جستجوی مقالات مرتبط با کلیدواژه « curriculum planning » در نشریات گروه « علوم تربیتی »

The aim of this research is Designing and validating the optimal model of transformation in humanities with emphasis on the curriculum in the higher education. The research method is a mixed sequential exploratory type. In the qualitative part, data were collected and themes were determined with the help of Conventional Content Analysis, based on the opinion of specialists in the field of curriculum planning, educational management and philosophy of education. The participants were selected by the purposeful sampling method and finally, by conducting 15 interviews, the theoretical saturation limit was obtained. The data collection tool at this stage is a semi-structured interview. Thematic analysis of Brown and Clark (2013) was also used for data analysis. In the quantitative part, a researcher-made questionnaire was used to check the internal validity of the model. The statistical sample of 50 people was selected from the academic staff members in the field of educational sciences and using Convenience Sampling method. The reliability of the questionnaire was obtained using Cronbach's alpha equal to 0.85. The data were analyzed at two levels of descriptive statistics and inferential statistics (confirmatory factor analysis) using SPSS and PLS statistical software.The results of the qualitative part indicated the identification of 44 organizing themes and 16 inclusive themes. In the quantitative part, the human, technical, educational and executive components were approved, respectively with 21/731, 8/209, 33/55 and 17/133; Friedman's test was also used to rank each of the components.

The purpose of the present study is to evaluate the internal and external efficiency of the master course of curriculum planning in the Nasibeh Campus of Farhangian University. Methods For this research, an applied research method in terms of its goal and a descriptive-survey method in terms of implementation is applied. The statistical population (36 people) of the present study consists of all current students and graduate students of past years, namely those who had gotten into the Nasibeh Campus of Farhangian University from 2015 to 2019. The census method (total population) was applied because of the small statistical population. The existing documents of current and graduate students were used to evaluate the internal efficiency. Also, in order to evaluate the external efficiency, a researcher-made questionnaire was used in which the three dimensions of knowledge, skill, and attitude were investigated. The face and content validity was used to evaluate the validity of the questionnaire, and the basis of judgment was the opinions of those who had a master’s degree in curriculum planning. The reliability of the questionnaire was obtained by the Cronbach’s Alpha and it was 0.89. In order to evaluate the internal efficiency, the loss rate, average education length, personal success and failure rate, course success and failure rate, failing and pass rate in each semester, and efficiency coefficient were calculated. The questionnaire’s data were analyzed in two levels of descriptive statistics (Mean and standard deviation) and inferential statistics (One sample t-test) by SPSS software.

Considering the current environmental challenges, the aim of the current research is to design and validate an education model for optimal energy consumption in elementary school textbooks. For this purpose, in addition to quantitative content analysis (categorical) of elementary courses from the perspective of optimal energy consumption and evaluating the energy literacy of students in Kermanshah city, based on the foundations, components and assumptions of a desirable model of education and combining the opinions of experts and curriculum experts in it, a model for education of energy consumption in elementary school textbooks has been designed and validated. This research is practical in terms of purpose and exploratory mixed research in terms of method. Domain for analyzing the content of textbooks include all primary school books, for measuring the level of energy literacy including all primary school students in Kermanshah city, and to validate the model, It includes primary school teachers, education specialists, and textbook authors and the purposeful and criteria-based sampling method was used until reaching theoretical saturation (number of 19 people) from experts in energy education and education. The tools for collecting the information required for the design of the model were documentary studies, interviews and questionnaires, and for the purpose of validity and reliability, the theoretical triangulation method was used.The results of the content analysis of the textbooks showed that among the elementary school books, the most attention was paid to the category of consumption patterns in Persian books and experimental sciences of the fifth and sixth grades, which are mainly based on cognitive and functional components. Also, the results showed that the energy literacy of primary school students was low in cognitive aspects and therefore it had an impact on their performance.Bottom of Form Finally, the ideal model of energy consumption education including curriculum elements such as goals, content selection and organization, learning activities and teaching methods, learning resources, grouping, time, place and evaluation was designed. Accreditation review from experts in curriculum studies and environmental education showed that the designed model is acceptable with a high degree of confidence. Based on this, it is suggested that the pattern of optimal energy consumption, its components and how it is taught, which is designed in this research, should be included in the topics and educational programs in the elementary school.

