shiva jalayeri laeen
Abstract
The present study was conducted with the aim of identifying the absurd elementary school curriculum and its reasons based on the views of experts. The research method is qualitative and the views of curriculum experts were examined using semi-structured interviews. From the qualitative content analysis, ...
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The present study was conducted with the aim of identifying the absurd elementary school curriculum and its reasons based on the views of experts. The research method is qualitative and the views of curriculum experts were examined using semi-structured interviews. From the qualitative content analysis, information obtained from the opinions of experts was obtained from 10 main categories and 20 sub-themes. The main categories include the category of death and soul, the category of attention to emotional literacy, the world of work, ethnic literacy, crises, the component of music, media literacy, the component of addiction. In addition, the results showed that some components, although considered as modern necessities, but due to the lack of attention of the educational system, planners and textbook authors, are still neglected, while some components, in accordance with Accepted values of the system and belief system of the country are not allowed to enter the curriculum. Given the recent changes and developments and the need to familiarize students with the basic skills and components appropriate to it, it is necessary and essential that the important but remaining categories in the elementary school curriculum are identified and after analysis and needs assessment for planners of the educational system Be.
Fatemeh Yadegari; Kourosh Fathi Vajargah; Hossein Pourshahriar
Abstract
This study was conducted with the aim of gaining a better understanding of the lived experiences of students with cerebral palsy in relation to the curriculum of regular schools, using an interpretive phenomenological approach. The location of the research was Palestine 1 Boys' Primary School, located ...
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This study was conducted with the aim of gaining a better understanding of the lived experiences of students with cerebral palsy in relation to the curriculum of regular schools, using an interpretive phenomenological approach. The location of the research was Palestine 1 Boys' Primary School, located in the fifteenth district of Tehran. The student under study in the present study was selected through a case sampling method, and other participants in this study were selected purposefully. The participants in this study, in addition to the student with cerebral palsy, were the student's parents, his/her selected classmates, the teacher this year and the teacher two years ago, the researcher himself as the teacher of the previous year, the student's therapist, and a specialist teacher. Content analysis of the texts obtained from semi-structured qualitative interviews was conducted using the method proposed by Van Manen (1990), in three stages: holistic reading, selective reading, and detailed reading. The findings of the present study show that, on the one hand, educating students with cerebral palsy in regular schools leads to the development of social skills, strengthening self-confidence, and the formation of a positive self-concept, but on the other hand, it faces serious challenges such as the lack of appropriate physical facilities, the lack of specialized personnel, and the inflexibility of curricula.
Ehsan Ekradi
Abstract
The present study was conducted to design a model for internationalizing the Iranian higher education curriculum in the Iranian ecosystem, using a qualitative method of grounded theory and a systematic approach. The participants of the present study were professors and researchers from public universities, ...
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The present study was conducted to design a model for internationalizing the Iranian higher education curriculum in the Iranian ecosystem, using a qualitative method of grounded theory and a systematic approach. The participants of the present study were professors and researchers from public universities, 15 of whom were purposefully selected for in-depth interviews, and the interviews continued until the data reached theoretical saturation. Open, axial, and selective coding were used to analyze the qualitative data. The results led to the identification of 863 initial conceptual propositions with 38 subcategories and 29 main categorical propositions in the form of six dimensions of the paradigm model, including causal causes (4 categories: 1) the necessity of preserving local culture against globalization, 2) the necessity of preserving and promoting the university's position in the field of internationalization, 3) the effects of regional and international changes and developments, and 4) changes in student preferences); main phenomenon (capacity building for the effective presence of the university in the changing international environment); strategies (8 categories: 1) competencies and competencies of international curriculum planners, 3) international curriculum goals, 4) international curriculum content, 5) interdisciplinary organization, 6) international curriculum teaching, 7) international curriculum evaluation, and 8) facilitators); Contextual characteristics (3 categories: 1) financial constraints, 2) human resource constraints, 3) administrative-organizational constraints); environmental conditions (5 categories: 1) value issues and problems, 2) issues and problems related to university administrative and management matters, 3) issues and problems related to professors, 4) issues and problems related to students, 5) issues and problems related to international curriculum development); outcome (8 categories: 1) post-university achievements, 2) management achievements, 3) technological achievements, 4) research achievements, 5) educational achievements, 6) professional development of professors, 7) development of student competencies, and 8) cultural achievements), were identified and the relationships between them were drawn and presented in the form of a paradigm model.
hossein nahari; Azam Mohammadi matin
Abstract
This study critically examines W. W. Charters’ curriculum theory, a pioneering framework in curriculum planning, with a focus on the activity analysis method. Charters developed a scientific and systematic approach to curriculum design, particularly for teacher education, emphasizing alignment ...
