Review of the Orientation of Graduated Students of Curriculum Course to the Curriculum Approaches

This study was conducted with the aim of the investigation of curriculum approaches among the graduate students in curriculum course. The research method regarding to the purpose was practical as a descriptive survey. The statistical population was included all of the 51 students of curriculum course (MA and PhD students) in Ferdowsi University of Mashhad at 2010-11. All students completed the Ornstein’s approaches to curriculum questionnaire. This questionnaire was based on the Ornstein curriculum approaches (behavioral, systematic, managerial, scientific, humanism and neo-conceptualism) in the form of 30 questions with a four-item Likert scale. The data were analyzed by using the descriptive statistics (mean and standard deviation) and inferential statistics (one-track and multi-track ANOVA). The results showed that: 1- The dominant approach for the studied students was the humanism approach and the lowest average was behavioral approach and the student's trend to non-technical approach. 2- There was no significant difference between male and female students in technical and non-technical approaches (p > 0.05). 3- There was no significant difference between technical and non-technical approaches in grade (p > 0.05). 4- There was no significant difference between academic year in technical and non-technical approaches (p > 0.05). Considering that, students in this study were trended to non-technical approach, it was understood that such inference in most of students is challenging with traditional curricula, teaching methods and adapt to the new education policies.