institutionalization of research. Paying attention to research and the value of the culture of research and its development and questioning is a basic motto in education.
Method
The present research was conducted using a mixed exploratory method of sequential type. The statistical population of the research was all primary school teachers in the four educational districts of Shiraz in the academic year of 2019, numbering 6022 people. In the qualitative part, the sample was selected by purposive sampling, and in the quantitative part, 361 people were selected by simple random sampling. Research tools were used in the qualitative part, open interviews with the participants, and in the quantitative part, a researcher-made questionnaire was used based on the findings of the qualitative part. The content validity of the scale used in the quantitative section was calculated using the expert and corrective opinions of professors and experts, as well as using confirmatory factor analysis, and its reliability was also calculated using Cronbach's alpha method. Qualitative part data analysis was done by thematic analysis method and quantitative part data analysis from sample t-tech test and exploratory and confirmatory factor analysis was done by SPSS version 26 and Lisrel software. In order to test the factor structure of the general model and its fit, confirmatory factor analysis was used.
Results
The findings of the qualitative section showed that 5 criteria (Individual, organizational, extra-organizational, programmatic and informational) with 15 indicators were used to determine the organizational research culture development model of primary school teachers. After triangulating the findings with previous research and experts' opinions, the initial conceptual model was obtained. The findings showed that organizational, programmatic and informational factors affecting the development of research culture among primary school teachers in Shiraz, in terms of importance the vision of teachers were above average and below optimal. Also, the highest average belonged to informational factors (3.68). The fit indices of the confirmatory factor analysis test showed a good fit of the model.
Discussion
Based on the obtained information, the research culture development model was designed and fitted. This model can reduce learning-centered and memory-centered learning and help improve learners' deep learning.
Mohamad Latifi; Seyed Abbas Razavi; Abdollah Parsa
Abstract
IntroductionThe purpose of the present study is to explore the extent to which teachers use appropriate and inappropriate humor during the teaching process. Humor in education is an essential tool that can help teachers to enhance student learning by creating a motivating classroom environment. Using ...
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IntroductionThe purpose of the present study is to explore the extent to which teachers use appropriate and inappropriate humor during the teaching process. Humor in education is an essential tool that can help teachers to enhance student learning by creating a motivating classroom environment. Using humor in the classroom requires certain techniques and principles that can be learned. Some types of humor have positive results and increase the effectiveness of teaching. In contrast, there are other types of humor that, when used in the teaching process, have negative effects on the teaching and learning process. In this regard, the category that has been studied in this study is the category of Frymier et al. (2008, p.5,4) which classifies humor in teaching in to two categories: appropriate humor and inappropriate humor. Appropriate humor means that humor is not offensive or appropriate for the classroom. Inappropriate humor is a type of humor that is offensive or not appropriate for the classroom. MethodThis research is a quantitative research based on statistical analysis of numerical information in terms of approach and data collection method. In terms of purpose, it is applied and in terms of nature and method, it is a descriptive research, survey type. The statistical population of this study included all secondary school students in Shush city (Khuzestan province) in the academic year 2019-2020. The minimum sample size was calculated according to Morgan table and a total of 366 students were selected by stratified random sampling method. The required data were collected through an appropriate and inappropriate humor questionnaire (Frymier et al., 2008). Using Cronbach's alpha, the reliability of the questionnaire was calculated (α=0.95). One-sample t-test, independent t-test and dependent t-test were used to analyze the data.ResultsFindings showed that teachers' use of two types of appropriate and inappropriate humor was less than average, while teachers in the teaching process were used more appropriate humor than the inappropriate one. Also, male teachers, more than female teachers, have used appropriate and inappropriate humor in the teaching process.DiscussionStudent learning is very important, and it is the teacher's task to produce his teachings- learning process, and topics with appropriate communication tools to make student learning a reality. One of these communication tools is humor, which the teacher should be able to use the best types of humor, including the appropriate humor that helps the teaching-learning process.
parvin roshanghias; mohamadjavad liaghatdar; bibieshrat zamani; fereydoon sharifian
Abstract
Development and Validation of a Lifelong Learning-Based Curriculum Assessment Scale in Higher EducationAbstract Introduction: As one of the important infrastructures of the educational system of any country and the most important source of science and technology production, higher education plays a significant ...
