JOURNAL OF THEORY AND PRACTICE IN CURRICULUM
Year:2016 | Volume:4 | Issue:7 |Papers Count:7

The present research aimed at developing and validating a conceptual model for narrowing the gap between intended, implemented, and attained curricula in the public education system of Iran. Two fundamental questions guided this investigation: what model can be developed to reduce the gaps between the three kinds of curricula? To what extent does the proposed model gain the approval? The research used the mixed method, in which different techniques, such as reviewing documents and inferring were employed to formulate the proposed model Based on identifying the main factors of the gaps. Therefore; the structure of this model was placed into 7 categories: theoretical foundations, desirable features of its curriculum, philosophy, purpose, direction, principles, and the methods of reducing the gaps. Likewise, to validate the proposed model, through a purposive sampling method, we sought out curriculum expert opinions, as well as opinions from specialist in the council for curriculum development. All those experts confirmed the validity of the proposed model strongly. The results revealed that developing such a model to suit the requirements of educational system in Iran would be possible.

The main goal of the present study was to investigate the role of entrepreneurship education model (KAB)tin promoting the trainees’ entrepreneurial skills in vocational and technical centers. This study is practical and its methodology is correlative-descriptive and is based on the structural modeling of the equations. The population of this study includes the trainees in state-run professional and technical centers and their branches in Isfahan. Based on the Kerjcie table and et al, 285 persons are selected by means of clustering according to the appropriate volume. The data been collected through a questionnaire for entrepreneurship skills and a researcher-made questionnaire for KAB instruction. According to the structural modeling of the equations, T-test and the analysis of the variance, the results show a significant relationship between business entrepreneurship teachings and entrepreneurship’s different dimensions (personal, management and technical skills). Also, there was no significant difference in business entrepreneurship teachings and demographic features (Gender, activity, degree and field of study).

This study has been conducted about one of the fundamental debates in educational system andcurriculum development titled “social-citizenship training”. The methodology was survey study and the sampling population was 337 (61 male- 276 female) elementary school teachers in Tabriz which were selected on the basis of multi-staged and comparative cluster sampling. For data analysis the Freidman and T tests were used. The findings showed that in the“goals” stage, the failure of the goals of citizenship training in establishing an effective relationship between schools and other organizations; In“content” stage, the negligence of modulation of concepts and skills of citizenship in different zones of learning; in“teaching and learning” stage, lack of appropriate activities and in“evaluation”stage, overlooking the creativity and innovation of learners were among the most significant challenges. Meanwhile, the result of the independent T test showed that there was a meaningful difference between the views of female and male teachers on“content”, “learning and teaching activities” and “evaluation“stages. However, in “goal” stage there was no meaningful difference.

This study is a narrative inquiry-based research, one that belongs to qualitative and interpretative paradigms. In this research, the narratives of an assistant professor about flipped learning in the university have been analysed and interpreted. The data analysis shows that in flipped teaching we are dealing with the same components of the traditional classroom, but the arrangement and conclusion are different. The teaching happens outside the class, and assignment, exercise discussion on educational content are a part of class activities, and teaching is replaced with them. This arrangement leads to class mobility, increasing of students’ motivation and deep learning. In Also We have discussed some challenges of the implementation of flipped teaching.

This paper wants to discover therole of teaching culture and teachers’ kinds of encounter to Math Changes of first grade of high school (7th grade) in Qaemshahr. Findings of qualitative research by methodology of phenomenology showed that teachers’ belief towards changes of math textbook of 7th grade can be divide into two different perspectives; positive and critical. Also they have showed two types of behavior encountering with Math changes: acceptance, resistance and rejection. The results showed that understanding the culture of teachers is an essential factor to initiate any reform in curricula. Thus, by improvement of attitude toward change, teachers’ tendencies will be more positive towards implementing the new curricula; it means, if teachers being informed that change is useful and necessary, they will do the changes with more commitment and fidelity. So, raising teachers understanding, using the expert-teachers’ experiences, holding on-the-job-training programs, compiling booklets and pamphlets on change issues, are useful factors in improving and modifying teachers’ attitude towards change and new curricula.

The main purpose of this study is to explore the roots andfoundations of Schwab’s deliberative theory in curriculum. Therefore, after examining this theory in introduction, its foundations and origins were investigated. According to this, basic assumptions of this theory are practical and quasi practical arts, eclectic arts, commonplaces and collective decision. Aristotle’s distinction between intellectual and moral virtues, knowledge categories and learning by doing are among the most important origins of Schwab’s’ theory. Distinctions between theoretical and practical aspects in Dewey’s ideas, his viewpoints on thinking along with pluralism are the essential foundations to evolution of Schwab’s theory. On the other hand, Haberma’s instrumental – communicative dualism, dialogue between commonplaces to achieve the goals and dialogue conditions and also decision making in micro level based on the communicative rationality, have some important implications for Schwab’s deliberative theory in curriculum.

Future teachers are current teacher-students who focus ondeveloping teachers’ knowledge in the field of theory and practice in practicum as an important part of the teacher-training program. One of the effective factors in the pre-service programs is school coach that has been studied in this research. The research method used here was qualitative method through phenomenology research. Among 22 cases, focus was on 3 participants. Participants are students of 91-92 university year who have completed 3 practica. The data was collected through semi-structuredinterviews and participants’ observation. Also, semi-structured interviews were done with their mentors. Data were categorized by using Strauss and Corbin analysis procedure. The findings show that coach as the most effective factor in this profession can develop teacher-students’ competences. A coach do this effective task through these roles: imitation, joint-experience, and rethinking.