CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES
Year:2020 | Volume:17 | Issue:37 (64)|Papers Count:12

The present study intends to analyze the intellectual and theoretical origins of the shadow curriculum and then provide evidence for this concept from Iranian schools. The approach of this study is qualitative which in the first stage of the research is an analytical-descriptive method. The second stage is narrative research. The research population consisted of teachers, first grade students, and student teachers of Farhangiyan University of Ardebil. Data collection was in addition to written sources on theories and views, Unstructured interview. Data from 5 individual and group interviews reached theoretical saturation. The data were analyzed by thematic analysis method which consists of 6 main themes: student underground activities, documentation, engineering of exam results, inconsistency in statements and practice, discrimination and resistance of students. These themes as well as their sub-themes and concepts are among the most important examples of shadow curriculum in Iranian schools. According to the results of this research, these activities and instances have their roots in the theory of resistance, Jacques Lacan's super-ego, as well as Slavoj Zizek's ideas.

The present study, using phenomenological method, seeks to discover the most important perception of Iranian curriculum specialists on the components of the reconceptualization curriculum. Through semi-structured interviews with 21 qualified experts, the necessary data were collected and organized during the coding process in the form of 251 open source codes, 81 axial codes and 29 selective codes, under the Eight Components of reconceptualization Paradigm. The end result of the data analysis is that emancipation is a critical and enlightening, justice-based, intellectual-focused, and learner-centered emancipation. Attention to extra-school factors; with a comprehensive cultural perspective, contextualization and alignment with local community experiences seeks to manage the factors influencing the curriculum. Historiography; has been synonymous Monitoring the process and comprehensive curriculum ideas, curriculum heritage writingLearn a lesson, Logistics of Curriculum Opinions, and Self-based practice. Interdisciplinary; interactive management and comprehensive. Internationalizing curricular studies; is the context of cultural interaction, cultural passion and cultural synergy in the curricula. The relation between theory and practice; has been described in polar attitudes to theory, reciprocal tendency, and polar tendency to practice. Changing the Curriculum Development to the Curriculum Understanding; in Belief in Paradigm Shift, Non-Belief in Paradigm Shift, Meaningfulness and Demonstration of New Curriculum Identities and Finally Auto-biographical Curriculum with Personalized, Combined and Research-Based Titles have been marked.

The present research seeks to explore the common learning experiences of elementary school teachers from the current status of the curriculum decentralization. The purpose of the study was to demonstrate the measures and actions taken to curriculum decentralization. The methodology of this research is qualitative research in the form of interpretive phenomenology and The statistical population of the study included all the teachers of elementary schools in Khoy and Chayparaat cities in the academic year of 1395-96 which were selected through targeted sampling. In this regard, semi-structured interviews were conducted with 23 educators. The data were analyzed using Smith's phenomenological method (1995). The findings of this research consisted of four main themes including barriers and constraints, teacher's roles, innovations and stakeholder engagement, each of which had several sub themes, which included a total of 20 sub-components, including: Centralized decentralization, the view of the ruling national curriculum, in-service training, The nature of the elementary school, social acceptance, professional identity, teacher culture, teacher as researcher, teacher groups, teacher position, electronic content generation, Integration Curriculum, Educational plans, constructivist theory, provincial secretariats, conferences, Curriculum guiders, head teachers, teachers' councils, parents and educators associations.

Global experiences suggest that the success of innovative programs is not limited to its design and development, but the successful adoption and implementation requires the participation, collaboration, acceptance and dissemination by stakeholders in the implementation phase of programs that Farhangian University and its curriculum are not excluded. The purpose this research was explaining barriers of the acceptance and implementation of innovation in Farhangian University curriculum. The population of the study consisted of experts in the field of teacher education and curriculum with at least one article or textbook on teacher education and the sample consisted of 14 participants, selected by purposeful sampling method and based on theoretical saturation rule. Data were collected through semi-structured interviews and analyzed using a quantitative approach. Using thematic analysis, 1 overarching theme, 7 organizing theme, and 27 basic theme were identified as the main barriers of acceptance and implementation of innovation in Farhangian University curriculum. The barriers of cultural, power, social, individual, executive, organizational, and trans-organization are the most important obstacles to the acceptance of innovation in the curriculum of Farhangian University. Finally, suggestions were made to increase the level of acceptance and reduce the resistance to innovation in Farhangian university curriculum.

