Fatemeh Abadi
Abstract
In order to introduce a new branch of curriculum, called “Curriculum of college students”, the present research has been accomplished in both practical and analytic approaches. The study type is basic research, in terms of approach it is analytical and also an exploratory mixed-type projects in which ...
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In order to introduce a new branch of curriculum, called “Curriculum of college students”, the present research has been accomplished in both practical and analytic approaches. The study type is basic research, in terms of approach it is analytical and also an exploratory mixed-type projects in which one qualitative and one quantitative techniques were utilized. Performing open-ended interviews with some experts in the field of “Education & Learning Programming” at university of Tehran, the 3-stages Strauss and Corbin method was used in qualitative part based on grounded Theory method. The Friedman test also was used in quantitative section by means of some questionnaires, filled out by graduated students. As a very first result, it was revealed that “Curriculum of college students” should be composed on the basis of four main criteria: (1) Features of the curriculum (overt and covert); (2) The main components (college student, faculty and university as an organization); (3) Stages of formation (basic factors and motivating factors, i.e. triggers); and (4) The obstacles and challenges through the formation. Also the students related factors in descending order were introduced as psychological, motivational, metacognition, social and skillful components. As a considerable result of this analysis, one could say “Curriculum of college students” clearly declares the student active role in the orientation and goal setting on the path for themselves as a continuing process
Abstract
The aim of this study was to explained the Inquiry-based curriculum with an emphasis on nature, necessity, components and educative strategies. The method used in this study, according to the nature of the subject is descriptive documentary research (library) . To achieve valid data content by analysis ...
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The aim of this study was to explained the Inquiry-based curriculum with an emphasis on nature, necessity, components and educative strategies. The method used in this study, according to the nature of the subject is descriptive documentary research (library) . To achieve valid data content by analysis method used in the research process by taking notes conducted To extract texts and concepts from all sources such as books & magazines. In this way the process was carried out Inquiry based Approach to explain the nature and necessity in education, in the end, also were discussed to identify the components of the solutions arising from this approach and its application in education. The findings showed that because of people, especially students face the world today, with an agent of change and transformation, traditional-style training does not work anymore and be sure students are equipped to leverage the thinking and creative thinking , while thinking skills and problem solving, capable to respond to changes in their environment. An approach that has emerged in recent decades to promote this important approach is Inquiry based approach ,The need to explore the environment and the opportunities it brings for students and accumulation of information, rather than the mind, learning how to learn. This approach features is such as dynamics, collaboration, development of knowledge and skills, questioning, critical thinking, problem solving and strengthen the cognitive structure.
azam zarghani
Abstract
Reviewing and comparing the views of effective experts of curriculum studies field about the relationship between theory and practice aimed in this article. To achieve this aim, the views of experts of this special field about the relationship between theory and practice using evidence-based arguments, ...
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Reviewing and comparing the views of effective experts of curriculum studies field about the relationship between theory and practice aimed in this article. To achieve this aim, the views of experts of this special field about the relationship between theory and practice using evidence-based arguments, were studied. These ideas have been classified in three categories which named ''technical-scientific'', ''practical'' and ''reconceptualization''. The findings showed, in ''technical-scientific'' category, theory was similar to the prevailing theories in the natural sciences, in ''practical'' category, it was situative and in ''reconceptualization'' class, it was like the humanities and arts theories. Practice in ''technical-scientific'' category, was instrumental action (poiesis) and in both of ''practical'' and ''reconceptualization'' categories, it was informed action (praxis) but with a difference. In former, the emphasis was on the moral and in the latter it was on political and social dimensions of practice. The relationship between theory and practice in these three ''technical-scientific'', ''practical'', and ''reconceptualization'' classes, , was ''logical'', ''problematic or inquiry'', and ''dialectical'', respectively. This new organization of thoughts of the curriculum scholars as three categories is new classification of paradigms in this field that is different from the previous classifications. It was the most important result of this study.
Nader Salsabili
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 ...
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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.
ٍErfaneh Ghasempour; Hessam Karimi
Abstract
Today, developments and changes on the planet, causing an international phenomenon in higher education is the education and curriculum. The study population of seven prestigious universities around the world (Griffith University, University Knsva, Menashe University, University of Adelaide, University ...
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Today, developments and changes on the planet, causing an international phenomenon in higher education is the education and curriculum. The study population of seven prestigious universities around the world (Griffith University, University Knsva, Menashe University, University of Adelaide, University of Alberta, University of Minnesota and the University of Kyoto), which in recent years have, in the Times in international education rankings and rank their curriculum. Experiences and activities selected universities according to the documents available in dimensions of teaching, research and service was evaluated. The results showed that the university has conducted a series of rigorous and rational activities in the international route of learning and the curriculum in terms of teaching, research and travel services.Today, developments and changes on the planet, causing an international phenomenon in higher education is the education and curriculum. The study population of seven prestigious universities around the world (Griffith University, University Knsva, Menashe University, University of Adelaide, University of Alberta, University of Minnesota and the University of Kyoto), which in recent years have, in the Times in international education rankings and rank their curriculum. Experiences and activities selected universities according to the documents available in dimensions of teaching, research and service was evaluated. The results showed that the university has conducted a series of rigorous and rational activities in the international route of learning and the curriculum in terms of teaching, research and travel services.
Hossein Zainalipour; Somaya Zare; Yaghoob Raissi Ahvan
Abstract
Designing of Curriculum Situational Model with Coincidence on Eisner and Hersey & Blanchard Theories Abstract The goal of this research was the designing of curriculum situational model. This study has been done through content analysis method: 1- Content analysis Eisner theory concern to teachers ...
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Designing of Curriculum Situational Model with Coincidence on Eisner and Hersey & Blanchard Theories Abstract The goal of this research was the designing of curriculum situational model. This study has been done through content analysis method: 1- Content analysis Eisner theory concern to teachers role in curriculum process 2- Content analysis Hersey &.Blanchard situational leadership theory 3- designing of curriculum situational model with coincidence on Eisner , Hersey &.Blanchard theories; Designed model indicated : 1- Programmer leadership style into teachers with low readiness is coincident on Telling leadership style (S1) 2- Programmer leadership style into teachers with low ability and low-moderate willing is coincident on Selling leadership style (S2) 3- Programmer leadership style into teachers with high ability and moderate- high willing is coincident on Participating leadership style (S3) 4- Programmer leadership style into teachers with high ability and high willing is coincident on Delegating leadership style (S4). Key words: Situational Leadership, Intended Curriculum, Operational, Preassigned, Cooperational Behavior, Readiness.