A model for curriculum leadership in the primary education of Iran

Document Type : Original Article

Authors

1 Professor of curriculum development, Faculty of Psychology and Educational sciences, Allame Tabataba’i University, Iran

2 curriculum studies, Faculty of Psychology and Educational sciences, Allame Taba taba’i University, Tehran, Iran

3 Associate Professor of Educational Management , Allame Tabataba’i University, Iran.

4 Associate Professor of curriculum development, Tehran University, Iran

5 Assistant Professor , Allame Tabataba’i University, Iran

Abstract

Abstract: The present research aims at designing and validating a local model for curriculum leadership for primary school in the form of the paradigmatic model of grounded theory through a systematic approach. To this end, the research data are collected through semi-structured interviews with 21 scholars and researchers in the field of educational sciences, as well as analyses of the upstream documents and the results of domestic and foreign researches. After the data analysis, 16 general categories in 6 dimensions of the paradigmatic model of grounded theory namely, causal conditions (1 category), contextual conditions (2 categories), intervening conditions (2 categories), strategies (8 categories), consequences (2 categories), and one major category along with 63 minor categories and their 532 related features are presented. The results show that the developed model could be explained, in the form of a scientific framework, in accordance with the characteristics of the centralized educational system of Iran. Furthermore, it could serve as a facilitator for the best possible implementation of curricula at national, provincial, district and the classroom levels. Moreover, theoretical and practical aspects could be applicable and useful for the curriculum developers and practitioners of the elementary levels.

Keywords

References

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History

  • Receive Date: 21 November 2017
  • Revise Date: 19 October 2018
  • Accept Date: 23 May 2018

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