The purpose of this research was to determine the status of physical education curriculum planning levels based on Eisner's triple model. The research tool included a questionnaire designed based on Sheikhi's (1388 questionnaire) and the book of the elementary school physical education teacher. The results showed: 1) There is a significant positive difference (P<0.05) between the explicit dimension of the physical education curriculum in primary schools with the criterion score of 3. 2) There is a significant positive difference (P<0.05) between the hidden dimension of physical education curriculum in elementary schools with the score of criterion 3. 3) There is a significant positive difference (P<0.05) between the absurd dimension of the physical education curriculum in primary schools with the criterion score of 3. 4) There is a significant positive difference (P<0.05) between the levels of physical education curriculum in elementary schools with the criterion score of 3. There is a significant positive difference (P<0.05) between the explicit, hidden and abstract aspects of physical education curriculum in primary schools with criterion score of 3. The biggest difference (-0.649) was observed between the overt curriculum and the hidden curriculum, and the smallest difference (-0.275) was observed between the hidden curriculum and the absurd curriculum.

The purpose of this paper is to investigate the rationale of offering Islamic thought courses at the undergraduate. One of the main elements of curriculum planning is explaining the logic and necessity of each lesson. This article, while examining the necessities of presenting Islamic thought courses with a qualitative approach and descriptive method, achieved the following results during a semi-open interview with 34 instructors of education and 32 students. Teachers and students agree on the need to provide education courses in the following cases:1- Enhancing insights, education and strengthening of intellectual and doctrinal foundations. 2- Training to improve the superior style and standard of living. 3- Communicating with teachers and religious scholars and following their example. The next two categories were considered only by instructors of thought. 1- The need to be in harmony with the world education system. 2- Implementation of upstream documents and Islamization of universities. Proposal: The institution and the department of education, a group composed of representatives of the institution, the department of education, students and one of the professors related to the subject; Under the supervision of a curriculum specialist, review and re-plan education courses based on research findings.

In order to design and validate a high school curricular model in Information Literacy, the content of a set of 233 domestic and international books, articles, and theses on the subject was analyzed. Additionally, four specialists in Curriculum Planning and six experts in Information Science were carefully selected and interviewed in a semi-structured format. The resulting data were analyzed using MAXQDA2018. The output was the identification of special features of an Information Literacy curriculum in five categories of Objectives, Content, Learners’ Activities, Teachers’ Role, and Evaluation, and 20 subcategories and 77 indices thereof. To validate the initially designed curriculum, opinions of ten experts and 34 experienced teachers on the necessity and appropriateness of the indices were sought utilizing a questionnaire. The results indicate both necessity and appropriateness of the indices, as well as the validity of the program by being comprehensive, combinatory, student-centered, and flexible. The findings can be used in designing a high school curriculum in Information Literacy.

One of the desirable and expected features of engineering education curricula is the continuous and regular revision of the course content according to the needs of society and employers. In Iran’s higher education, these revisions have been conducted in a centralized manner by the Ministry of Science, Research and Technology, for a long time. In the higher education systems of the world, however, professors and educational groups play the main role in promoting and improving curricula. One of the famous approaches is curriculum drawing or curriculum mapping. In this approach, professors are used and in a collaborative and cooperative way. Considering that the Ministry delegated the powers of curriculum planning to the level one and two universities, the aim of the current research was to investigate the degree of tendency of engineering groups to implement the curriculum design approach and also to investigate the prerequisites for its implementation. In this regard, 14 people from the managers of engineering departments of Kashan University were selected by purposeful sampling method. A semi-structured interview was conducted with them to collect information. The data obtained from the interviews were coded and categorized in a holistic way in the ATLAS.Ti software environment. The findings showed that despite the delegation of curriculum authority to Kashan University, revision of engineering curricula is not done regularly. The mentality of engineering professors is more in line with the focused approach and the delivery of high-level curricula. From the analysis of the interview’s, it can be said with confidence that the necessity of implementing decentralized planning approaches, such as curriculum design, is fully understood by engineering professors. However, factors such as the lack of knowledge of academic authority for curriculum planning, the lack of clear educational and administrative regulations, and the lack of necessary support have caused decentralized curriculum planning approaches not to be used systematically.

Experts consider teachers to be the source of any educational and educational development and they believe that they are able to significantly change the face of educational organizations with the knowledge, skills and preparations they acquire during their education in teacher training centers or universities. Create and transform educational environments into spaces full of love, intimacy, growth and growth, and make the classroom atmosphere joyful and enjoyable, and with the appropriate methods of transferring cultural elements and factors to students and by using the best educational methods, the background Provide their personality development. Due to the obligatory attention to the teachers' participation, especially in lesson planning in the primary period, it is necessary to deal with these matters in a scientific and specialized manner. This research was done by examining the effect of teachers' participation in the preparation of lesson planning in the elementary school on academic progress in a library method and reached the conclusion that the teacher has such a central role in lesson planning that he identifies useful topics for the student. Gives and presents. Because the teacher is one of the links in the chain of the educational system and its most effective element, and its weakness can cause the disintegration of this chain and failure to achieve the goals.

