The Barriers to Virtual Implementation of the Country's Official Curriculum during the Global Outbreak of Coronavirus
omid
amrollah
Secretariat of the Supreme Council of the Cultural Revolution
author
ghasem
azadi ahmadabadi
Faculty Member in National Research Institute for Science Policy
author
text
article
2021
per
From January 2020, with the outbreak of Coronavirus, the virtual implementation of formal curricula in the country; therefore, the present study seeks to identify and prioritize the obstacles to the implementation of this plan which has become necessary due to the present conditions. This study was applied and mixed in terms of type and method. To answer the first and second research questions, the document mining method and the descriptive-survey method were used. The research measurement tool was a researcher-made questionnaire whose validity was confirmed by experts. The statistical population of the study was formed by principals and teachers of schools in Tehran and a statistical sample of 350 people was selected. In order to answer the questions, the statistical method of chi-square test was used. The results indicated that from the perspective of school principals and teachers, five main obstacles were identified as: educational barriers, cultural and social barriers, infrastructural and technical barriers, managerial and organizational barriers and financial barriers.
Journal of Curriculum Studies
Iranian Curriculum Studies Association (icsa)
1735-4986
16
v.
61
no.
2021
1
26
https://www.jcsicsa.ir/article_108381_a4d4c52640c7ce906d37abf1772a622e.pdf
The Status of Ethnicity in the Hidden Curriculum of Secondary School
Ayoub
Garshasbi
Shahid Beheshti University, Iran
author
kourosh
fathivajargah
education- shahid beheshti university
author
Mahboubeh
Arefi
Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran
author
text
article
2021
per
The effective role of education is undeniable in ethnic identity of different cultures students and the consequent creation of a crisis or the creation of national unity in the country.The purpose of this study was to analyze the status of ethnicity in the hidden curriculum of Secondary School. The research method was qualitative so that ethnographic method was used in this study. The study participants were 6 teachers and 30 students from Persian, Lor and Arab ethnicities from a high school in Behbahan city. In data analysis based on the Smith method, various main categories appeared, including neglect of ethnicity, teachers' Ignorance, different expectations of teachers, ethnicity as a reason of discrimination, and the consequences of ethnic discrimination.Each of them included several sub-themes. To verify the validity of research, triangulation method was used and data were referred back to the participants. Finally, based on the findings of this study, it can be acknowledged that the status of ethnicity in the hidden curriculum was undesirable.
Journal of Curriculum Studies
Iranian Curriculum Studies Association (icsa)
1735-4986
16
v.
61
no.
2021
27
58
https://www.jcsicsa.ir/article_138547_a05e5ea9221bf6f2b620862494beb601.pdf
A Religious Identity Curriculum Model for High School First Grade
Hassan
Najafi
Department of Curriculum Planning, Faculty of Psychology and Educational Sciences, Allameh tabataba'i University
author
Hassan
Maleki
Department of Curriculum Planning, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University
author
Mahdi
Sobhaninejad
Department of Educational Sciences, Faculty of Humanities, Shahed University
author
Ali
Mesbah
Department of Philosophy, Faculty of Theology and Humanities, Imam Khomeini Educational and Research Institute
author
text
article
2021
per
The present analytical-inferential research sought to design a model of religious identity curriculum in the first grade of high school. The research corpus included the full text of the translation of al-Mizan interpretation, which was excluded from sampling due to the logic of its selection. The qualitative content analysis was used to analyze the data. The results showed that religious identity is an objectified Islamic culture in human beings and if we seek to design a curriculum model for it, the goals include three types of insights (knowing the circle of existence and creator, knowing the destination and ultimately, knowing the way and leaders of life, knowing oneself), tendency and action, and the content is a function of interwoven/spiral organization. In addition, "paying attention to the signs of God's Lordship in the horizons and systems of the universe, inviting self-reflection, explanation, reasoning and protest, interrogation, observation, allegory, reminder and teacher action" are among the teaching-learning methods emphasized in this model. The general evaluation approach is a "process" that, by considering religious implications and the type of special view on the intention, the student efforts, as well as using the three sides of the teacher, student and parents, identify possible shortcomings and serve learning more.
Journal of Curriculum Studies
Iranian Curriculum Studies Association (icsa)
1735-4986
16
v.
61
no.
2021
59
92
https://www.jcsicsa.ir/article_138548_3919765e1e833cad1d9a8544d5698288.pdf
The Impact of Demographic Factors on the Use of ICT by High School Students
Ali
Nouri
Department of Educational Science, Faculty of Humanities, Malayer University, Malayer, Iran
author
Taleb
Zandi
SAMT Organization, Tehran
author
Hedayatollah
Etemadizadeh
Curriculum Studies, Malayer University
author
Razyeh
Jalili
Department of Education, Azad University of Khoramabad
author
Saber
Mansouri
Education district of Snnandej
author
text
article
2021
per
The aim of this study was to determine the role of demographic factors in the use of ICT among high school students. The research design was causal-comparative and 300 high school students from Sanandaj participated in this study. In order to collect the research data, Socio-economic Status and ICT Familiarity questionnaires were administered. The results showed that there is a significant difference between male and female students in the variables of first age using ICT, the length of time using Internet during academic days, and the length of time using the digital devices for academic purposes. In addition, there was a significant difference between the academic grades in the variables of first age using ICT and the length of time using the digital devices for academic purposes. Also there was a significant difference between the students of specific and normal schools in the variables of the first age using ICT and the length of time using Internet at out of the school during academic days and between socio-economic classes in the variables of the first age using ICT, the length of time using Internet at out of school during academic days, and the length of time using digital devices for both academic and general purposes at school and out of school according to socio-economic status.
