Journal of Curriculum Studies
Year:2019 | Volume:13 | Issue:51 |Papers Count:7

In the last couple of decades, workplaces have been recognized as a fertile and valuable ground for learning and developing human resources. Hence, "workplace learning" and "workplace curriculum" are no longer deemed as strange concepts, and on the contrary, indicate vast interests in research on learning in various enterprises. Recognizing the importance of workplace as an invaluable ground for learning and development, this paper draws upon heutagogy (self-determined learning) to propose a prescriptive model for workplace curriculum development. To this end, first the theoretical foundation of the model is described. Afterwards, the principles and assumptions underlying the model are explained in summary. Moreover, the five elements of this non-linear model are described and justified as "S3M analysis; SPL formulation; self-awareness; AVST learning opportunities; Empowerment evaluation, monitoring, and feedback", while the 3-elemented umbrella overheading the model is also briefed. Finally, the advantages and limitations of HWCDM are discussed. Methodologically, this study may be considered as "theoretical inquiry' as it aims at proposing a new prescriptive model in curriculum studies. For initial validation, the model has been discussed with academic informants and field practitioners and modified by their inputs, while it was continuously juxtaposed with and adapted to its underlying theory, principles, and assumptions.

The present study seeks to explain the features of the explicit-written rules of the field of education. Which laws are more powerful in the field of education? Do these rules coincide with the educational goals? In order to answer these questions, the conceptual framework of the research was based on Bourdieu's ideas. The documentary analysis was employed as the method for collecting and analyzing the data. The corpus consisted of the official documents and regulations of the field of education. The sample for this study was selected through purposive sampling. The collected data were analyzed through Maxqda software and open coding techniques. The results of the study indicate that the rules of the field of education are: acceptance-graduation rules, relative non-repudiation laws, poor discipline rules, poor logic of embodied-objectified cultural capital, general logic, habitus-based logic and the powerful logic of institutional cultural capital ". In addition, the results show that these laws have different powers, so that the powerful logic of institutional cultural capital and acceptance-graduation rules are more powerful than the other laws in the field. In terms of the nature and characteristics of the rules of the field of education, the results reveal that these rules have counter-educational nature and are not consistent with the goals of the education field.

The purpose of this study was to investigate entrepreneurial education as a new approach to preschool education. This study is considered as a qualitative research type and the method employed included "Speculation" or "Speculative Essay". The data for the present study was collected using the documents review tools and the “ Karsul” Thinking method was used for data analysis. According to this study, three groups of teaching-learning methods including: a) teaching-learning methods based on games and activities for children; b) teaching-learning methods based on projects, real life experience, exploration and excavation; and c) creativity and art teaching-learning methods have been chosen as the best practices in entrepreneurship education as a new approach to preschool children education. An entrepreneurial approach supports the full development of children in order to expand their capabilities in the form of an entrepreneurial lifestyle as necessary for their current and adult lives.

The purpose of this study is to analyze the concepts and ideas related to the role of the teacher in the design and use of curriculum materials in the interpretative paradigm. The method of this research was based on qualitative research in order to understand the teacher's role regarding the curriculum materials in the classroom. Five sections including: a) decision making in curriculum, b) enacted curriculum paradigms and patterns; c) concept of curriculum materials; d) concept of curriculum materials design; and e) how to use curriculum materials, were investigated. In order to provide a model, the relationship between teacher and curriculum materials was discussed with regard to the educational settings. The findings indicated that the application of materials in a classroom by a teacher is based on reading, interpreting, and evaluating his curriculum and his interactions in the classroom. Teachers' decision-making and action will adapt the curriculum to the classroom, pedagogy content knowledge and facilitate the student's learning process.

The purpose of the present study was to Exploring and analysis of early childhood education curriculum in Iran in terms of compliance with criteria of the cognitive approach of education. The research method is qualitative and quantitative. Cognitive education criteria in early childhood education curriculum have been extracted during a research synthesis process and according to these criteria, the current curriculum has been studied in two parts of the documents and practice. In the documents section, two official documents were analyzed and in the practice section, 10 directors of early childhood education center were interviewed and 15 centers were observed. The method of sampling method is available purposive sampling and the research tools are a semi-structured interview and a researcher-made checklist. Checklist validity is confirmed by experts and its reliability is 93%. Based on the findings, in the elements of learning materials and resources, educational environment and evaluation, is the least complication and in the elements activities and teaching-learning methods, and the training time is highest complication with cognitive education criteria.

The article is based on research that aims to investigate the effectiveness of the viewpoints of strategic curriculum studies and the multidimensional curriculum and multi-media programming package emphasizing physical education and music activities on the reduction of anxiety in pre-school children. The statistical population included all the anxious preschool children in educational district 3 in Tehran, and the study was conducted based on a semi experimental and the pre-test and post-test design. 60 children were selected through targeted sampling and were assigned to the experimental and control groups equally. The data collection tool was Spence anxiety questionnaire and Corman's Painting Interpretation Test and the collected data were analyzed by ANCOVA test and MANCOVA. The data analysis showed that the average scores after the test in the experimental group were significantly more than the control group (p<0. 05, P = 0. 004). Regarding the effectiveness of this program not only to reduce anxiety, but also as the effectiveness on many components of the existence of children, it is suggested that systematic research should be conducted on the diversity of the applications of this approach, its model and its educational tools for access to public education.