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

One of the goals and tasks of education is to create a basis for the all-round development of the individual healthy, efficient and responsible people to play a role in individual and social life. The aim of the present study was to investigate the relationship between Implicit curriculum and academic well-being: the mediating role of academic self-concept of middle school students in Darrehshahr city. The method of present is descriptive of the correlation type with the structural equation model (SEM). The statistical population of research included all secondary school students in Darrehshahr city in the academic year 1401-1402. The sample of this study included 300 students who were selected by multi-stage cluster sampling method. the means of research Were Academic Welfare Questionnaire (Tominin-Sweeney et al.'s, 2012), Hidden Curriculum Questionnaire (Taghipour and Ghaffari's, 2011) and Academic Self-Concept Questionnaire (Yasen Chen's, 2004). The finding showed that there is a significant relationship between the variables of the Current research, which included the dimensions of the Implicit curriculum, academic self- concept and academic well-being; in addition, academic self-concept plays a mediating role in the relationship between Implicit curriculum with academic well-being. The results of this research indicate the important of paying attention to implicit curriculum and academic self-concept in improving academic well-being.

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.

Abstract: The research goal was to investigate the outcomes of implicit curriculum from university students’ point of view.A purposeful sample of 15 professors and 20 students from shirazuniversity participated in the study. Data were collected through the research literature and by doing interviews with key experts and then the collected data analyzed by using the thematic network model. The set of 154 coded-common experiences were identified. Findings were classified into three major categories including: 1) basic concepts; 2) organizing themes; 3) inclusive themes. Results generally indicate that the main outcomes that students learned through the implicit curriculum are as follows: 1) authority; 2) discipline behaviors; 3) sense of comfort; 4) self- worth; 5) self-control; 6) social solidarity; 7) value-oriented approach; 8) responsibility; 9) passing exams with the minimum of effort; 10) cheating; 11) stereotyping; 12) gaining scientific spirit; 13) deep study, and 14) undeep study.