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Development and Validation of a Lifelong Learning-Based Curriculum Assessment Scale in Higher EducationAbstract Introduction: As one of the important infrastructures of the educational system of any country and the most important source of science and technology production, higher education plays a significant role in the development of lifelong learning. Universities should create a new movement in this direction by conatructing a platform for students to do longlife learning.The present study aims to explain the curricular elements and components of Farhangian University based on the lifelong learning approach and examine the validity of a developed scale in this field.Method: In the present study, exploratory mixed-methods research was used. Initially, qualitative data were collected and analyzed. Then, based on the obtained qualitative results, quantitative instruments were developed. After that, the quantitative data were collected and analyzed to validate the qualitative findings. The statistical population in the qualitative section consisted of experts in the field of lifelong learning, professors of Farhangian University, and curriculum specialists selected via a purposive sampling method. 33 participants were selected and interviewed via the semi-structured interviewing technique to obtain theoretical saturation in the data. In the quantitative section, a descriptive-survey method was employed. The statistical population in this section consisted of professors of the Department of Educational Sciences, Farhangian University of Isfahan Province as 242 individuals, among whom 145 participants were selected based on the Krejcie & Morgan table and via a cluster sampling method. Then, the researcher-made questionnaire was distributed among them. Among the returned questionnaires, 103 ones were quantitatively analyzed.Results: The findings of the qualitative section indicated that the curriculum based on the lifelong learning approach in Farhangian University consists of four main elements of goal (with 19 items), content (with 18 items), teaching-learning methods (with 15 items) and evaluation (with 17 items). In the quantitative section, it was also found that based on the results of the Second Order Confirmatory Factor Analysis (CFA), the elements and related items correctly measure the curriculum model for lifelong learning. Discussion: To sum up, it can be stated that the scale designed in 4 elements and 69 items is valid for evaluating the curricular elements based on the lifelong learning approach at Farhangian University. It can be the basis for making policies and reviewing curriculum at Farhangian University.Keywords: Lifelong Learning, Curriculum, the Lifelong Learning Curriculum Scale, Higher Education, Farhangian University.
zahra abolhasani; marziyeh dehghani; mohamad javadipour; Keyvan Salehi; nasrin mohamad hasani
Abstract
IntroductionDue to the usability of the work and technology curriculum in life, as well as its important role in motivating and aspiring to jobs in society and helping to choose a field, the country's educational system has paid special attention to the work and technology curriculum. The purpose of ...
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IntroductionDue to the usability of the work and technology curriculum in life, as well as its important role in motivating and aspiring to jobs in society and helping to choose a field, the country's educational system has paid special attention to the work and technology curriculum. The purpose of this study was to qualitatively review the challenges and strengths of the work and technology curriculum and strategies to improve the implementation of the work and technology curriculum. MethodFor this purpose, the phenomenographic method was used. Targeted sampling method with snowball technique was available for experts and targeted teachers, number of participants according to data saturation 6 experts; 25 teachers were selected. Semi-structured interviews were used to collect data. Data analysis was performed using a 7-step clays method. To validate the data strategies such as data collection triangulation; Interviewees' reviews of the impressions and codings and the review of the collaborating researchers and the agreement between the researcher and the participants in the research were used.ResultsResearch results in three sections: challenges and obstacles to implementation; The strengths of the work and technology curriculum and the proposed solutions to improve this were obtained from the perspective of experts and teachers.DiscussionFindings were obtained from the perspective of teachers and experts that the challenges and obstacles to the implementation of work and technology course include five themes "limitation, teacher, content relevance, comprehensive evaluation system, social factors" with eleven sub-themes "facilities, financial resources, physical space , Time, specialized teacher, skill category (knowledge enhancement), disproportion to the need, imbalance in content, weakness in the implementation of evaluation, lack of cultural background, low status and value of work and technology among officials "and the strengths of the two "Technical aspect, knowledge-building" and five sub-themes "entrepreneurship, appropriate academic guidance, creativity, craftsmanship, general skills" and in the solutions two themes "improving curriculum elements, motivating" and six sub-themes "content, evaluation" "Facilities, hidden curriculum, communication channels, salaries and benefits.”
maryam Talebian-darzi; Vahid Fallah; mohammad salehi
Abstract
Identifying Components of Social Responsibility in Curriculum of Skills UniversityIntroductionPlaying the role of an active citizen in civil society is possible by augmenting the sense of social responsibility in the community. Therefore, to achieve this goal, teaching the principles, methods and approaches ...
