THE ANALYSIS OF THE INTENDED AND IMPLEMENTED CURRICULUM IN JUNIOR HIGH SCHOOL (ACCORDING TO UNESCO’S ELEMENTS IN PEACE EDUCATION)

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HAJIZADE HANIYAH; KARAMI MORTEZA

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Paper Information

Journal: CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES Year:2014 | Volume:11 | Issue:15 (42) Page(s): 92-109

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Title

THE ANALYSIS OF THE INTENDED AND IMPLEMENTED CURRICULUM IN JUNIOR HIGH SCHOOL (ACCORDING TO UNESCO’S ELEMENTS IN PEACE EDUCATION)

Author(s)

HAJIZADE HANIYAH | KARAMI MORTEZA | Issue Writer Certificate

Keywords

PEACE EDUCATIONQ2

INTENDED CURRICULUMQ2

IMPLEMENTED CURRICULUMQ1

UNESCO’S SEVEN ELEMENTSQ2

JUNIOR HIGH SCHOOLQ2

Abstract

The present research is carried out to study about the “intended curriculum” and “implemented curriculum” in JUNIOR HIGH SCHOOL based on UNESCO’s elements in education. These elements are of seven types as: Human Right and Democracy, Cooperation and Solidarity, Preservation of Cultures, Self and others, Internationalism, Protection of the Environment and Spirituality. The present study is one of descriptive and content analysis type. The data-collection tools in the first part include checklist. In second part teacher behavior observation checklist was used which was researcher-made checklist and its validity and reliability have been confirmed. The research sample, in the first part, includes all the contents of Social science, Persian literature, and Theology and History books in the three grades of JUNIOR HIGH SCHOOL. In the second part, based on stratified random sampling, 60 social science classes in Uremia schools were chosen for the study. For the content analysis, Shannon Entropy Method is used and descriptive and inferential statistics of T-test and variance analysis are used to analyze the IMPLEMENTED CURRICULUM data. The results in content analysis part show that UNESCO PEACE EDUCATION elements, in the above -mentioned books, are not, too much, taken into account. The most field of attention is on Cooperation and Solidarity elements which are most frequent in Social science books and least frequent in History books. The least attention, however, is paid to democracy and nature protection which in social and religious books, it is possible to keep track of them but we cannot say the same for literature. The Teacher behavior observation checklist results show that teachers function, lower than average in teaching-learning skills regarding teaching peace. They functioned only in Spirituality on average.

Cites

DEVELOPING OF PEACE CURRICULUM IN HIGHER EDUCATION: A QUALITATIVE STUDY

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APA: Copy

HAJIZADE, HANIYAH, & KARAMI, MORTEZA. (2014). THE ANALYSIS OF THE INTENDED AND IMPLEMENTED CURRICULUM IN JUNIOR HIGH SCHOOL (ACCORDING TO UNESCO’S ELEMENTS IN PEACE EDUCATION). CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, 11(15 (42)), 92-109. SID. https://sid.ir/paper/127235/en

Vancouver: Copy

HAJIZADE HANIYAH, KARAMI MORTEZA. THE ANALYSIS OF THE INTENDED AND IMPLEMENTED CURRICULUM IN JUNIOR HIGH SCHOOL (ACCORDING TO UNESCO’S ELEMENTS IN PEACE EDUCATION). CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES[Internet]. 2014;11(15 (42)):92-109. Available from: https://sid.ir/paper/127235/en

IEEE: Copy

HANIYAH HAJIZADE, and MORTEZA KARAMI, “THE ANALYSIS OF THE INTENDED AND IMPLEMENTED CURRICULUM IN JUNIOR HIGH SCHOOL (ACCORDING TO UNESCO’S ELEMENTS IN PEACE EDUCATION),” CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, vol. 11, no. 15 (42), pp. 92–109, 2014, [Online]. Available: https://sid.ir/paper/127235/en

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