In this research, the theoretical foundations reflected in the Miller’s (2019) theory of curriculum were used to analyze the synergistic approach in his curriculum elements. In accomplishing this goal, systems theory was employed to explain the nature of the components of his proposed curriculum in the education system. A review of the literature shows that no study has been done yet to explain the synergistic approach in Miller’s (2019) curriculum elements. Considering the theoretical and practical importance of synergy, which has been highlighted in various studies, and that the formulation and implementation of an efficient curriculum is one of the main concerns in any education system, the main goal of the current research was to explain the synergistic approach in Miller’s curriculum elements using the systems theory.

Research questions:

 The study questions were as follows: 1. How do the research findings explain the objectives of a synergistic curriculum ? 2. What are the characteristics of students included in a synergistic curriculum ? 3. What are the roles and duties of teachers in a synergistic curriculum ? 4. What are the teaching-learning approaches in a synergistic curriculum ? 5. What are the characteristics of the educational environment in a synergistic curriculum ? 6. What are the evaluation approaches in a synergistic curriculum?

The current research was conducted to explain the synergistic approach reflected in Miller’s (2019) curriculum elements using a systematic review method. Purposive sampling was used to collect the data, and comparative content analysis was used to analyze the collected data. In this study, the relevant research on the topic of synergy in curriculum studies was identified and carefully examined. In the next phase of the study, an attempt was made to explicate the nature of a synergistic approach reflected in the six elements of Miller’s curriculum. In so doing, the seven steps suggested by Sandelowski and Barros (2007) were used to analyze the data.

The findings showed that the nature of synergistic curriculum planning, that is, participation in the production, implementation, and evaluation of a curriculum, involves the participation of a larger group of educational stakeholders. According to the findings, promoting cooperation among individuals, tapping into each individual’s skills, and using expert opinions lead to a more satisfactory and elaborate outcome, which crystallizes the true meaning of collaboration. Students are considered as a dynamic and active element in a synergistic program in all fields. Hathib (2016) emphasized that students in a synergistic curriculum had “the spirit of teamwork, mutual understanding, free-spirited attitude, mutual respect, and better understanding”. He also asserted that a synergistic curriculum could foster “group discussion, group assignments, and cooperative learning”. In a synergistic curriculum, the role of a teacher is that of a guide and a facilitator who combines teaching with technology and makes the class an attractive place for students. Moreover, such a teacher accompanies students in their quest for learning during the academic year as a driving force and source of enthusiasm. In a synergistic curriculum, special emphasis is placed on creating dialogue-oriented and collaborative environments, in which interactive learning, technological methods, and flipped learning take center stage. The learning environment in a synergistic curriculum is fertile for the expansion of cooperation and mutual respect. Participation and cooperation, as pointed out above, are of great importance. A synergistic curriculum is intended to create an environment that benefits from the use of educational technology to facilitate the process of knowledge acquisition. In such an environment, communication technologies are used to ease dialogue between learners and enhance their learning. Due to the nature of a synergistic curriculum, it is expected that no single specific method be considered for the evaluation of students; rather, teachers are encouraged to avail themselves of various complementary evaluation methods implemented formatively and qualitatively. In addition, the evaluation in a synergistic curriculum follows an integrated approach and takes into account all students’ activities.

In a synergistic curriculum, the emphasis put on the complementary role of the school and how to live peacefully is not limited to the roles of teachers, students, and the environment, yet it also highlights the importance of interacting and cooperating with all other stakeholders involved in the education system. Curriculum planning specialists strive to design programs that are based on systemic and synergistic theory. An indispensable element of such curriculums is paying attention to the integration of technology with teaching through the employment of teachers who are aware of the latest technological developments relevant to teaching and learning. A cooperative atmosphere in the classroom contributes to the dynamics of group work and boosts learners’ social activity, which, in turn, provides the ground for both teachers and learners to realize the spirit of synergy.

to make a comparative study of the principles of curriculum and educational planning of wisdom-oriented schools with the national curriculum document

case study of the Islamic school has been undertaken. Therefore, it is a descriptive-comparative applied research that has been analyzed using the Bredi method. The statistical population includes the national curriculum document and documents in the Islamic school and lectures, which have been examined by counting method. In addition to documents, the data collection tools include a questionnaire and supplementary interviews with 3 scholars, and to validate the results, focal groups with the presence of 12 scholars were used.