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Identifying Components of Social Responsibility in Curriculum of Skills UniversityIntroductionPlaying the role of an active citizen in civil society is possible by augmenting the sense of social responsibility in the community. Therefore, to achieve this goal, teaching the principles, methods and approaches of social responsibility should be reflected in the curriculum. The goal of this report is to identify the components of social responsibility in the curriculum of Skills University as one of the top universities for creating sustainable employment.MethodsA qualitative method was used in this study according to the purpose and nature of research. Statistical sample includes 18 experts in the field of skills training; Sampling was performed purposefully. Data collection tools are semi-constructive interviews and data analysis methods based on thematic analysis technique. Findings from the study showed that educational content, learning and teaching activities, and continuous evaluations are principles that, in terms of social responsibility, lead higher education curricula toward skill-oriented curricula. The connection between the components and elements of the curriculum as an educational sub-system and macro-educational programs can make the social institution of higher education more capable.ResultsThe results showed that the three main categories of educational content, learning and teaching activities, and continuous assessment are social responsibility categories in the curriculum of Skills University. Based on these categories, a model of social responsibility was developed in the curriculum of Skills University.DiscussionAchieving social responsibility requires that Skill University change the curriculum paradigm and the elements contained in it to institutionalize the components of social responsibility in the core of curriculum activities. The establishment of a social responsibility research center in Skills University and affiliated colleges to monitor the curriculum contexts, behaviors and structures according to the components identified in this study can be considered a turning point for this goal. Keywords: Curriculum, Skills University, Social Responsibility
seyed mahdi hosseini; kourosh fathiVajargah; mahmoud haghani; mahboobeh arefi; Morteza Rezaeezadeh
Abstract
Introduction As technology has grown, so problems related to its use raised. Because the growth of technology has increased the availability and expansion of the use of technology in primary schools as well as the use of these technologies by students at home, so the need to support students to stay ...
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Introduction As technology has grown, so problems related to its use raised. Because the growth of technology has increased the availability and expansion of the use of technology in primary schools as well as the use of these technologies by students at home, so the need to support students to stay safe, accountable, participate and collaboration in cyberspace and the like is more than ever. Issues related to the expansion of the use of technology and cyberspace; necessitate the education of digital citizens by the educational system.Method The purpose of this study was to investigate the position of digital citizenship education in the official curricula of elementary school in Iran. This research was descriptive and included documentary analysis and content analysis by Shannon entropy method. Content Analysis Unit; It was texts, pictures and textbook activities. The statistical population of the study was 41 volumes of elementary school textbooks in the academic year 2019-2020, of which 24 volumes were selected by purposive sampling. To determine the validity of the instrument, content validity was used in the form of a survey of experts on the degree of coordination of the content of the measuring instrument and the purpose of the research. The reliability coefficient was obtained by Scott method 0.83. ResultsFindings showed that out of 2631 counting units counted; 98 cases were related to the eight components of digital citizenship education. In other words, about 4% of the content of the three sections of the content of the studied textbooks has paid attention to the desirable components of digital citizenship education.Findings from Shannon entropy analysis showed that the highest Ej and Wj among the components of digital citizenship education belong to the component of "digital literacy" with a total value of (0.3866) and the lowest Ej and Wj belong to the components of "digital Security", "digital Etiquette", "digital Rights and Responsibilities", "digital laws" and "digital commerce " all to the value of (0).DiscussionAccording to the findings, it can be concluded that the position of digital citizenship education in Iranian elementary school curricula has been largely neglected. Therefore, it is suggested that considering the necessity of educating digital citizens in the present age, elementary school curricula should be revised in terms of providing appropriate coverage on the components required for educating digital citizens.
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. . .
