A COMPARATIVE STUDY OF IMPLEMENTED AND IDEAL CURRICULUM FOR THE COURSES OF INTERNSHIP IN EDUCATIONAL ADMINISTRATION: IRANIAN STATE UNIVERSITY FACULTY MEMBERS' POINTS OF VIEW

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ALAVI LANGROUDI S.K.; KHADEMI MOHSEN; MARZOUGHI R.A.

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Journal: Studies in Learning and Instruction Year:2009 | Volume:1 | Issue:1 (56-2) Page(s): 167-192

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Title

A COMPARATIVE STUDY OF IMPLEMENTED AND IDEAL CURRICULUM FOR THE COURSES OF INTERNSHIP IN EDUCATIONAL ADMINISTRATION: IRANIAN STATE UNIVERSITY FACULTY MEMBERS' POINTS OF VIEW

Author(s)

ALAVI LANGROUDI S.K. | KHADEMI MOHSEN | MARZOUGHI R.A. | Issue Writer Certificate

Keywords

MPLEMENTED CURRICULUMQ2

IDEAL CURRICULUMQ3

INTERNSHIPQ3

EDUCATIONAL ADMINISTRATIONQ3

Abstract

Introduction: The structure of fields of study, states of the courses and their headings, the number of cerdits allocated to INTERNSHIP courses, quality of the INTERNSHIP courses and their coordination with the goals and the title of that field of study should be in such a way that can provide students with appropriate level of the skills that they need to acquire during a four-year period of education in university. Nowadays the current state of INTERNSHIP courses of Educational Management at B.A level in the universities is open to research so that by taking into consideration the opinions of lecturers of this field of study we can make a comparison between iMPLEMENTED CURRICULUM and IDEAL CURRICULUM. The question that we want to answer in this study is that whether the iMPLEMENTED CURRICULUM of Educational Management INTERNSHIP courses can provide students with the necessary skills that they need to have as the educational managers considering some elements such as content, learning experiences, instructional method, students, lectures, evaluation, learning environment and time.Klein (1991) tried to find new ways to improve and reform curriculums. To this end, he took into consideration different levels of curriculum, namely IDEAL CURRICULUM, formal curriculum, instructional curriculum, iMPLEMENTED CURRICULUM and experiential curriculum (Mehrmohammadi, 2002).Combining theory and practice is one of the reasons for the importance of the present research topic, the thing that, unfortunately, has received little attention so far.The needs for doing this research and its importance are: 1. Lack of a theoretical and practical framework for offering INTERNSHIP courses.2. Lack of a consistent and effective operational program for teaching and evaluating these courses in universities.3. These courses are taught differently in different universities and even differently by different lecturers of the same university so we have to introduce a relative compatibility in this regard.4. Lack of enough attention to these courses comparing with other courses of the field.5. Lack of compatibility between the missions & goals of these courses with the number of credits allocated to them that leads to the lack of opportunities for students to get necessary experiences in schools or other organizations.Research Questions: 1. Is there any difference, from the lecturers' point of view, between implemented INTERNSHIP courses and the ideal on considering the elements of goal, content, learning experiences, lecture and evaluation.2. Is there any difference, from the lecturers' point of view, between implemented INTERNSHIP courses instructional method and the ideal one? 3. Is there any difference, from the lectures point of view, between implemented INTERNSHIP courses and the ideal one considering the element of student?4. Is there any difference, from the lecturers point of view, between different schedules to implement INTERNSHIP courses? Methodology: The statistical population of the research composed of the wellexperienced teaching staff of the twenty Iranian state universities. 132 university faculty members including relatively the majority of university professors of the country made the selected sample of the study. The measuring instrument was the researcher-made questionnaire with 73 questions covering the nine important elements of curriculum. The validity of the questionnaire was determined with respect to views of a number of faculty members in EDUCATIONAL ADMINISTRATION and planning departments and for the reliability of the questionnaire, Cronbach's Alphas was used. The reliability coefficient of the questionnaire in both mplemented and IDEAL CURRICULUM was 0.97. T-test and Friedman test were used to analyze the data. The results of the study showed that a significant difference existed between implemented and IDEAL CURRICULUM INTERNSHIP with reference to the nine elements of curriculum in the study.Results: To answer the first research question, the findings suggest that there is a significant difference between ideal and iMPLEMENTED CURRICULUM considering the elements of goal, content, learning experiences, lecture, evaluation and learning environment from the lectures' point of view. To answer the second research question, the findings of this study suggest that based on Friedman test there is a significant difference between different instructional methods in implemented and ideal conditions. In other words this difference reached the significant level of P<0.05. To answer the third research question, the findings of this study suggest that based on Friedman test there is a significant difference between student role in different curriculums. In other words, this difference reached the significant level of P<0.05.To answer the fourth research question, the findings of this study suggest that based on Friedman test there is a significant difference between different schedules. In other words, this difference reached the significant level of P<0.05 and it can be suggested that most of the lecturers believe that the project of one compulsory year after education works better. Discussion: Findings of this study suggest that from the Educational Management lecturers' point of view, the elements of goal, content learning experiences, lecture, evaluation and learning environment in implemented INTERNSHIP courses are not in an appropriate condition and with respect to IDEAL CURRICULUM they need improvement and they should be the focus of experts attention. As the result they can possess a suitable position both logically and scientifically. In other words, there exists a difference between implemented and ideal INTERNSHIP courses considering these 6 elements and the value of this difference is two times bigger than that of the average of lecturers opinions. The same result was achieved by Johnson and Brockmon (2007), Mori (2006), Kelly (2004), Marshak (2003), Vanzost and Bohel (2002), Lin French (2001), Williamson and Hudson (2001), Dappen (2001), Gheibi (2001), Mollamohammadi (2000), Fazeli (1999), Andre (1998) Swing (1998) Foster and Ward (1996), Shojanoori (1996), Jean and Evans (1995), Vahedi (1995), Karimi (1995), Kern (1994), Van (1993) Mirkamali (1993) and Berenji (1973).The results of the study considering the second research question show that from the Educational Management lecturers' point of view the element of teaching methodology in iMPLEMENTED CURRICULUM is not in an appropriate situation and comparing it with teaching methodology in IDEAL CURRICULUM, it needs improvement and attention. The same result was achieved by Bollman (2001), Lin French (2001), Mollamohammadi (2000), Andre (1998) and Mirkamali (1993).The results of the study considering the third research questions suggest that from the Educational Management lecturers' point of view the element of student is not in an appropriate position in the iMPLEMENTED CURRICULUM and it needs more experts attention. The same results are achieved by Mori (2006), Dappen (2001), Brawn (2001) and Andre (1998). The results of the study considering the fourth research question suggest that from the Educational Management lecturers' point of view the element of time in iMPLEMENTED CURRICULUM is not in an appropriate position and it should be focused upon more by experts. The same results achieved by Mori (2006), Brown (2001), Dapen (2001), Mollamohammadi (2000), Foster and Ward (1996) and Vahedi (1995).

