جستجوی مقالات مرتبط با کلیدواژه "برنامه درسی پنهان" در نشریات گروه "علوم تربیتی"

The purpose of the current research was to compare the shadow curriculum with hidden curriculum. For this purpose, the concepts of shadow curriculum and hidden curriculum were examined using a qualitative approach and speculative essay method. The analysis of the literature revealed that at the three levels of policy making of education system, school and classroom, hidden curriculum has no visible place, and stakeholders might not be aware of it, as opposed to the shadow curriculum that its existence is visible at all three levels and could stand against formal curriculum. However, the decision makers use the potential of hidden curriculum for different educational purposes. On the other hand, students and teachers might be aware of the existence of the shadow curriculum and even defend it. Another difference is that the shadow curriculum mostly appears in the form of experience, action, plan and social behavior, as opposed to the hidden curriculum that exists implicitly within the formal curriculum.

The hidden curriculum is actually a process in order to observe the education, teaching and training of the school is a text that must be revealed in interpretation or hidden meanings. The present study was conducted with the aim of discovering and presenting the conceptual model of the hidden curriculum in secondary schools of Sanandaj city. The research method of this study is a combined method using qualitative-quantitative methods. In the qualitative method, a semi-structured interview was used, and in the quantitative method, a questionnaire was used to complete the qualitative information. The results indicated a significant effect of independent variables on the hidden curriculum. In this regard, the effect of strategies on the hidden curriculum of secondary schools in Sanandaj city has the highest coefficient of influence, and after that, the foundation for the formation of the hidden curriculum is in the second place. There is a type of factor analysis in the model, the effect of all of which is significant, and this means that the indicators of the main research variables have been able to explain these variables well.

The aim of this study is determining the effect of hidden curriculum elements on the professional ethics components of graduate engineering students.

The method of this research is correlational and the statistical population included all PhD students of engineering faculties of Shahid Beheshti University in the year 1400, numbering 321 people. A total of 176 people were selected from this population using Cochran's random sampling method. The research data was collected through a researcher-made questionnaire. Statistical analysis was done using SPSS-26 software. Data were analyzed using Pearson's correlation coefficient, multiple regression and path analysis.

 The results of the study show a positive and significant relationship (p>0.01) between the elements of the hidden curriculum (including the teacher, learning partners, the field of practice and the educational system) and the responsibility dimension of engineering ethics, as well as among all the components of the program. A hidden lesson except learning partners has a positive and significant relationship with engineering ethics (p>0.01).

 Paying attention to these elements can provide the possibility of improving the hidden curriculum of ethics, play a significant role in improving the professional ethics of engineering students. More research in the field of engineering curricula will create a bright future for this profession and society.

Easy access to information, evolution in communication methods and the ability to use new educational tools have made technology to be used as a powerful tool in the teaching and learning process and to be effective in improving people's interactions and communications. So that affect the dimensions of curriculum and create the hidden curriculum of information and communication technology. Considering the importance of this curriculum and its key role in teaching and learning proceses is the purpose of this research work. it is investigates the relationship between this curriculum and the social intelligence of student teachers. The statistical population of this research work is male student teachers of Shahidan Paknejad Campus of Farhangian University of Yazd. Based on Morgan's table, 248 people were selected by stratified random sampling method, proportional to the size of the population. The research method is applied in terms of purpose and descriptive in terms of data collection. The tools of this research include the Tromso social intelligence and the ICT hidden curriculum questionnaires made by researcher. To analyze the data, inferential statistics of Pearson's correlation and regression analysis were used to check the significance of the difference between the two correlations. The results of study showed that there is a significant relationship between the predictor variable of ICT curriculum and the Criterion variable of social intelligence. Also, the results of statistical analysis showed that among the three components of social intelligence, only the component of social information processing has a meaningful relationship with this curriculum.

Social skills are developed through exposure to social environments and a part of the education process that is implicit and unteachable (hidden curriculum) available to learners. This study aimed to represent the formation process of social skills in primary school students with the focus on hidden curriculum.

Therefore, a semi-structured interview was conducted using a qualitative method based on the Foundation's data theory, using a targeted sampling of 15 elementary school teachers in Mahabad city, until the theoretical saturation of the data. Data analysis was also done by continuous comparison method, through open, central and selective coding in the form of 9 general categories and 23 sub-categories under Max Kyuda version 2020 software. The data pattern of the foundation in this study was depicted through the graphic model (outputs of Max Kyuda).