Curriculum Development
seyed Ramezan Aghili; . Jamileh Alomalhoda; kourosh Fathi Vajargah
Abstract
Purpose:
Moral education as a serious content area of most educational systems has attracted more attention from educational philosophy perspective than from curriculum designers. Although such research studies have contributed to the growth of this field, but they have almost failed to yield any operational ...
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Purpose:
Moral education as a serious content area of most educational systems has attracted more attention from educational philosophy perspective than from curriculum designers. Although such research studies have contributed to the growth of this field, but they have almost failed to yield any operational insight for empowering educational authorities. On the other hand, a review of top-level policy documents in the field of education reveals that, despite the real emphasis on moral education in such documents, no moral education curriculum has ever been developed for general courses. Therefore, it seems that moral education has been neglected in formal educational system. To fill such a gap, this study aimed to identify the main principles governing moral education curriculum development.
Method:
This study used a qualitative approach and an inductive content analysis method. The participants consisted of experts in the field and experienced teachers of the primary school. The data was collected by semi-structured interviews.
Results:
According to the results, 9 general categories with their 25 related principles were extracted. The principles included core competency, comprehensive goal-setting, situationality, focus on habituation, universal responsibility of moral education, diversity of sources of data in assessments, and determination of learning situation based on time and place.
Discussion:
Generally the suggested principles governing moral education curriculum have been developed in response to shortcomings in moral education process and aim to shift away from the instruction of values to moral education. The limited definition of ethics in moral education process, the limitation of ethics to the level of cognition, and the limitation of moral content in the area of moral knowledge constitute the main shortcomings. The present curriculum made an attempt to fill in this gap by focusing on ethics as a competency as well as emphasizing other aspects of moral development such as attitude and moral deeds. On the other hand, to fulfill moral education goals, all the resources of the school should be used in harmony with each other. Therefore, learning should not be limited to classroom, and the responsibility of moral education should not fall on the teacher only. As a result, an effective moral education curriculum makes use of all the potential learning resources such as a discipline-based curriculum, integration into other courses at the micro level, and integration with the whole school at the macro-level. To do so, all those who are involved, directly or indirectly, in the process of moral education should understand the importance of this area of learning and its relationship with other areas and perform their respective duties.
Curriculum Development
Abstract
The purpose of the present study was to investigate the degree of attention paid to education for sustainable development in the curriculum (textbooks and teacher guides) of the elementary natural sciences. The research method was descriptive based on content analysis. The population consisted of the ...
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The purpose of the present study was to investigate the degree of attention paid to education for sustainable development in the curriculum (textbooks and teacher guides) of the elementary natural sciences. The research method was descriptive based on content analysis. The population consisted of the whole natural science textbooks and teacher guides of elementary grades. In this research the sample comprised the whole the population. The tools for gathering data were global UNESCO documents and a researcher- made content analysis form. To verify the formal validity and the content of the tools, 20 experts specialized in education were consulted and they confirmed both the validity of the instrument a content. The reliability was confirmed by Holesti formula at 92%. To analyze the data, the Shannon's entropy analysis was used. The results showed that in the elementary school natural sciences the impact factor was highest in pollution and natural disaster components, whereas the lowest factor was observed in components such as community building, desertification, deforestation, cultural critique, cultural rehabilitation and maintenance of culture which showed low frequency. In both textbooks and teacher guides of elementary natural sciences, the curriculum content, for are not compatible with our cultural necessities. In these document the environmental dimension figures more prominently than others..
Curriculum Development
neda parishani; Sayed Ebrahim Mir Shah Jafari; F Sharifian; mehrdad farhadian
Abstract
The aim of this study wasto investigate the content element in the curriculum of the environment coursein secondary schools of Iran and some selected countries with suggestionsconcerning the ignored content of the curriculum in environmental education ofIran. The research method was comparative and descriptive-analytical. ...