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APA: Copy

ALAVI LANGROUDI, S.K., KHADEMI, MOHSEN, & MARZOUGHI, R.A.. (2009). A COMPARATIVE STUDY OF IMPLEMENTED AND IDEAL CURRICULUM FOR THE COURSES OF INTERNSHIP IN EDUCATIONAL ADMINISTRATION: IRANIAN STATE UNIVERSITY FACULTY MEMBERS' POINTS OF VIEW. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), 1(1 (56-2)), 167-192. SID. https://sid.ir/paper/152974/en

Vancouver: Copy

ALAVI LANGROUDI S.K., KHADEMI MOHSEN, MARZOUGHI R.A.. A COMPARATIVE STUDY OF IMPLEMENTED AND IDEAL CURRICULUM FOR THE COURSES OF INTERNSHIP IN EDUCATIONAL ADMINISTRATION: IRANIAN STATE UNIVERSITY FACULTY MEMBERS' POINTS OF VIEW. STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY)[Internet]. 2009;1(1 (56-2)):167-192. Available from: https://sid.ir/paper/152974/en

IEEE: Copy

S.K. ALAVI LANGROUDI, MOHSEN KHADEMI, and R.A. MARZOUGHI, “A COMPARATIVE STUDY OF IMPLEMENTED AND IDEAL CURRICULUM FOR THE COURSES OF INTERNSHIP IN EDUCATIONAL ADMINISTRATION: IRANIAN STATE UNIVERSITY FACULTY MEMBERS' POINTS OF VIEW,” STUDIES IN LEARNING AND INSTRUCTION (JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY), vol. 1, no. 1 (56-2), pp. 167–192, 2009, [Online]. Available: https://sid.ir/paper/152974/en

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