The final model in the form of contextual factors includes; family, school and peers, process factors including; interaction with the environment, skill learning, changing and modifying behavior and training methods and consequent factors; including desirable social skills and undesirable social skills were extracted and categorized based on the three elements of the Strauss and Corbin (2008) model.

The results showed that social skills in students is a multi-dimensional process that requires a comprehensive and multi-faceted look at the educational system in the form of open curricula with an emphasis on the hidden curriculum and its functions (structure of educational centers, social atmosphere and family).

Given the multicultural nature of Iranian society, and the multiplicity of lived ethnic experiences, the effective role of education in creating national harmony and solidarity among students of different cultures is undeniable. The purpose of this study was to investigate the place of lived ethnic experiences in the hidden curriculum of the first high school in Iran. The sampling method was purposeful and the qualitative method was phenomenological and the participants in the study included 20 teachers and 30 students from Fars, Azeri, Kurdish, Lor and Gilak in a high school in Tehran. In data analysis based on Smith method, the main themes appeared (cultural homogenization and attention to dominant culture, superficial thoughts about ethnic culture, educational inequality, alienation from cultural diversity, neglect of peaceful coexistence). Three confirmations and data referrals to participants were used to ensure the accuracy of the findings. Based on the findings of this study, it can be acknowledged that the place of lived ethnic experiences in the hidden curriculum of the first high school was unfavorable.

The purpose of this study was to investigate the hidden social curriculum in primary schools with a focus on the interactions between the new teachers, the teachers graduated from Farhangian University, and the school principals. This study was conducted via a qualitative approach using thematic analysis. The study population included 108 student-teachers who were freshman students at Farhangian University during the academic year 2012-2013 and are now serving as new teachers in Mashhad. A total of 25 teachers were selected as the study participants to participate in semi-structured interviews. The interviews were transcribed and then analyzed by thematic coding. The findings revealed four inclusive themes and 21 organizing and 62 basic themes based on the observed hidden social curriculum in primary schools. The results showed that despite their many years of work experience, a large number of the principals do not have the knowledge and skills required of a school principal.

This research aimed to show the place of hidden curriculum as one of the influencing components on the social education of student teachers in Farhangiān University. The research method is descriptive-analytical. By reviewing books and searching in the scientific articles with two concepts of hidden curriculum and social education, while referring to different definitions of the nature of hidden curriculum and its functions, the concept of social education from Allāmeh Tabātabāi's point of view and the theoretical foundations of fundamental transformation in the country's education system were explained. Also the connection and interweaving of these two compon ents were shown. Finally, some items have been pointed out that can be effective in the form of hidden curriculum in the process of social education of student teachers. These items include: the architecture and quality of the university building, the social and administrative structure of the university, the mutual relationship between faculty memb ers and students, interpersonal relationships between students and staff, the social atmosphere of the university, the behavior of day and night's supervi sors and the quality of their interac tion with students and teachers in the dormitory environme nt.

This study aimed to determine the relationship between hidden curriculum and social responsibility of high school students. Research method respectively in terms of approach, purpose, data collection and analysis type has been quantitative, applied, survey and descriptive-correlational. The statistical population has been all (20,918) students of high school studies in third district of Qom city. According to the Krejcie & Morgan table, 385 students were selected as the sample by convenience sampling method. To collect the information; the standard questionnaire of hidden curriculum (Nemati, 2008) and adolescents' responsibility (Taghipour and Ghaffari, 2009) were used with respectively Cronbach's alpha reliability of 0.89 and 0.91. In addition to descriptive statistics; inferential tests, Pearson correlation coefficient and Fisher's z-distribution were used to analyze the data. The findings show that there is a positive and significant relationship between the hidden curriculum in schools and students' social responsibility. There is a positive and significant correlation between the components of the hidden curriculum, i.e. the physical structure of the school, social atmosphere, relationships in schools, encouragement and punishment with the social responsibility. However, there was no relationship between ICT components in teaching with the social responsibility. As a result, given that the social responsibility is acquisitive and has a positive and significant relationship with the hidden curriculum; school administrators should focus on the effective components of the hidden curriculum and provide the background for its better implementation which leads to an increase of the social responsibility.