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The aim of this study wasto investigate the content element in the curriculum of the environment coursein secondary schools of Iran and some selected countries with suggestionsconcerning the ignored content of the curriculum in environmental education ofIran. The research method was comparative and descriptive-analytical. Theresults indicated that Swedish and Canadian curriculum approach to theenvironmental education involved sustainable development and theirenvironmental education content in the curriculum for secondary school seemedto be comprehensive and consolidated. Australia’s secondary schoolenvironmental education curriculum comes close to support a sustainabledevelopment approach and environmental education curriculum content proved tobe non-exhaustive and consolidative. The curriculum content of secondaryschools for environmental education in Turkey fell short of sustainabledevelopment approach and its environmental education content wasnon-comprehensive and integrated. The curriculum content approach of thesecondary school in Iran for the environmental education fell short of beingoriented toward sustainable development and was non-comprehensive andintegrated in contents of textbooks on biology, chemistry, geography and geology.In studied countries the selected contents centered around areas of knowledge,skills and attitudes towards the environment. With regard to the kind ofknowledge and the space dedicated to content, there was a significant gapbetween attitudes and skills in environmental education in the curriculum ofour country and those of the selected countries. At the end of study, using acomparative analysis, a streamlined content comprising 20 items, assumed to beignored in the curriculum content for environmental education in our country,was presented.
Curriculum Development
Abstract
The main aim of the present study is developing and validating learning opportunities of rational curriculum in Islamic resources. The research method was Mixed Method and the qualitative and quantitative methods have been used to carry it out. The statistical sampling in the qualitative section consisted ...
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The main aim of the present study is developing and validating learning opportunities of rational curriculum in Islamic resources. The research method was Mixed Method and the qualitative and quantitative methods have been used to carry it out. The statistical sampling in the qualitative section consisted of all curriculum experts, out of whom 11 were selected using goal-oriented sampling. The quantitative statistical sampling comprised of 352 elementary school teachers whom were selected using cluster sampling. The research data were collected from content analyzing, semi-structured interview and researcher-made questionnaire. In order to determine the validity, content validity and to check the structural validity, operating analysis, and to estimate the reliability of the questionnaires, Cranach’s alpha coefficient was used. The findings showed that the results obtained in the qualitative section are in agreement with those obtained from the qualitative section. According to the research results, learning opportunity in rational curriculum is strengthening senses especially eyesight and hearing of students; contemplation on nature and discovering its inherent order; inquisitiveness and inquiry; and increasing and constructing knowledge.
Educational Management
mitra abdolahichahardahcheriki
Abstract
Apparently globalization had certain affect in development and reformation of organizations including general education systems, which we can feel this effect in main domains of general education such as teachers, curricula, structures, and school-and-society relations. The main goal of this research ...
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Apparently globalization had certain affect in development and reformation of organizations including general education systems, which we can feel this effect in main domains of general education such as teachers, curricula, structures, and school-and-society relations. The main goal of this research is to study the effects of Globalization on the methods of teaching used by teachers in Ahvaz, Iran. The method used for the progress of this research was combined method (document analysis and field survey). thus, for cultivating the necessary data, we have used specially prepared (researcher-designed) questionnaires and also we have used document analysis over the acquired data. The statistical sample we have used here was consisting of 357 person randomly chosen from teachers of elementary school, middle school, and high school levels, and also from the principals of the three levels from whom teach or work in Ahvaz. Before acquisition, the volume of the sample have been estimated by the table proposed by Krejcie and Morgan and with the appropriate size with respect to the size of the corpus the sample have been selected. Analysis of the data, have been done in two levels of descriptive and deductive analysis, by SPSS software. Results shows that there is a meaningful difference between the existing teaching methods used by the teachers in Ahvaz and the ideal methods (i.e., the the methods used in international community, as the result of globalization), and moreover, the difference found in tools and accessories is more sensible.
Curriculum Development
zohre ababaf; maghsood ferasatkhah; yadolah mehralizade; koorosh fathi vajargah
Volume 21, Issue 2 , December 2015, , Pages 157-182
Abstract
The purpose of this paper is to reflect on the requirements in teachers' professional competencies in correspondence to worldwide social, information and communication technology developments and the effect that this development had on the curriculum. If we are trying to reduce the gap between the intended ...