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This study critically examines W. W. Charters’ curriculum theory, a pioneering framework in curriculum planning, with a focus on the activity analysis method. Charters developed a scientific and systematic approach to curriculum design, particularly for teacher education, emphasizing alignment with professional, social, and economic needs through utility-driven and behavioral objectives. The study first outlines the philosophical, metaphysical, and educational principles underpinning Charters’ theory. It then conducts a critical analysis, comparing his approach with bureaucratic educational systems and free-market models. Updated findings suggest that while Charters’ framework enhances educational coherence through standardization and efficiency, its overemphasis on behaviorism and rigid structures may hinder the development of critical thinking and creativity. Conversely, free-market systems, with their focus on flexibility and responsiveness to local needs, foster innovation but risk educational inequity and reduced academic depth. This research evaluates the applicability of Charters’ theories to contemporary educational demands and advocates for a balanced curriculum design that integrates bureaucratic standardization with market-driven adaptability to address diverse learning needs effectively.
Mansooreh Moosapoor; Saeedeh Afzali
Abstract
Textbooks have the potential to enhance students’ motivation. Given the importance of mathematics in the curriculum, the aim of the present study was to analyze the content of junior high school mathematics textbooks from the perspective of paying attention to the components of motivation for progress ...
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Textbooks have the potential to enhance students’ motivation. Given the importance of mathematics in the curriculum, the aim of the present study was to analyze the content of junior high school mathematics textbooks from the perspective of paying attention to the components of motivation for progress based on Hermans’ perspective. This study is descriptive and was conducted using the content analysis method. The statistical population of this study was junior high school mathematics textbooks, that is published in 2024. The recording unit included sentences of lessons, exercises, class work, and activities. For analysis, a checklist based on Hermans’ ten components of achievement motivation was used, and the test-retest technique was used for reliability of the instrument. The analysis was performed using descriptive statistics and Shannon’s entropy method. The results of the study showed that components such as “long-term resistance in facing tasks with a moderate level of difficulty” and “willingness to make new efforts in completing incomplete tasks” were among the components with a high importance coefficient in all books. In contrast, components such as “paying attention to the criterion of competence in choosing friends and colleagues” and “low-risk behavior” had a low importance coefficient. The findings of the study indicate that the distribution of the components of motivation for progress in the content of the books is not uniform and there is a need to strengthen some components. It is suggested that textbook authors and educational planners pay more attention to strengthening students’ motivation for progress from various aspects.
Morteza Moradi Doliskani; nahideh mahdavi; robab Rahmati
Abstract
This research aims to examine and identify the internalized teaching components of primary school teachers from the perspective of the areas of the Education and Training Development Document. The present research method was applied in terms of purpose and qualitative in terms of data collection and ...
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This research aims to examine and identify the internalized teaching components of primary school teachers from the perspective of the areas of the Education and Training Development Document. The present research method was applied in terms of purpose and qualitative in terms of data collection and phenomenological in terms of research; for this purpose, 21 teachers and educational leaders with sufficient experience in teaching elementary education in Karaj city were selected through purposive sampling until information saturation was reached and they participated in semi-structured interviews. The conversations were recorded with permission from the individuals and transcribed, and sentences and phrases were analyzed using the Collaizi method. The research findings were presented in the form of 4 concepts and 9 sub-concepts, namely: 1- Human relationships (including teacher and student, media and family, school and parents), 2- Professional competencies (including teaching skills and professional knowledge), 3- General competencies (including personality traits, skills) and 4- Beliefs and attitudes (including moral-value, psychological). According to the research findings, it is recommended to pay attention to human factors, competencies (specialized, general), and emotional-value characteristics of elementary school teachers in the education development document. According to the research findings, it is suggested that education system decision-makers design and implement appropriate in-service courses for effective teaching of elementary teachers in terms of human relations, teaching competencies, ethical and psychological characteristics, so that by rethinking their education and teaching, they can pay attention to the dimension of discipleship and the components of transformative teaching.