Journal of Curriculum Studies
Iranian Curriculum Studies Association (icsa)
1735-4986
16
v.
61
no.
2021
93
128
https://www.jcsicsa.ir/article_138550_9083f1b9d88adc00066ab0372a327b87.pdf
Investigating the Degree of Correspondence between Prospect and Vision Textbook Series in Terms of Content and Based on CLT Principles Delineated in the National Curriculum
Alireza
Rasti
Salman Farsi University of Kazerun
author
Nasimeh
Nouhi Jadesi
Salman Farsi University of Kazerun
author
text
article
2021
per
The present study investigates the extent to which the principles of Communicative Language Teaching (CLT) have been implemented in the newly-developed English textbooks currently taught in Iran’s secondary programs (Prospect and Vision series). To this end, nine principles of CLT delineated in the National Curriculum and reflected in these textbook series form the analytic foundation of this piece of research. Following that, to determine whether these principles have been appropriately and sufficiently implemented in these textbook series, different sections of the two textbooks were meticulously analyzed. The findings revealed that, contrary to the intentions and attempts made by the textbooks authors, the nine CLT principles are only minimally implemented in the newly-developed textbooks. It was also found that some other principles of CLT are totally neglected in these textbooks.
Journal of Curriculum Studies
Iranian Curriculum Studies Association (icsa)
1735-4986
16
v.
61
no.
2021
129
150
https://www.jcsicsa.ir/article_118898_6ecee6a1cecf0ad1c4606f937598e21c.pdf
An Analysis of Physical Education Infrastructure in the Iranian Education System
fateme
rajabi vandchali
phd candidate in sport management in Iislamic Azad University Isfahan (khorasgan)Branch
author
AAli mohammad
Safania
Islamic Azad University, Research Sciences Branch, Tehran
author
Hossein
nazari
Department of Curriculum Planning, Farhangian University, Isfahan, Iran
author
text
article
2021
per
The purpose of this study was to analyze the infrastructure of physical education in the Iranian education system. The present research was applied in terms of purpose and is combined in terms of method. The statistical population included the experts in the field of physical education. The sampling was done purposefully through snowball technique and based on theoretical saturation criteria. The data collection tools were semi-structured interview and structural self-interaction matrix questionnaire. The data in the first phase were analyzed using the themes analysis method and the findings were categorized in the form of basic, organized and comprehensive themes and a network of themes was created. Also, using the interpretive structural model, the leveling of the infrastructures was done. The results showed that the infrastructure of physical education as a comprehensive theme includes 127 basic themes and 11 organizational themes that could be classified into 5 levels and sustainable financial infrastructure, administrative-managerial infrastructure and facilities infrastructure are the most basic infrastructures.
Journal of Curriculum Studies
Iranian Curriculum Studies Association (icsa)
1735-4986
16
v.
61
no.
2021
151
174
https://www.jcsicsa.ir/article_138551_5909fd7c72b8743a1aa5c83fcf3db650.pdf
A Content Analysis of History Textbooks in Humanities based on Islamic View of Action in History Education
morad
yari dehnavi
Assistant Professor of Philosophy of Education
Department of Educational Sciences
Faculty of Literature and Humanities
Shahid Bahonar University of Kerman
Afzali Square, Kerman, Iran.
author
sara
asadpor
Assistant Professor of Philosophy of Education
Department of Educational Sciences
Faculty of Literature and Humanities
Shahid Bahonar University of Kerman
Afzali Square, Kerman, Iran.
author
ali
shaba
A teacher in Sirjan
author
text
article
2021
per
The purpose of this study was to analyze the content of history textbooks in humanities at high school, based on the Islamic view of action in history education. To this end, two conceptual constructs have been defined based on this view, a deductive-thematic-quantitative content analysis method was used to analyze four books. The results of the quantitative and qualitative analysis of each one of these books revealed that most of the categories and sub-categories relevant to history education based on the Islamic view of action have not been purposefully and comprehensively taken into account by the authors of these books as the frequency of some categories is “zero”, including a black/white view of characters, lack of a comprehensive view of history and reducing it to a review of dynasties.
Journal of Curriculum Studies
Iranian Curriculum Studies Association (icsa)
1735-4986
16
v.
61
no.
2021
175
204
https://www.jcsicsa.ir/article_134626_cf0cc7d223f13d22f9b6143cef3286ad.pdf
Extended Abstracts and references in english
text
article
2021
per
Journal of Curriculum Studies
Iranian Curriculum Studies Association (icsa)
1735-4986
16
v.
61
no.
2021
208
250
https://www.jcsicsa.ir/article_138558_d41d8cd98f00b204e9800998ecf8427e.pdf