The purpose of this study was to investigate the concept of the homeschooling, its place inside and outside the country, and the aspect of the opportunity or threat thereof in Iran. To achieve this explanation, using a synthesis research methodology, a total of 127 studies were studied. Afterwards, 95 works including books, essays and theses were selected through systematic selection, content analysis and categorization. The criteria for selecting these studies were to study the above components for 1976-1976 for 60 external documents and 1991-2017 in 35 internal works. Then, a combination of findings was presented in accordance with the principles of integration, rethinking and re-mapping of data. At the end of each section, aggregate findings and general conclusions are presented as needed. The results showed that due to some educational factors such as lack of facilities, memory, lack of creativity, Axial book, etc., as well as value factors such as conflict of religious and social values, attention to the interests of children, the love of the homeschooling, and the use of This approach is an educational opportunity; it's over its threatening dimensions, such as lack of legalization, time consuming, lack of control tools, and so on. Considering the new educational approaches, breaking the monopoly of formal education and conducting applied research in this field, is presented as a suggestion.

The purpose of the present study is to explain the experience of English language education and training specialists in teaching English in the first secondary school. The present qualitative study was carried out with a phenomenological approach in the fall of 2018 on 21 English language teaching and training specialists through purposeful sampling and data saturation. This study continued with the confidentiality of the information and the possibility to leave the study at any time. Data were collected through semi-structured interviews. The method of analyzing the findings of this study was based on three codings: "open", "axial" and "selective". Interview data was read several times in an active and interactive way and then coded openly. After the open coding, the data came together based on the common axes that emerged between them and their abundance. Axial codes were then incorporated into themes based on similarities and inconsistencies. Frequency and percentage of each axial code were calculated. By analyzing and integrating the principal components, two principal components were identified and 28 sub-components were extracted by principal component analysis. The results show that among the sub-components derived from the analysis of the responses of English language education and training specialists, the most important method for teaching English is to enhance the motivation of learners to learn English through different ways by teacher in the first grade of high school.

This study aims identify the existing problems of teaching scholarship faculty members. In this way, various aspects of these issues were tried and presented with respect to the context of the institution of university in Iran. The present study was conducted within the framework of the qualitative approach and using grounded Theory research method. For data collection from participants, in-depth and informal interviews were used. Selection of information media of the research was done purposefully and using sampling strategies with maximum variation and theoretical sampling the research media included 19 faculty members of comprehensive universities in Tehran. Data analysis was performed in three stages of open, axial, and selective coding. According to the findings, the phenomenon of bullying in faculty members' relations in Iran's higher education has verbal and social dimensions (Phenomena). This phenomenon has arisen due to organizational and individual circumstances (Causal Conditions) and resulted in reactions such as avoidance, conflict (Strategy). These reactions have been affected by the responses of the authorities, the persistence and common beliefs (intervening conditions), structure and academic culture (context), resulting in occupational, personal, social and economic vulnerability(Consequences). The function of education in this context is defined in three levels of good teaching (based on individual experience), scholarly teaching (based on the integration of content knowledge and pedagogy), and the scholarship of teaching (Teacher Education Publishing). From the faculty point of view, according to the phenomenon of bullying, teaching processes based on personal experience are organized, teacher empowerment and dissemination programs are not foreseen.

The purpose of extant research was to identify cultural identity relationship with the quality of teaching of Isfahan Islamic university's professors (Khorsgan). The method of research is correlation. Statistical society of all universities' professors were 1070 in 2015-2016. The volume sample with Cocoran method and stratified random sampling evaluated 283. The tool of collecting information was researcher-made cultural identity questionnaire with 30 questions that included components (belonging to the land, language, traditions and customs) and quality teaching questionnaire of Mrs. Akbari Monjez Moei with 40 questions. The validity of cultural identity questionnaire based on Cronbakh's Alpha Coefficient evaluated 92% and the validity of quality teaching questionnaire was 87%. Apparent and content validity of cultural identity questionnaire was also investigated. The analysis of two researches performed in two descriptive statistic and referential statistic levels. The results of research indicated that there is statistical significant relationship between average cultural score and professors' quality teaching. Also, the average scores of professors in cultural identity components and quality teaching components don't have statistical significant difference categorized by group, gender and teaching background. Also, there is statistical relationship between belonging to the land components with quality teaching and quality teaching components (personal features, managing classroom lesson, teaching and occupational development process). There is significant relationship between language with quality teaching and as well as, between tradition (customs) components and quality teaching and quality teaching components.

