Sakineh Sharafi; hossein momeni mahmooi
Abstract
The corona virus has affected educational communities, especially in terms of the widespread shift to online learning. This means quickly turning curricula and learning styles into a digital platform. Making changes to the curriculum without carefully examining and controlling all the factors influencing ...
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The corona virus has affected educational communities, especially in terms of the widespread shift to online learning. This means quickly turning curricula and learning styles into a digital platform. Making changes to the curriculum without carefully examining and controlling all the factors influencing it can not lead to effective changes. According to the purpose, the present study has been carried out qualitatively and using the synthesis research method, based on Roberts’s model. In this study, the definitive field of study for synthesizing the challenges of changing teaching-learning styles has been about 13 relevant and available sources on specialized sites and foreign journals. For sampling, available print and electronic resources related to the purpose and subject of the research were used and continued to saturation. The data collection tool was fish recording and the materials related to the purpose of the research were recorded and prioritized by mentioning the specifications of the study source and in a logical order. The results show that we need a high level of preparedness to be able to quickly adapt to changes in the environment and to be able to adapt to different modes of presentation according to the conditions of the Covid 19 pandemic.
ashraf asilian; Hossein Momeni Mahmoui; ali akbar ajam
Abstract
The purpose of the research was to design and validate the supplementary curriculum model compatible with the brains of ADHD students. This research was a mixed, exploratory type in the qualitative part of document analysis, qualitative content analysis and interviews with 17 experts, and in the quantitative ...
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The purpose of the research was to design and validate the supplementary curriculum model compatible with the brains of ADHD students. This research was a mixed, exploratory type in the qualitative part of document analysis, qualitative content analysis and interviews with 17 experts, and in the quantitative part, a questionnaire with 10 components and 180 sub-components were designed and implemented with 40 experts in curriculum planning, psychology, and brain sciences. Based on the feedback, the questionnaire was modified and given to 419 experts in curriculum planning, psychology, brain science, education experts, counseling and elementary school teachers in Mashhad. The validity of the questionnaire was confirmed by experts, and the validity and reliability of the data were confirmed by means of member checks and Cronbach's alpha (0.83). A qualitative, targeted sampling method was used in the quantitative part of the multi-stage cluster sampling method. Structural equation modeling analysis was used to validate the model and it was confirmed by first-order factor analysis. The results of the second-order confirmatory factor analysis showed that the 11 components (logic, goals, content, learning teaching strategies, evaluation, learning environment, materials and resources, teacher's role, learning time, grouping, and inclusive characteristics) have sufficient factor loading. To predict the brain-compatible supplemental curriculum pattern of students with ADHD. Also, the indexes (CMIN/DF = 0.842), RMSEA = 0.000, CFI = 1.000, TLI = 1.005, IFI = 1.003) and RFI = 974 Was. The results showed that the designed model has a very favorable fit.
Sakineh Sharafi; Hossein Momeni Mahmoui
Abstract
In the philosophy of education, there is no more important perspective than its emphasis on the learner’s participation in the formation of educational goals. Curricula play an important role in the success or failure of achieving to these goals of educational systems. This article has been prepared ...
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In the philosophy of education, there is no more important perspective than its emphasis on the learner’s participation in the formation of educational goals. Curricula play an important role in the success or failure of achieving to these goals of educational systems. This article has been prepared with the aim of explaining the negotiation curriculum and while stating the principles and foundations of the negotiation curriculum, examines the opportunities and challenges arising from the design and implementation of this type of curriculum. The nature of this research is practical in terms of purpose. The data were collected based on a qualitative research project of synthesis type. The research process has been done in 6 consecutive steps. According to the gained results of the study, the implementation of a negotiation curriculum is necessary to meet the new needs of communities. Curriculum negotiation can improve interaction and achieve some important emotional goals.