Qualitative Research in Curriculum

Abstract Henry Giroux considers teachers as transformative intellectuals and believes that teachers possess their own political and ethical roles and have obligatory attempt to materialize radical democracy within and without classroom. They should criticize the purposes, content, approaches and technologies of teaching. Also, they should criticize curriculum knowledge, and discover it’s underneath interests and ideologies. Giroux claims that teachers are one of the resistance resources against reproduction of the dominant system (hegemony) in education, and they can criticize their hegemony by means of breaking borders of dominant curriculum. Teachers should be possessed of enriched cultural studies, too, and study cultural differences and draw attention to them in classroom. They should make opportunities for all of the students so that they can communicate their own culture and history in classroom, and ultimately, by this way they can connect teaching up to their lives and culture. Teachers as common intellectuals, should be committed to establishing social justice and resistance against unequal relations of power, and they should endeavor accompanied by other agents and critics.

Abstract The aim of this study was to develop criteria and indicators for curriculum quality assessment of Iran’s high schools. In this regard, the most important and fundamental criteria and indicators of curriculum assessment were collected and then the data was investigated by accreditation experts. The aim of this study is applicable and data collection method is descriptive due to the study nature. The study statistical community included 300 line and staff experts of Kohkiluye & Boyer Ahmad’s education office and quality assessment specialists of universities. Researcher made questionnaire used as research tool. Descriptive methods and single sample t test was used to data analysis.The findings show that all of criteria and indicators were assessed in high desirable level, and by t test calculation about every criteria and indicators with specified degree of freedom (sig=0.000) value is less than the allowed error (0.05), they are important and acceptable criteria and indicators.

Abstract For many years the debate was about the role of the teacher in the implementation of curriculum of the various aspects in educational management issues, supervision and guidance, and emphasized teacher’s role in the teacher guides. However, according to the teacher's role in the "teacher leadership" with a focus on the implementation of the curriculum in the research literature within the subject was ignored and unknown. This study has dealt with analyze the leadership of teachers in the curriculum of the features, advantages and disadvantages of it. The current study was administrated through application of descriptive-analytic method. The findings suggested that there was a relationship between teacher leadership and distributed leadership in school and leadership in the school can be distributed among teachers that the subject be followed effectiveness of teachers in implementing the curriculum. Finally, the study concluded that teacher leadership is possible and requirement and possibilities for complete success in this role depends on more researches, appropriate conditions in schools and their teachers.

Abstract The purpose of this article is a critique of the theory of social reconstruction program. The theory for the fundamental changes the whole curriculum, and teacher and student curriculum as the main actors, play a crucial role in social reform. The method used in this research is descriptive - analytical and to obtain valid data of "document review" interest is taken. A total of four main question for this study based on their design and research process is formed. Therefore, the process is also first explained the origin and cause theories of social reconstruction, then its main propositions extracted and then introduced the pioneers of this theory, explain its implications for the curriculum. Babadsty documents on the one hand and providing a review and evaluate the advantages and disadvantages of Western scholars view them from the perspective of the next section of the article is formed. In the end, we tried to provide a fairly comprehensive discussion of the possibility of such an approach in the formal education curriculum with Iran to be paid more attention. Results showed that the operation of those statements that comply with the reformist vision of social reconstruction of the country's documents, can create movement in the design of the curriculum. But should the extreme view of this theory, especially the decentralization plan, the centrality of the role of teachers and students in the school and induction exaggeration avoided creating fundamental changes in society.

Abstract One of the major issues of education and decentralization in education is the focus of the world; Look static to the current curriculum of the efficiency and effectiveness of education is not necessary. The aim of this study is to provide a model with a dynamic look and taking into account the environmental requirements for cross curriculum centralization and decentralization in the way of an effective way. In this model of centralization and decentralization per se is not considered good or bad, but that appropriate environmental requirements or inappropriate degree of decentralization measures. Qualitative research and data collected is through observation, interview and library study. In this discussion of the models offered by Izadi and Mehr Mohammadi discussed, The proposed model known as contingency management to track the effectiveness of the curriculum offered. The model for a dynamic look to decentralize curriculum have used charts track the effectiveness of aid, So that the degree of centralization and decentralization as a continuum in the x-axis and y-axis placed on the environment. Then consider the environmental requirements specified degree of centralization and decentralization, In general, given the characteristics of both the effectiveness of the system curriculum must travel to reach your goals, suggested.

Abstract The issue of curriculum ideologies is one of the major and fundamental issues in the field of curriculum. A brief review of the theoretical background of curriculum ideologies over the past decades reveals that a great concern has been addressed to this subject resulting in different classifications and literatures. Eisner and Mac Neil, based on their precious work, are two well-known curriculum scholars deeply interested in curriculum ideologies - related issue. The present paper aims to undertake in-depth study of Eisner’s and Mac Neil’s thoughts in that particular area in order to reflect the different interpretations of curriculum ideologies and give the logical justifications for these understandings. After having reviewed Eisner’s and Mac Neil’s ideas, the researcher made an attempt to introduce key elements of their thoughts mainly through careful consideration to curriculum ideologies. Finally, the findings of the study were analyzed by comparing Eisner’s with Mac Neil’s ideas and some conclusions, as a result, were drawn. Generally speaking, the comparison of the results showed that there were fundamental differences between Eisner’s and Mac Neil’s ideologies and philosophies although they shared some similarities.

Abstract Abstract
In this research the purpose has been focused on the review and comparison of the National Curriculum Document of Islamic Republic of Iran regard the criteria extracted from Sub-System of Curriculum in the Theoretical Basis of Fundamental Development of Public- Formal Education System of Islamic Republic of Iran Document. The research goal has been recognition of differences and contradictions between these two documents and the lacks of the National Curriculum Document regard the Sub-System of Curriculum in the Theoretical Basis of Fundamental Development of Public- Formal Education System. The research method and its nature is evaluative and besides an practical inquiry. The research approach is mainly qualitative in form of deductive inference on the base of document analysis in this evaluative inquiry. The National Curriculum Document analysis and comparing it with Theoretical Basis Document, has been done on the base of the criteria extracted from it, including six related components. The related components in comparing and evaluating the National Curriculum Document are: 1-curriculum elements especially the objectives, 2-National Curriculum conceptions, 3- The necessities, backgrounds and conditions of acceptance, 4- structural and implementing characteristics, 5- attention to school based curriculum development and innovative practices, 6- attention to curriculum orientations. This evaluative inquiry and comparison has responded to the three research question.