Saeid Safaei Movahhed
Abstract
A discipline maybe accepted by scholars and well-established within academia when it owns necessary conceptual and theoretical structures to explain phenomena around us. Although Curriculum Studies is now recognized as an academic field due to the various concepts, theories, and models that have been ...
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A discipline maybe accepted by scholars and well-established within academia when it owns necessary conceptual and theoretical structures to explain phenomena around us. Although Curriculum Studies is now recognized as an academic field due to the various concepts, theories, and models that have been created within the discipline in the last century, but a comparative look into academia may justify us that the number is not overwhelming at all. Hence, this study aims at creating a new concept, coined as "flourished curriculum", to explain a familiar phenomenon concerning all education programs: transfer of learning.It is claimed that Flourished Curriculum may serve as a useful conceptual tool for both curriculum policy-makers and field practitioners to take into account factors which contribute to curriculum efficiency and effectiveness. All education programs logically focus on transfer of learning and are not intended to foster just "school intelligence". Hence policy-makers and practitioners are both required to think in advance how to enrich their programs to maximize positive flourishment of curricula.
Saeid Safaei Movahhed
Abstract
This study aims at exploring and representing the violent behaviors which have been learnt unpredictably by female high school students. The research was conducted in a junior female high school in capital Tehran. Methodologically, the research may be considered as qualitative, while interpretive ethnography ...
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This study aims at exploring and representing the violent behaviors which have been learnt unpredictably by female high school students. The research was conducted in a junior female high school in capital Tehran. Methodologically, the research may be considered as qualitative, while interpretive ethnography is the research strategy. To gather required data and necessary information, semi-structured interviews and non-participant observation were used. The informants (10 students and 4 teachers were selected purposefully by convenience sampling and chain sampling. Data were also analyzed by thematic analysis. To establish credibility, the last version of themes was reanalyzed and modified by three seasoned qualitative researchers and the final themes appeared. The credibility procedure indicated roughly that the findings represented the emic reality properly. The findings were categorized into three major and seven sub-categories as follow: psychological violence (humiliation, jealousy, giving bad name), social violence (school deprivation, family monitoring), physical violence (masochism and sadism).