Continuous education, educational management, educational technology and curriculum planning
Farzaneh Askary; mohamad javadipour; Rezvan Hakimzadeh; Keyvan Salehi
Abstract
Objective: Overloaded curriculum is an emerging and complex phenomenon in the field of curriculum, which is considered a necessity for every educational system. Prevention of this issue requires a comprehensive investigation in terms of dimensions and characteristics; Therefore, the current research ...
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Objective: Overloaded curriculum is an emerging and complex phenomenon in the field of curriculum, which is considered a necessity for every educational system. Prevention of this issue requires a comprehensive investigation in terms of dimensions and characteristics; Therefore, the current research was conducted with the aim of identifying the dimensions and features of the Overloaded curriculum in the primary school.Methods: The approach of qualitative research and its method was a systematic review based on the seven-step strategy of Wright et al (2007). The research community consisted of 71 studies that were collected from valid internal and external databases in the period of (2000-2023) and after quality assessment, 38 articles were selected and analyzed through coding.Results: The findings of the research showed that the overloaded curriculum has three dimensions: individual, organizational and educational. The individual dimension, including hoarding of content by subject experts, threatening the physical and mental health of students, job burnout of teachers, creating a dual status for principals and changing the role of teachers and parents; The educational dimension includes the excessive amount of goals, adding new content without reducing the previous content, multiple assignments and activities, time limit and multiple and time-consuming evaluations, and the organizational dimension including hasty decisions without research support, a tool look at the curriculum to achieve political goals and Social was the volume of curriculum documents and numerous plans and programs.Conclusion: The results showed that the overloaded curriculum is a multidimensional phenomenon, the prevention of which requires attention to curriculum elements, stakeholders, and organizational decisions.
Continuous education, educational management, educational technology and curriculum planning
siamand ghaderi; Firooz Mahmoodi; Yousef Adib; Ali Imanzadeh
Abstract
Objective: 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 ...
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Objective: 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.
Methods: 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).
Results: 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.
Conclusion: 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).
Continuous education, educational management, educational technology and curriculum planning
samane yegane; mahboobeh arefi
Abstract
Objective: Paying attention to the social characteristics of students in the list of educational goals of the elementary school has always been taken into consideration during lesson design and planning, because the primary period, as a vital period, has a significant impact on the formal and implicit ...
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Objective: Paying attention to the social characteristics of students in the list of educational goals of the elementary school has always been taken into consideration during lesson design and planning, because the primary period, as a vital period, has a significant impact on the formal and implicit education of the social dimension of students in a cross-sectional and forward-looking manner. This study was conducted with the aim of analyzing the social characteristics of elementary school students from the perspective of teachers.Methods: The current research was conducted with qualitative methodological approach and qualitative content analysis research method, the data collection tool was a semi-structured in-depth interview. The participants of the research were selected in a targeted way in the academic year of 2022-2023 from among the primary school teachers of different cities in Iran, and data saturation was achieved with the number of 14 teachers. The qualitative content analysis of the data was done with the help of software.Results: The findings indicate the most important social characteristics of primary school students in six core codes and seventeen open codes, including the concept of others, understanding differences, responsibility, rights and duties, interactive skill and performance avoidance. The results show a decrease in the characteristics of responsibility, awareness of students' rights and interactive skills, and an increase in the characteristics of students' understanding of the concept of others, differences and performance aversion compared to the past.Conclusion: The findings of the present research confirmed the attention to the dimensions of responsibility, rights and duties, interactive skills and performance aversion in the development of students' social characteristics. The changes created in different dimensions of students' social characteristics should change and modify curriculum elements including teaching method and grouping of students and as a result, reform the curriculum implemented by primary school teachers.
Continuous education, educational management, educational technology and curriculum planning
katayoon Hamidizadeh; fatemeh Amirian
Abstract
Objective: This research has investigated the position of cultural capital components in elementary school textbooks.Metods: For this purpose, the method of content analysis has been used. The statistical population of the research included the content of all the textbooks of the second elementary school ...
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Objective: This research has investigated the position of cultural capital components in elementary school textbooks.Metods: For this purpose, the method of content analysis has been used. The statistical population of the research included the content of all the textbooks of the second elementary school in the academic year 2023-24, including the fourth, fifth, and sixth grades, and from this population, Persian books, social studies, and heavenly gifts were selected as samples. The research tool includes the content analysis list of cultural capital components according to Bourdieu's theory, which was prepared before this research, and its validity was recalculated through content validity and its reliability through Scott's method with 91.20%. Descriptive statistics and Shannon's entropy method were used to analyze the data.Results: The findings show that among the components of cultural capital, which include objectified cultural capital, institutionalized cultural capital, and embodied cultural capital; Objectified cultural capital has the largest share with 1837 frequency and 54.25%, and the lowest is related to institutionalized cultural capital with 86 frequency and 2.53%. The embodied cultural capital also consists of 1463 abundance and 43.20%. Also, the lowest information load and the importance factor related to the institutionalized dimension are equal to 0.25 and 0.03, and the highest information load and the importance factor related to the embodied dimension are equal to 0.37 and 0.18.Conclusion: Therefore, it can be concluded that considering By allocating 33.73% of the content of the elementary course books to the components of cultural capital, the authors of the textbooks of this course have been able to use the capabilities of the textbooks to reflect the components of cultural capital.
Continuous education, educational management, educational technology and curriculum planning
Mobin Tatari; Elham Akbari
Abstract
The purpose of the study is to evaluate the effectiveness of in-service training courses in a government bank. This is a descriptive study which has employed a survey to complete the research process. Further, as to the objective of the study, this is an applied research. The purpose of the present study ...
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The purpose of the study is to evaluate the effectiveness of in-service training courses in a government bank. This is a descriptive study which has employed a survey to complete the research process. Further, as to the objective of the study, this is an applied research. The purpose of the present study was to evaluate the effectiveness of Bank in-service training courses. The data were collected by questionnaires and analyzed based on the ROI model using one-sample t-test. Using a convenience sampling plan, 596 respondents completed the questionnaire. The results showed the participants’ relative satisfaction with the training courses. Some found the course content and presentation attractive and relevant to their job roles, and others stated that they are not satisfied enough with these courses. Still, another part of the results showed that there was not a significant change in the learning rate of the participants after the training courses, and their participation in the training courses did not result in a significant change in the learning rate. In addition, the results showed that despite the participants' criticisms about the courses and their relative satisfaction, they thought that these courses helped them solve some of their work problems and that the workflow in Bank was facilitated to some extent. In other words, the results indicated that these courses partially influenced the organization's work processes.
