فصلنامه مطالعات برنامه درسی
پیاپی 25 (تابستان 1391)

Predefined curriculum has been criticized by many scholars. As a result، an alternative concept called emergent curriculum has surfaced. This conception of curriculum calls into question features of predefined curriculum such as fixed and linear approach to curriculum development. Also، it is claimed that emergent curriculum contributes to furthering the depth and richness of curriculum inquiry، thus making curriculum practice consistent with the cause of reinforcing students’ creativity. The most significant features of emergent curriculum discussed in the paper are argued to be experiential nature، creativity stimulation and relevance to life. This paper relies on a conceptual analytical methodology and initiates the process by investigating the differences between the concepts of predefined and emergent curriculum، leading to a discussion of basic assumptions، critical features and requirements for execution in emergent curriculum.

In this article، we studied the national curriculum of Islamic Republic of Iran in field of teaching foreign languages (especially English) from a critical stand point to find the adequacy level of this document in realizing the objectives mentioned in higher level documents such as the 20-year national vision، the comprehensive scientific road map and the national document of education of the Islamic Republic of Iran. Methodologically، the research extracted the related parts of the above mentioned documents initially and studied the adequacy of the national curriculum in the field of teaching foreign languages. The results of this study show that although the national curriculum of Iran holds some considerable advantages، the successful application of its elements in area of teaching foreign languages requires preparation of some prerequisites.

In this study using the narratives of the teacher of a nomadic tribe during his first year of teaching we tried to understand the learning culture of itinerant nomadic schools. This study is a narrative inquirybased research، one that belongs to qualitative and interpretative paradigms. The teacher’s diaries revolved around a series of interrelated subjects dealing with his educational setting. The focal point is the students’ learning experiences، with other concepts serving as conceptual peripheries. The data analysis shows that students’ learning and corporal punishment are the main concerns of the nomadic teacher. This study shows that several features of nomads’ lifestyle cause disruption in the teacher instruction، which leads to corporal punishment.

Different ideas and discussions have been stated about globalization and its effects on education. It is believed that globalization has a great effect on the ability and capacity of any government and nation to formulate curriculum strategies (Priestley، 2002; quoted by Reich، 1992). In this study which is carried out by applying a documental-analytic method، according to theories on globalization and its relationship with education، curriculum and national curriculum، the quality of taking advantage of globalization while remaning faithful to the local norms، cultural identities and belief-value philosophy of our country is investigated. A channel for globalization and curriculum localization is sought for our country''s educational system from the national curriculum''s view especially.

The aim of the present study was to identify the necessary social skills for students with intellectual disability in classroom setting from the point of view of parents، teachers and professionals. For this purpose، the statements of 151 parents، 144 teachers and 42 professionals were examined. Cluster sampling method was utilized to select parents and teachers، and a purposeful sampling procedure was used to select professionals. The current investigation was a descriptive-survey method. In order to develop the questionnaire، first، a pool of necessary social skills for children with intellectual disability in classroom setting was developed، and consequently a pilot study was conducted and psychometric properties were computed. Finally، «Identifying Social Skills Questionnaire» (ISSQ) with 29 statements based on Likert-type was administered to the participants. At the end، data were analyzed by descriptive and inferential methods and 29 necessary social skills were extracted. The results also indicated significant differences between the perpectives of parents، teachers and professionals.

This paper aimed to analyze elementary school mathematics curriculum from a cultural perspective. A qualitative analysis of cultural implications reflected in elementary mathematics curriculum was given. Data sources included the elementary school mathematics textbooks، the teachers’ manuals and policy documents. Findings show that cultural ingredients are embedded in texts in the form of graphics and word problems. The main themes that emerged included issues such as equity and inclusiveness، segregation، national developments، religion، nation and national identity.

The present study aimed to identify curriculum administration problems in the field of graphics at technical and vocational schools to determine the rate of awareness of objectives، content and elements of graphic curriculum and its application in the teaching and learning process among trainees and program administrators; and also determine the rate of realization of goals of cognitive، attitudinal and skills conducted. The method used was descriptive survey and to administer، tools like questionnaires، interviews، checklist and observation were used. Statistical population comprised of trainees of graphic field in Tehran and its satellite towns plus heads of instructional groups across the country that were selected by cluster sampling method (number of first year trainees 219، second year trainees 228، and third year trainees 428). To analyze data، descriptive and inferential statistics (T-test correlated and independent) were used. The most important results with respect to study questions are: lack of sufficient awareness among trainees and others administrators regarding program objectives and content، inadequate training facilities and equipment، inadequate workshops and instructional space، insufficient teaching time specially for layout course and calligrapy in graphics and photography، unfamiliarity of trainees with teaching and evaluation methods and low number of in-service courses for trainees.