The purpose of the research was to designing and validating a curriculum framework of natural disaster risk reduction education in primary school. This study is a sequential exploratory mixed method. In the qualitative section 12 experts and professors of the Institute of Seismology and the universities of Iran and crisis management specialists were selected by purposeful sampling and snowball technique. In this section, the interview method, literature reviews of research and study of resources, texts and upstream documents were used to attain concepts, phrases and key words related to the framework, and initial qualitative data were obtained. qualitative data was analyzed by thematic analysis method and the initial framework was formed. Qualitative validation criteria were used to validate the framework. In the quantitative section, the statistical population consisted of university specialists in the field of curriculum studies and primary school teachers, Which 20 of university specialists and 110of primary school teachers in the sarchehan district(400) that were selected by simple random sampling method. to collect quantitative data a teacher made questionnaire was used. To confirm the validity of the questionnaire, face and content validity and factor analysis and for calculating reliability, the Cronbach's alpha coefficient were used. The results of factor analysis showed that teaching methods with factor load of 0. 96, content 0. 94, evaluation methods 0. 93, materials & resources 0. 97, and logic with load factor of 0. 93 explained the curriculum framework of natural disaster risk reduction education in primary school. Also, the coefficient of Cronbach's alpha above 0. 90 confirmed reliability of curriculum elements. Therefore, the validity of the final curriculum framework was confirmed.

The aim of the present study is to investigate the effectiveness of schematic representation-based instruction on 6th grade students' ability of solving non-routine problems in mathematics. It is a content analysis and quasi-experimental design research of the pretest-posttest type, follow up by the control group. After studying and educational designing, 40 sixth-grade male students of an elementary school in the academic year of 1396-97 in Yasouj voluntarily participated in the study. They were randomly assigned to experimental and control group and were educated for 12 sessions (one session per week) using representation-based instruction method. Data collection instruments were developed in the content analysis section of the checklist and in the semi-experimental part of the test. Shannon Entropy technique was adopted in order to analyze data in content analysis, and variance analysis test with repeated measures was used for the quasi-experimental part. The results of the content analysis show that the greatest attention for the distribution and the presence of non-routine problems has been directed to hierarchical presentation, part-whole presentation, and network presentation problems, respectively. It was indicated that matrix presentation problems have no place in textbooks. In addition, the results of the variance analysis with repeated measures reveal that there is a significant difference between the averages of all the components of the ablitiy of solving non-routine problems of control group and experimental group (p<0. 05). Therefore, it can be concluded that schematic representation instruction increases students' ability of solving non-routine problems in mathematics. Besides, the results indicate that using these methods repeatedly for solving non-routine problems will be consistent over time. The results of the study emphasize the need for special attention to the schematic representations in the sixth grade elementary mathematics textbook, and the necessity of applying these representations in solving non-routine problems by mathematic teachers.

The aim of this study was to analyze the curriculum of the sixth grade of primary schools in terms of children's educational rights according to the standpoint of the teachers and students in Marand. This study was Descriptive-survey method. The study population was consisted of sixth grade teachers and students during the 1395 academic year in Marand. Student's population size was equal to 1812 people and as well as Sixth grade teacher's population size was 65. The sample of students and teachers using Morgan table respectively 320 and 56 people through stratified random sampling, were selected. In this study, two researcher-made questionnaires were used to study the components of educational rights. The Cronbach's alpha for the students and teachers scale includes 0/86 and 0/78, respectively. The construct validity Obtained through exploratory factor analysis using principal component analysis and varimax rotation and scree Cattell. To analyze the research questions, One-sample t-test and ANOVA with repeated measure were used. The findings showed that from the viewpoint of students, among the components of educational rights, only the pursuing educational goals has been considered to be less than moderate but other components are above moderate. While from the teacher's point of view, to all elements of educational rights attention has been paid.

The purpose of the present study was to analyze the content of the textbook of social studies in high school. The research method is through content analysis. The research population was the first high school social studies textbook consisting of 1605 independent sentences, pictures and phrases. The sources studied and analyzed in this research are quantitative content analysis checklists. The results of the research show that in total 34% of textbook messages correspond to social education. Social participation indexes are about 103 and unity and solidarity indexes are 90, which is the most frequent in the textbook. As a conclusion, it can be said that the very important components of education that are almost neglected in this book are such as: Embarrassed and the command to good and forbidding the evil. In addition, honesty, fairness, criticism, and so on are essential components of social education that, according to research findings, the content of the book has been overlooked.