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The purpose of this paper is to reflect on the requirements in teachers' professional competencies in correspondence to worldwide social, information and communication technology developments and the effect that this development had on the curriculum. If we are trying to reduce the gap between the intended curriculum, the taught curriculum and experienced curriculum, it is necessary to pay attention to the hidden and neglected curriculum in our educational system. Current and emerging social facts and developments in digital world constitute considerable aspects of the hidden and neglected curriculum and effective on three curriculum types mentioned above. Since teachers are the key factor contributing to the success of curriculum, specially intended curriculum, they need the appropriate competencies to make these changes. Understanding these competencies can provide the basis for reflection on teacher training curricula. The methodology of this study is a survey involving a review – analysis and the author has applied her long-term experience as an educator in teacher education domain to enrich the theoretical aspects of study. The main topics of this study are organized in two sections: In the first section, features of curricula influenced by global social and ICT developments are reviewed, and in the second part teachers' professional competencies in accordance with these developments are reviewed. The findings of this study indicate teachers' professional competencies in two areas: professional competencies in accordance with knowledge of curriculum and practice of curriculum, each of which consists of several professional components and are illustrated in the form of a diagram.
Curriculum Development
adib adib; MOHAMADREZA EZATY
Abstract
This research is allocated to the study of work & technology curriculum implementation, based on teachers’ experiences in sixth grade and first year implementation. The Research type is qualitative and has carried out with phenomenological method. The data had beengathered with semi organized ...
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This research is allocated to the study of work & technology curriculum implementation, based on teachers’ experiences in sixth grade and first year implementation. The Research type is qualitative and has carried out with phenomenological method. The data had beengathered with semi organized interviews from 10 sixth grade teachers in Songor region of Kermanshah province. Sampling was intentional and accomplished with data saturation. Data were analyzed in Smith method 1995 on phenomenological studies. Then this information has been returned to participants to validation. The research findings are 15 themes which have been categorized in 3 clusters. Six themes have jammed in the cluster oflimitations that consists: English language, lack of computer, tools, technical hum resources, teachers guide and in serviceeducations. The second cluster has been entitled Preferences included 5 themes: technology, content justification, student preferences attending, integrating and achievement evaluation. In last cluster with teachers initiatives topic 4 actions of teachersare lustering to overcome the limitations of teaching: using PCs, taking assistance from secondary schools, competition holding and students employing into teaching help.
R Jafari harandi; S.E mir shah jafari; M.J Liaghatdar
Volume 19, Issue 2 , February 2013, , Pages 87-106
Abstract
Thispaper is part of a qualitative study that has surveyed the goal element ofcurriculum in science education of Iran and some other countries ofthe world using both the comparative and descriptive– analytic methods. To meetthe goal of preparing a comprehensive picture, the documents relevant to ...
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Thispaper is part of a qualitative study that has surveyed the goal element ofcurriculum in science education of Iran and some other countries ofthe world using both the comparative and descriptive– analytic methods. To meetthe goal of preparing a comprehensive picture, the documents relevant to thisissue in the pioneer and selected countries in science and technology weregathered, described, interpreted, compared and contrasted. The present papertries to survey and study the goal element of curriculum in science educationof Iranand these selected countries. The obtained results of this study can helpcurriculum planners, text-book authors, teachers, and other interested peopleto act with a deeper insight when developing or changing/revising curricula,enabling them to select more appropriate objectives. The obtained results showconsiderable similarities and differences between science education goals of Iran and othercountries studied. These similarities are visible mostly in curricular writtendocuments or intended documents so that the objectives look very similar in allthese countries. All the studied countries focus on four subjects includingphysics, chemistry, biology, and geology. Furthermore, the goals advanced inthese documents address the three dimensions of knowledge, skills andattitudes. The most significant points common among the studied countries arethe promotion of technological scientific literacy, ability of solvingproblems, reflecting, and nature discussions. However, there is a remarkablegap between our country and others which demands serious consideration: thisgap portrays a flaw in curriculum implementation that reflects itself inachieved curriculum objectives by students. The results of TEEMS testsillustrate this issue. However, further research in this area is needed formore appropriate conclusions
Y. Adib
Volume 17, Issue 2 , August 2010, , Pages 5-36
Abstract
In recent years, education for the skills due to its role and significance in promoting adaptive and positive behavior and the past its may play in preparing individuals to face life challenges, has received due attention by educational systems. Developing a curriculum based ...
