Journal of Curriculum Studies
Year:2010 | Volume:5 | Issue:17|Papers Count:7

This study examined the place of individual self-sufficiency skills at vocational secondary schools for students with special needs. The main question addressed here was the extent of attention paid to individual self-sufficiency skills in the curriculum. A sample of 223 of vocational curriculum experts and teachers as well as employers participated in this survey study. For data gathering respondents completed a 24-itme questionnaire. Results indicated that experts assumed the curriculum of high capability for enhancing individual self-sufficiency skills among students whereas teachers and employers had an opposite view. Therefore, it was concluded that the curriculum needs substantial revision in order to incorporate the views of educators and employers and enrich job related skills among students.

Cognitive development has always been an ultimate purpose yet sophisticated and perplexing issue in education. Despite numerous studies on cognitive development there are still so many questions to be addressed. Guided by Zero Project at Harvard University, this study examined impact of curriculum on cognitive development at girl’s high schools. In so doing four factors were considered including goals, issues, performance, and formative evaluation. In this quasi-experimental study, two groups of Art History students as experimental and control groups were involved and their knowledge, analytical ability, and learning sustainability were examined. Results showed no difference in knowledge between control and experimental groups. However, in terms of analytical ability and learning sustainability the experimental group had a better performance.

To develop a model for designing better instructional settings, this study examined hidden curriculum involved in affective learning outcomes of students at middle schools. Mixed methods were used for data collection and analysis. A sample of 9 middle schools in Tehran was approached and observed for 8 months. Different ways of collecting data were used including 1) a questionnaire developed by the researchers; 2) observation forms 3) semi-structured interviews and 4) informal communications. Multiple regression analysis showed that hidden curriculum account for 85.68% of variance of affective learning outcomes. Analysis of qualitative data showed that most schools and classrooms in question were subject to negative and unintended effects of the hidden curriculum. To overcome these effects, development of a model for designing desirable instructional settings was discussed in terms of philosophical foundations, underpinning variables, dimensions, objectives, principles, procedure and evaluation system. Finally, some practical suggestions were made on the basis of educational psychology.

Knowledge and skills acquisition require adequate learning experiences. Based on Eizner's view this study investigated shortcomings of English courses at secondary schools. To this end a communicative approach was adopted with emphasis on content. Given the importance of activities in communicative approach and reinforcement of language skills and communicative competence, three dimensions of goals, four basic language skills, and English textbooks were analyzed. Results indicated that main goal pursued in the textbook was language components based on the structuralist perspective. Writing skills with emphasis on grammatical precision received more attention compared to others, following traditional stylistic sophistication and mechanistic applications and models.

Iranian people regardless of geographical borders have appreciated the high esteem of human beings and their competence for ascending toward excellence. They worked hard, generously provided their findings for all and established many sciences in the world that served as the basis for the Renaissance. The purpose of this paper was an overview of that era in order to explore educational features which resulted in such an unprecedented success. In that era, globalization of mathematics education was emphasized along with appreciation of local endeavors in mathematics. Likewise, this study may be considered as a precise investigation into mathematics education in recent century marked with lack of congruence with Iranian-Islamic features and local context. It is hoped that this critical analysis would provide an opportunity for developing an adequate mathematics curriculum congruent with globalization, local culture and interaction with other subject matters.

Performance of educational administrators will affect development of emotions and values of students. This could be considered as one factor with regard to hidden curriculum. This research study aimed to examine the role of principals on the value system of students based on the Graves' model. Using a qualitative approach, this case study was conducted in a girl’s high school in Mashhad, Iran. Data were collected through semi-structured interviews and observation of physical arrangement, social and interpersonal interactions between principal, vice-principals, and students, as well as narratives and student portfolios. Accreditation was carried out using triangulation, re-evaluation, and recoding. Results indicated that involvement of principals in planning would result in substantiating value system of students at levels one to four according to the Graves model whereas participants failed to reach levels of spirituality, congruence, rationality, concern for society.

The purpose of this study was development and accreditation of a model for assessment of Arts students at vocational high schools. Structured interviews were used for data collection. Statistical population included all Arts teachers at vocational high schools as well as academics with relevant expertise in Tehran. Data were analyzed using qualitative methods. The first research question focused on a proper model for educational assessment. Review of literature helped develop a model with the following: 1) philosophical basis 2) principles 3) goals 4) approaches and 5) methods. The second to fourth questions addressed the indicators of art potentials of students in cognitive, emotional and skills dimensions. Finally, 30 indicators were suggested on the basis of responses of participants and relevant literature.