in addition to paying attention to the concepts in the principles of the national curriculum and its implementation, the mentioned collection contributes to the development of Quranic culture and literacy; Deepening divine piety and self-control; Paying attention to the two-way relationship between education and cultivation with teaching the book and wisdom and practicing it; Promoting and deepening the culture of modesty, chastity and hijab; Use of conductor in the role of facilitator and scholar in the role of deputy; Training the wise instead of the student; Emphasis on the use of useful and applied sciences; Paying attention to the real areas of learning and holding numerous and wise journeys; Convening meetings of a single nation; Attention to flourishing from within the learner; The scientific movement, from the brief to the detailed and the whole to the details and the lack of emphasis on the need for age segregation, have taken serious care and paid close attention.

The implementation of the principles of the national curriculum according to the above-mentioned components in wisdom-oriented schools lays the foundation for the realization of monotheism in the structure of cultivation and education.

In some countries, including Iran, the education system and curriculum are centralized. In recent years, decentralization in Iran's educational system has been the focus of officials and planners, as in other countries, and there has been a great tendency towards decentralization. During the recent years, decentralization in the education system of Iran, like other countries, has been the focus of the officials. In the current research, the reasons, opportunities and challenges of decentralization in the curriculum were analyzed.

According to the nature of the research, qualitative method of phenomenological type was used. The statistical population of the research was all curriculum planning experts. Purposive sampling of the criterion type was used, and with the in-depth interview of 7 experts in the field of curriculum planning, the obtained data was saturated. The data obtained from the perception and lived experiences of the experts were analyzed using the Colizzi analysis method at three levels of open, central, and selective coding, and MAXQDA11 software was used as a data analysis tool.

The findings of the research, which were the result of the perception and lived experiences of curriculum planning experts in the field of decentralization, were categorized into 3 main themes: "Reasons and Necessities of Decentralization", "Opportunities and Consequences of Decentralization", "Challenges and Problems of Decentralization.

The experiences of experts show that decentralization in the education system is very necessary due to the inefficiency of the centralized system, but in the meantime, the actions of the headquarters in the direction of decentralization are very sudden and cause more damage, Also, in order to decentralize, the human resources of education and training are still not qualified, and system infrastructures and change of beliefs should be done in this area.

The purpose of this study was to Planning a Framework for Entrepreneurship Workshop for Professional Competency Promotion of Urmia University Faculty Members Based on Entrepreneurship National Organization Standards and its Evaluation Experts. Methodologically, this study was a "mixed" exploratory study. The statistical population were three group including all faculty members of University, curriculum planning specialists, and entrepreneurship specialists of Urmia universities. The data collection tool was a researcher-made questionnaire that was sent to all individuals. After the necessary follow-ups, in some cases, contact with individuals, we received 27 questionnaires from curriculum specialists, 261 from university faculty members and 49 from entrepreneurship specialists. In designing the proposed curriculum for workshops extracted and suggested features were categorized in three areas including "cognitive", "emotional" and "skills". Finding showed that there were about 11 features for the "objectives" element of the workshop curriculum, 13 features for "content", 12 Features for "learning activities", 18 features for "teaching methods", and 9 features for "evaluation". Descriptive statistics were used to examine the views of different groups on the proposed features and Chi-square test was used to validate the proposed framework; Statistical analysis was performed using SPSS software and Visio software was used to draw the final pattern. Findings showed that the validity of the proposed framework is valid for the sample groups. It is suggested that the obtained findings be used to develop the curriculum of entrepreneurship training workshops for faculties.

This research aimed at studying the curriculum planning process by the managers and experts of the Organization for Educational Research and Planning based on the transformational documents. It was a qualitative study with grounded theory design and the qualitative content analysis of the data has been done inductively. When investigating the data, the entire transcribed text was studied and extracted from the audio files and autobiographies. Coding and classification of codes were done using Max QDA software and the participation of peers. Analysis of the findings showed that managers and experts in the curriculum planning need opportunities to understand and interpret the philosophical propositions, in mutual agreement. Managers gradually experience changes in the ideas, roles, behaviors and during this process they move from resistance to acceptance and participation; from hesitation to learning; from relying on experiences to trying to find the answers; from relying on the existing mental imagery to challenge the experience; from presenting the new problems to finding answers and producing technical knowledge; and from a reductionist point of view, they could move to the holistic view and transfer the semantic burden of the transformational documents to the layers of the field of action.

One of the important elements in curriculum planning is the element of time, which has a special importance and place, but has always been neglected. The present study investigates the importance and position of the element of time in the curriculum, especially in the elementary school, with a case study of the (Shad) students' educational network.