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In recent years, education for the skills due to its role and significance in promoting adaptive and positive behavior and the past its may play in preparing individuals to face life challenges, has received due attention by educational systems. Developing a curriculum based on a model commensurate white students needs may facilitate the requisition of the goals of education for life skills. In this article an optimal model of a curriculum for teaching life skills to elementary schools will be proposed. The methodology employed is a combination of survey analytical inferential method. For identifying educational needs of the objects via a survey method, the optimal model is developed through the use of analytical inferential method. The validity of the approach was confirmed by expects. The findings of the study indicate that the proposed optimal model should: 1) be integrate small from the point of view of content and streamline; 2) reflect everyday needs of student in term of goals; 3) be based on social interaction with regard to methodology of instruction and the development of personality traits; and 4) involve both quantitative and qualitative methods in evaluation.
A. gholtash; M.H Yarmohammadian; A.A Forughi abri; S.E. Mirshahejafari
Volume 17, Issue 2 , August 2010, , Pages 37-62
Abstract
The aim of this study a critical analysis of progressive citizenship education approach, highlighting its evidence, and examining its status in Iran’s elementary school curriculum. Used method was made of a descriptive approach and content analysis to critically examine the ...
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The aim of this study a critical analysis of progressive citizenship education approach, highlighting its evidence, and examining its status in Iran’s elementary school curriculum. Used method was made of a descriptive approach and content analysis to critically examine the relevant curriculum content. The samples of the content analysis involved fourth and fifth grade curricular textbooks sampled purposively from the elementary textbooks of humanities. Data collection instruments included objective an inventory of objectives analysis, inventory of textbook content analysis and am inventory of teacher's books content. Their validity was established by professors who have researched citizenship education. The unit of analysis involved sentences contained in the body of textbooks, objectives, as well as in teacher’s guides. The content analysis of the objectives, most importantly, indicated that there was in the average of 21.93 percent agreement between the objectives analyzed and those suggested by progressive citizenship education which falls short of a desirable an average. indices extracted from textbooks analysis showed in average agreement of 3.87% and these obtained from teachers book provided an average of 1.70%, both of which are too low to fulfill the goals of citizenship education great extent by the curriculum.
A. Izadi Yazdanabadi; M. Fadaei Shahab
Volume 17, Issue 1 , May 2010, , Pages 129-150
Abstract
The main goal of this research was to study the need of training and scientific development of entrepreneurship skills in the field of educational administration. For this purpose, a questionnaire was prepared and after establishing the content validity and securing the reliability ...
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The main goal of this research was to study the need of training and scientific development of entrepreneurship skills in the field of educational administration. For this purpose, a questionnaire was prepared and after establishing the content validity and securing the reliability of the questionnaire, data were collected from a sample comprising 95 people selected by simple random sampling method. These data were analyzed based on research questions using both descriptive and inferential statistics methods like two sample t-test and one independent sample test. The findings showed that the student's knowledge of principles, key concepts and skills of entrepreneurship are inadequate. Finally, based on research findings, it is suggested that entrepreneurship curriculum in the field of educational management should be implemental so that students' understanding of scientific and technical knowledge is boosted before entering the work community.
masoud safaeimoghadam; A.r. Rashidi; M.J. Pakseresht
Abstract
Ascertaining the status of reason and rationality is one of the basic concerns of philosophy of education. In this exposition an effort will be made to, based on the Islamic teaching, investigate the situation of reason in an Islamic system of education. For this purpose, to begin with an analysis into ...
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Ascertaining the status of reason and rationality is one of the basic concerns of philosophy of education. In this exposition an effort will be made to, based on the Islamic teaching, investigate the situation of reason in an Islamic system of education. For this purpose, to begin with an analysis into the meaning, both lexical and topical, of the term reason (Aql) is made and the significance of reason and rationality in the Islamic literary tradition is touched upon; then, bearing the Islamic origins and domain of rationality in mind, the various dimensions of rationality are explored and explained and a number of important questions regarding reason, particularly concerning its potentials and limitations, its individual and social essence, and its relationships with sensation and emotions, on the one hand, and with action and particularly ethical actions, on the other, are explored. In the end, laying some emphasis on the fundamental characteristics of reason, gathered from the above –mentioned questions, a number of educational implications in areas of methodology and curriculum are drawn.
