JOURNAL OF THEORY AND PRACTICE IN CURRICULUM
Year:2020 | Volume:7 | Issue:14 |Papers Count:13

The goal of entrepreneurship education is to develop skills and entrepreneurial skills and developing such skills in students could lead to creating youths who are empowered and creative in social, cultural, political and economic domains. The main purpose of the research was to design an entrepreneurship curriculum pattern for high school based on grounded theory. The corpus of this study included all texts and authoritative documents published in the fields of curriculum and entrepreneurship education. And the statistical population for conducting interviews for conceptualization included faculty members, experts and professors who had some scientific and academic ranks. The research samples included 30 experts majoring in curriculum and entrepreneurship who were selected based on a targeted sampling method. The tools for collecting research data were study boxes and interviews for data generation and conceptualization. In the theoretical aspect, specialized resources and texts in the field of curriculum and entrepreneurship were extracted by a combined approach. After conducting interviews with specialists in curriculum and entrepreneurship, conceptualization, analysis and finally, making the theory was done. The research findings included a model designed for entrepreneurship education for junior high school students that was ultimately approved by education professionals. Based on this, "designing the pattern of the entrepreneurship education curriculum pattern" as a core category based on the contextual conditions of "environmental policies and objectives" and through the strategies of "teacher participation in curriculum development" and "continuous engagement with academic centers" in recognizing the "attribute of receptors" (as a template background) is achieved and leads to the realization of educational and educational implications.

Gender informs different understanding and interpretations of educational experience and hence these different interpretations of interactions and potential capacities offer a new perspective on higher education and can even cause changes in higher education. Applying narrative inquiry and poststructural approach to gender, this paper attempts to describe lived experience of women doctoral students in Education as well as their understanding of gender in the pathways of higher education to doctoral level. The narratives of participants in this research, who are six women doctoral students studying Education in one of the State Universities in Tehran, was collected through two interviews. The first interview was in form of a narrative inquiring about their educational journey in higher education and the second one was a semi-structured interview based on the questions arisen from the first interview, which was done via messaging apps. The thematic analysis of data resulted in four groups of binary oppositions which indicate the paradox through which these women living on the borders of grand-narratives in our society and higher education and their own personal narratives give meaning to their educational experiences in the intersection of gender and other subject positions they take.

Strengthening parents’ involvement culture in schools directorial and educational process is considered as a sign of efficient educational system. This study examines the restrictions of parent involvement in secondary schools. The research approach was qualitative and phenomenological and the research data were collected through semi-structured interviews from 18 parents, teachers, principal and students in three schools in Tehran 6th district. The collected data were analyzed and classified by Colaizzi's method. In order to ensure the truthworth of the study, the member checking, external audit, Triangulation and Prolonged Engagement methods were employed. According to the results, restrictions of parental involvement in 3 emergent themes include: school related factors, parent related factors and adolescent related factor.

The purpose of this study is to explain the identity of the synergistic curriculum through the description of two parts of the silent curriculum and the talking curriculum, the internal and external aspects of the curriculum. It also helps to explain the foundation and features of the synergistic curriculum. The approach used in this study included discretional qualitative research synthesis which was fulfilled through metasynthesis. The total corpus for this study included books, essays and studies in education and synergy. A conceptual framework was then formed based on the results for curriculum focuses on synergy to provide an interactive, communicative, valued difference, synthesis, processing and philosophical basis, psychology, artistic, technological, scientific, and holistic. The features include the release of potentials, self-actualization, social co-operation, and teacher's seeing as part of the curriculum.

The article aim is theoretical articulation of reflective narrative writing as a professional development approach in student teachers internship program. As meta interpretation makes conceptual links across previously, unconnected areas of undiscovered public knowledge, This method is used to provide great understanding of realation between reflective narrative writing and professional development. First, last twenty studies literature was interpreted and reviewed systematically, in order to identify variety theoretical lenses. Second, studies that suggest theoretical models on article title key words: »reflective«, »reflective practice«, »reflective narrative writing«, »professional development« were chosen and their findings were analyzed conceptually. third, the excluded concepts were categorized in epistemological paradigms of previous lenses. Findings show that conceptual findings of theoretical models on above issues are blanketed in notable aspects (about eleven concepts). The results show reflective narrative writing as a nonlinear activity has the capacity to creat and improve a complex process such as, student teachers competency. Also, the comparison between alternative model as a norm with reflective internship plan of Farhangiyan university represent observation, theoretical-thecnical, practical, and critical thinking dimensions are regarded, unless reflective observation is neglected. As well as, these acpects are not see as a whole in practice.

