A STUDY OF CORRESPONDENCE BETWEEN INTENDED AND IMPLEMENTED CURRICULA OF PRE- PRIMARY SCHOOL

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RAZAVI A.; GORJI POSHTI KH.

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Journal: JOURNAL OF THEORY AND PRACTICE IN CURRICULUM Year:2015 | Volume:3 | Issue:5 Page(s): 65-78

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Title

A STUDY OF CORRESPONDENCE BETWEEN INTENDED AND IMPLEMENTED CURRICULA OF PRE- PRIMARY SCHOOL

Author(s)

RAZAVI A. | GORJI POSHTI KH. | Issue Writer Certificate

Keywords

INTENDED CURRICULUMQ2

IMPLEMENTED CURRICULUMQ2

PRESCHOOL LEVELQ1

Abstract

The goal of current study was to investigate the consistency of INTENDED CURRICULUM with IMPLEMENTED CURRICULUM at the preprimary level. The research method was survey study. The population included 258 preschool teachers of west of Mazandaran in 2009 that 122 samples randomly selected from Abas Abad, Chaloose, Tonekabon and Ramsar cities. Measuring tool was researcher-made questionnaire consists of 29 statements with Likert five points Scale. This questionnaire measured the IMPLEMENTED CURRICULUM from the aspects of goals, activities and methods in evaluation. Face validity of the questionnaire has been investigated through the current issues in curriculum plan and educational activities of preschool and 2 professors been confirmed. The reliability of the questionnaire was found 0.91. Analyzing the data has been done by using descriptive statistics (mean, standard deviation and column diagram drawing) and inferential statistics (paired T test). Results showed that from the point of view of preschool centers’ teachers, there was a somehow conformity among goals, activities and evaluating methods in INTENDED CURRICULUM with IMPLEMENTED CURRICULUM. Comparative investigation among respondents’ideas in getting the goals showed that most amount of reching goals was related to cognitive aspect with average point of 21.39 and the least amount of getting the goals was related to emotional aspect with average point of 8.22. Also in implemented activities, poems and signing, drawing, storytelling, group discussion and playing respectively are the most done activities by teachers. About how to evaluate by teachers in IMPLEMENTED CURRICULUM, observation (%46), oral evaluation (%45) and continuous evaluation (%36) were the most applied methods.

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APA: Copy

RAZAVI, A., & GORJI POSHTI, KH.. (2015). A STUDY OF CORRESPONDENCE BETWEEN INTENDED AND IMPLEMENTED CURRICULA OF PRE- PRIMARY SCHOOL. JOURNAL OF THEORY AND PRACTICE IN CURRICULUM, 3(5 ), 65-78. SID. https://sid.ir/paper/241879/en

Vancouver: Copy

RAZAVI A., GORJI POSHTI KH.. A STUDY OF CORRESPONDENCE BETWEEN INTENDED AND IMPLEMENTED CURRICULA OF PRE- PRIMARY SCHOOL. JOURNAL OF THEORY AND PRACTICE IN CURRICULUM[Internet]. 2015;3(5 ):65-78. Available from: https://sid.ir/paper/241879/en

IEEE: Copy

A. RAZAVI, and KH. GORJI POSHTI, “A STUDY OF CORRESPONDENCE BETWEEN INTENDED AND IMPLEMENTED CURRICULA OF PRE- PRIMARY SCHOOL,” JOURNAL OF THEORY AND PRACTICE IN CURRICULUM, vol. 3, no. 5 , pp. 65–78, 2015, [Online]. Available: https://sid.ir/paper/241879/en

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