The purpose of this research was the effect of hidden curriculum on academic enthusiasm and academic vitality with the mediation of self-efficacy in Dehaghan students.

The present research method is based on a quasi-experimental study. The statistical population of the study includes all the male and female students of Dahaghan city who were studying in the second year of elementary school in the academic year of 2014-2014, it included 1900 people. 320 students were selected as a statistical sample by multi-stage cluster random sampling. The tools used in this research included Khormai and Kameri's educational hope scale (2015), Fredericks and Frommanfield's academic enthusiasm questionnaire (2004), Jink and Morgan's academic self-efficacy questionnaire (1999), and Sheikhi et al.'s hidden curriculum questionnaire (2016).

The results showed that the hidden curriculum on academic enthusiasm (R2=0.584, P<0.01), academic vitality (R2=0.425, P<0.01) and self-efficacy (R2=0.565, P<0.01). you have Also, self-efficacy has a significant effect on academic enthusiasm (R2=0.052, P<0.01) and academic vitality (R2=0.051, P<0.01).

It was also found that self-efficacy has a moderate mediating role in the relationship between hidden curriculum and academic enthusiasm (Vaf=0.381) and academic vitality (Vaf=416). According to the results of the research, by implementing the hidden curriculum, the academic enthusiasm, academic vitality and academic self-efficacy of the students can be increased to a desirable level.

The purpose of this study was to investigate the status of ethnicity and lived ethnic experiences of junior school students in the formal-hidden curriculum of Iran's academic year in 2019-2020.The research method in the first part of documentary analysis and qualitative content analysis with 3 volumes of social studies book including 553 pages.Content Analysis Unit;Text-Images and activities.The second part of the qualitative and phenomenological research method was purposeful sampling of participants including 30 students (persian-Azeri-Kurd-Lor-gilak) and 20 teachers.Student journal and informal interview were also used. Findings show that only 6% of the three sections of the examined content pay attention to the desirable components of ethnicity, which is very undesirable in the formal curriculum.In the analysis of information,cultural assimilation, superficial thoughts about ethnic culture, educational inequality, cultural diversity alienism,neglect of peaceful coexistence appeared, overall, it can be acknowledged that the position of ethnicity in the hidden curriculum was not desirable

The purpose of this study is to investigate the role of hidden curriculum in thinking style and communication styles of high school students in Mehran. Research Method In this descriptive correlational study, the statistical population included all male high school male students in Mehran, which according to Morgan's table, 164 people were selected and studied by stratified random sampling. Sternberg and Wagner (2007) Styles of Thought Questionnaires, Norton Communication Styles (1987) and Hashemi Hidden Curriculum (2012) were used to collect data. Descriptive statistics and confirmatory factor analysis, Pearson correlation and Linear regression was used. The results of factor analysis showed that Hashemi (2012) Hidden Curriculum Questionnaire has three components and in the present study also has appropriate validity. The results also showed that the role of hidden curriculum on students' thinking and communication styles was significant. The results showed that there is a positive and significant relationship between the components of people interaction, school organizational structure, physical structure with communication styles and between thinking styles and components of people interaction, school organizational structure, physical structure.

The present research was conducted with the aim of investigating the relationship between hidden curriculum and students' academic engagement and communication skills. This research is applied in terms of purpose and descriptive-correlation in terms of data collection method. The sample of the study includes 230 female students of 2nd grade high school, selected from a population of 550 students, at the city of Iven-e Gharb and was chosen by stratified random sampling according to Morgan table. The data collection tools are the researcher's questionnaire made by Pashazadeh's hidden curriculum, Jarbak's communication skills questionnaire, Pintrich's and De Groot's academic self-regulation learning strategies questionnaires, along with Dupyright's and Marin's questionnaire to measure the level of academic engagement. The findings of the focal correlation test indicate the confirmation of a significant relationship between the hidden curriculum and students' academic engagement and no significant relationship with their communication skills. Also, in examining the contribution of each hidden curriculum component in predicting academic engagement and communication skills, based on the results of step-by-step regression analysis, interaction (student-teacher) is the only predictive component of the hidden curriculum. It was related with 10% of explanatory power to students' academic engagement and in the same way, the components of interaction and organizational structure of the hidden curriculum, equally with 4% of explanatory power (8% in total) with knowledge communication skills.