The purpose of this study is to design and validate the curriculum study pattern based on extra-curricular activities in the elementary stage based on Klein. To achieve this goal, has been used synthesis method in pattern design and Delphi method in validation. The statistical population of this study consists of upstream and library and electronic documents of national and national in the curricular activities and curriculum study specialists. Also, the sampling method is purposive. Findings demonstrated the curriculum study pattern for students with basic features in the field of learning enrichment, curriculum and leisure time, improve academic performance, elimination deficiencies and shortcomings of the formal curricula of the educational system, and attention to the characteristics, talents, differences and abilities of individual, local and regional. so that the characteristics of each of the nine elements of the curriculum fit in accordance with the conditions of the students and experts opinions, respectively.

The present study aims to describe the lived experiences in teachers’ soldier about to work in rural primary schools. The study conducted in the academic year of 2017-2018 with qualitative approach and psychological phenomenological type, with purposeful sampling and in-depth semistructured interview with twelve teacher s soldier that working in Hashtrood and Nazar Kahrizi education area. The analysis of date carried out with Colaizzi model. For truthworth to this study, we uses of member checking, external audit, Triangulation and Prolonged Engagement methods. The findings of the interviews were extracted in four Emergent Theme inclusive "motivation", "educational challenges", "teacher dignity", "professional issues" and "ambiguity" and several Theme Clusters. Finally, recommended that the teacher s soldier be allowed to participate in the education recruitment exam through section 28 by providing a legal mechanism. Use them in education if they passing a year of teaching skills and competencies.

The purpose of this research was to investigate the effects of using diagram-drawing strategy on solving mathematical word problems among 10th graders in Iran. The sample for this study included 40 students. The data was collected through a test consisting of six problems. For this test, three types of diagrams, namely network, hierarchy and matrix, were applied. The test was administered twice; first time without diagrams and second time after one week, adding diagrams to the test. The effects of three types of diagrams on solving word problems, was investigated. The results showed that, the only one that made a significant effect on students’ improvement of solving problems, was matrix diagrams. The research suggested that the appropriateness of diagrams in relation to the structure of problem is crucial. This implies that only adding diagrams to word problems, do not guaranty the students’ improvement in word problem solving.

The purpose of this research is to investigate the effects of flipped classroom and Schwab’ s invitation to inquiry method on the academic function on Biology course among students of 10th grade. The research method was semi-experimental and pretest-post test with control group. The population is all 10th grade female students in the region 4 (N=300) of Tabriz city in 2017-2018. The sample was selected by multistage cluster sampling method. Three classes were selected as the sample, in which 23 were assigned to the examination group flipped classroom, and 23 were assigned to the examination group invitation to inquiry, and 22 of were assigned to the controlled group. The tools which were employed for collecting the data included a teacher-made academic achievement test on Biology course. The data were analyzed by ANCOVA analysis method. The results indicated that in, the mean score of achievement in the experimental group invitation to inquiry (M= 17/56± 2/05; P= 0. 04, F= 4. 12) and experimental group Flipped Classroom (M= 17/42± 2/55; P= 0. 02, f, 5. 34) were significantly higher than that in the control group (M= 16/39± 2/61). In addition, the results showed that the flipped classroom and Schwab’ s invitation to inquiry method led to academic development. The results indicated that the flipped classroom and invitation to inquiry Schwab’ s enhanced the students’ academic achievement more than the traditional method.

The present research aims to study, understand and explain the experiences of parents of students and school administrators from parent participation in school affairs of children. This research is conducted in a descriptive phenomenological approach. For this purpose, 8 managers and 6 students from Hamedan schools were selected by targeted method and data were collected by semi-structured interview. The collected data were analyzed by Straubert and Carpenter (2003). Findings show that in both groups there is no identical definition of participation and people refer to the funds of participation. In the structure, administrators rely on parent associations and coaches as formal institutions and parents focus on personal relationships with school agents. The fields of participation in schools are diverse and factors such as the motivation and parenting of parents, the positive interaction of managers and the existence of a participatory culture in the school organization can strengthen it.

The main purpose of this paper is to explain the difficulties of existing assessment approaches and suggest an alternative approach in order to overcome these difficulties. Therefore, firstly, the existing assessment approaches have been criticized and next an intergral assessment approach was presented based on the neuro-phenomenology which was inspired by the causal layered analysis, Ken Wilber's theory of integral and fuzzy logic. The most important features of this approach to assessment are holographic attitudes towards human life, reciprocal relationships between mind, brain, body and environment and a synchronous consideration of first-person experiential and third-person experimental approaches to cognition.

This study aims to designing and validation of internship curriculum pattern based on collaborative autobiography in Teacher Education in Iran. In this research, it has been attempted to first analyze the specialized texts related to the subject, in order to extract the Foundations of collaborative Autobiography, and subsequently the implications of curriculum elements of this kind of internship. In the second step, a researcher-made questionnaire was developed and in order to validate the proposed model, the views of the teachers of the curriculum and the instructors of the internship courses at Farhangian University were used. According to the findings, the desirable implementation of the internship curriculum requires collaborative and multidimensional collaborative and multidisciplinary activities among the students of science, teachers and teachers, and what makes this sense meaning the narratives and life experiences that can be linked to the goals Courses are internships and courses.