Mahvash Tofan; Hossein Fakoori; Aliasghar Bayani; Hassan Saemi
Abstract
Purpose: Curriculum in any country is the center of educational activities, and considering the differences in the curriculum, the purpose of this study was comparing the process of training, learning and evaluating in the Iran's national curriculum with curriculum theories.
Methodology: This study ...
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Purpose: Curriculum in any country is the center of educational activities, and considering the differences in the curriculum, the purpose of this study was comparing the process of training, learning and evaluating in the Iran's national curriculum with curriculum theories.
Methodology: This study in terms of purpose was applied and in terms of execution method was comparative. In this study, the research population was all curriculum documents and related theories in this field, which its example was Iran's national curriculum document and the made criticisms in this field and curriculum theories experts, which they were compared in terms of the process of training, learning and evaluating. The recorded data from document and criticisms and interviews with experts about the process of training, learning and evaluating were compared in the Iran's national curriculum with curriculum theories. In this study, validity was confirmed by triangulation method and reliability was obtained by Cohen's kappa coefficient method 61.8 percent.
Findings: The findings showed that the Iran's national curriculum in addition to differences with curriculum theories in terms of the training process, considers training as a basis for innate tendencies expressing, recognizing the success of the learner and continuously improving it and influencing the students' perspective in relation to themselves, God, others and creatures, in terms of the learning process, considers learning as a result of creative interaction, purposeful, active learner and diverse environment, and in terms of the evaluating process, considers evaluating as a clear and comprehensive picture of the current situation, specifying the student's distance with the next situations and its modification, according to the student's capacities and needs, basic for selectivity and self-management, basic for student's continuous growth with an emphasis on self-evaluating, use of other evaluating methods, improvement of the student's position and attention to learning deficiencies while maintaining human dignity as an opportunity to reform and improve the educational system.
Conclusion: The Iran's national curriculum while paying attention to the characteristics of curriculum theories, should be re-designed on the basis of the country's social and cultural system and in line with the realization of the main ideal, that is closeness to God and a virtuous life
Maryam Momeni; Hasan Samei; Aliasghar Bayani; Maryam Safari
Abstract
Purpose: the aim of this research was investigate the substrates and strategies of empowerment and promotion the position of female educational managers.Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was documents ...
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Purpose: the aim of this research was investigate the substrates and strategies of empowerment and promotion the position of female educational managers.Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was documents and texts of empowerment and promotion the position of educational managers and university experts, senior managers and successful educational managers of Golestan province in 2020-21 academic years. The research sample consisted of 27 written documents and 19 people of academic experts, senior managers and successful educational managers who were selected according to the principle of theoretical saturation and by purposive sampling method. Data collection tools included taking notes from document and text and semi-structured interview with experts. Data were analyzed by content analysis method in MAXQDA-2020 software.Findings: Findings showed that the substrates of empowerment and promotion the position of female educational managers included three main categories, five sub-categories and 14 concepts, which the main categories were included of human (with two sub-categories of self-regulatory and extra-regulatory), social (with two sub-categories of environmental infrastructure and community support) and managerial (with one sub-category of managerial history). Also, the strategies of empowerment and promotion the position of female educational managers included four main categories, seven sub-categories and 16 concepts, which the main categories were included of development of management (with two sub-categories of general activities and specialized activities), individual potentials (with two sub-categories of psychological and human), environmental and political (with two sub-categories of community perspective and governance view) and credits (with one sub-category of financial investment).Conclusion: Based on the results of the present study and using with the identified substrates and strategies can provide the ground for empowerment and promotion the position of female educational managers.