The method of qualitative research is descriptive-analytical and is a review with the statistical population of all primary schools in Mirjaveh city in Sistan and Baluchestan province. The sample size selection method was also available as sample selection, in which 2 available schools (one boys 'school and one girls' school) were selected. In order to achieve the objectives of the research, various tools and resources were used to collect information such as reviewing books, documents, articles, as well as the observation method of uncontrolled field observation plan in Shad network

. Evidence from the research findings showed that in the shad network, in terms of the element of time in the curriculum, there is a kind of obvious confusion and inconsistency between teachers and students in most classes, even in the process of scheduling daily and weekly schedules between lessons.

the element of time in the shad network curriculum has not yet found its true place among teachers.

The purpose of this research was to provide a model based on the development of students' entrepreneurship for educational and curriculum planning in higher education. The grounded theory was used to identify the dimensions of students' entrepreneurship through semi-structured interviews with 15 experts. In the quantitative part, the statistical sample included 384 students of Tehran Azad University. The obtained model in the qualitative section was in the form of a researcher-made questionnaire whose content validity was confirmed and its reliability was obtained with Cronbach's alpha of 0.88. The validity of the data collection tool was determined by content validity and structural validity. The method of qualitative data analysis was coding and for quantitative data analysis the Structural Equation Modeling test  was used. Finally, students' entrepreneurial development model for educational and curriculum planning with three dimensions  (entrepreneurial development, entrepreneurial development methods and entrepreneurial development mechanisms), 9 components (entrepreneurial attitude, entrepreneurial knowledge, entrepreneurial skills, direct presentation methods , interactive methods, applied-operational methods, entrepreneurship in real environment, entrepreneurship in virtual environment, entrepreneurship in university environment) and 77 indicators was designed. The results showed that "entrepreneurial knowledge", "interaction method" and "entrepreneurship mechanism in the virtual environment" had the highest correlation with entrepreneurial development.

The purpose of this study was to analyze the components of the teaching-learning principle with emphasis on Islamic resources in curriculum planning. The teaching-learning strategy has a special place in curriculum planning so that neglecting it and not paying attention to the necessary components to form the desired teaching - learning process will have significant effects on the education and training of students in the community.This research is of applied research type. Data collection was done by fish taking method and descriptive - analytical thematic content analysis method was used to analyze the data. The research community consists of a collection of Islamic and narrative books.Findings of this study showed the components of the principle of teaching-learning for curriculum planning in Islamic sources; A ) The usefulness and value of science b ) Teaching methods c ) Factors affecting learning d ) The process of teaching is learning.

The main purpose of this study is the importance and role of strategic planning in the application of e-learning in higher education. The statistical population of the study includes all professors of Isfahan University in the academic year of 1398-99, which includes 651 professors in all faculties. Using random cluster sampling method, 41 people were available as samples. Data collection tools in this study include Bryson's Strategic Planning Standard Questionnaire (1999) and Teachers' Attitude Towards Electronic Tutoring (2007). Data were analyzed using descriptive and inferential statistics in SPSS software. The findings showed that among the components of strategic planning, the only effect of determining strategic issues on the use of e-learning is significant, the impact of strategic planning on the use of direct e-learning is significant. Finally, the relationship between strategic planning and e-learning and all its components, except for the two components of feeling useful and multimedia education, is positive and significant.

One of the types of anxiety that is very important in society, especially among students, and sometimes reduces the self-esteem of people is the social anxiety of the body. In fact, it is a personality condition that is defined as the degree to which people are concerned about how people look at their bodies. Research shows that people who are very anxious about their body shape are less likely to be present in public, and if they do, they often do so with external motivations. Considering the prevalence of social anxiety in the body and its negative and strong effect on the motivation to participate in peer groups, it is necessary to study this factor and how it interacts with personality traits in terms of the effective effect of participation in groups. Therefore, the present study is a review of studies on the role of limb social anxiety on students' self-esteem. All available resources according to the appropriate keywords are given in this review article. Sources were reviewed and analyzed during the last twenty years (2001-2011). The results of this article showed that (1) There is a positive and significant relationship between social anxiety of the limbs and components of mental health (physical complaints, anxiety, depression, social incompatibility), (2) There is a negative and inverse relationship between social anxiety of the limbs and components of mental health (self-esteem and self-confidence), (3) Limb social anxiety was a negative predictor for participation in peer group. The overall results show that limb social anxiety is a major factor in students' participation in group activities. For a more active presence of these students in group activities, it is recommended that teachers and educators use more active teaching methods. These methods play an effective role in the active presence of students in group activities by raising self-esteem.