The purpose of study was to investigate hidden curriculum in shaping behavior base on resistance economics. This research has been qualitative and based on Eisner’s Connoisseurship and Educational Criticism Model. Domain of study was described, then the possible or preventive factors within curriculum components were interpreted. Evaluation of the findings compared to favorable situation of the components of resistance economy and thematic the findings of the research to generalize based on the similarities to other educational settings. Data were obtained through observation, review of documents, interviews with students and triangulating methods. The results determined that the school fallows resistance economics in form of "avoidance of squander and luxe" and "thrift in consumer goods and energy". There is no clear effect on creating morale adequate to resistance economy. Based on findings, necessity to develop conceptual of resistance economy and act in all its layers is recommended for all in school

The main purpose of this study was to determine the role of hidden curriculum on referral thinking and self-directed learning in students. The present study is applied and because it examines the relationship between the three variables is of the correlation type.

The statistical population includes all tenth grade female students in Buchan city. In this study, based on Cochran's formula, 235 tenth grade female students in Buchan city were selected as a sample by sampling multi-stage clusters. Were. To collect information from Taghipour and Ghaffari Hidden Curriculum Questionnaires (2010); Ehring et al.'s (2010) reference thinking and self-directed learning scale were used in Fisher et al.'s (2001) students. Research data were analyzed by regression analysis using SPSS 23 software.

The results showed that there is a significant relationship between hidden curriculum with referral thinking and self-directed learning and hidden curriculum has the ability to predict referral thinking and self-directed learning.

There is a significant relationship between hidden curriculum and referral thinking and self-directed learning.

High stake tests always affect the curriculum due to the importance of its results and the impact on the examinee. This effect can be both positive and negative. Accordingly, the purpose of this study is to study the effects of the national test on the curriculum from the perspective of secondary school teachers.

The research design used in this study is a survey. The research population consisted of secondary school teachers working in the cities of Tehran province. The sampling method was proportional stratified that 363 people from the target population were selected as samples from the cities of Roodehen, Qarchak, Baharestan 2, Shahr Rey 1, Shahriyar. Data collection tools and a researcher-made questionnaire with acceptable reliability were acceptable. One-sample t-test was used to analyze the data.

The results showed that in the opinion of teachers, the national test had a negative effect on goals, teaching and learning methods, classroom assessment, performance and led to the formation of a hidden curriculum. By focusing on the hidden curriculum, the research output model showed that the teaching and learning process has the most effect and the goals have the least effect from the national test.

According to the findings, it can be concluded that in contrast to the curriculum and the national exam, it is overcoming the test and the opinions of teachers do not show a favorable situation in schools.

The objective of research was to determine the relationship between hidden curriculum with moral intelligence in high school students. This research, according to objective was an applied research and according to approach was quantitative; according to method of gathering data was a survey research and from the aspect of analysis was correlational, based on structural equations modeling. The statistical population was students in junior and senior high school in district 3 of Qom (20918 persons), The sample volume was 384 persons according to Morgan table who were chosen by random sampling and at last 379 right questionnaires were analyzed. For gathering data, two standard questionnaires about moral intelligence and hidden curriculum were used with Cronbach alpha stability of 0.83 and 0.91. For data analyzing, Pearson correlational inferential tests, structural equations model and regression were used. Findings showed that moral intelligence and hidden curriculum components have necessary component reliability and in structural relations, there is a positive and meaningful relationship of 0.51. The study of regression weights showed that among the components of the hidden curriculum, the component of "encouragement and punishment mechanism" with a regression weight of 0.38, "school relationships" with a regression weight of 0.61 and "information and communication technology" with a regression weight 0.45 had the most role in explaining moral intelligence, respectively. According to the research findings and the positive relationship between hidden curriculum and moral intelligence, it is suggested that curriculum planners, administrators and teachers should not be unaware of the capacity of the hidden curriculum to strengthen students' moral intelligence.

The purpose of this study was to investigate and explain the implicit outcomes of elementary education curriculum at Teacher Training University. The research method was qualitative and of phenomenological type that has been done in a semi-structured interview with 32 professors and elementary education students of Kerman at Training University. The interview analysis was in three forms of open, axial and selective coding. The findings of this study had implicit messages of important elements in curriculum include learning to replace a school teacher , learning and facilitating social-ministerial relations, getting away from the study field, focus on physical space And getting way from the teacher training, duality between the concept of student and teacher, getting away from the theory in learning process.