implemented curriculum

The aim of the present study was to investigate the degree of compliance between the intended and implemented curriculum of Islamic education courses in the field of educational sciences at Farhangian University from the perspective of professors and student teachers. The research method was based on an applied objective and based on the data collection method, a descriptive survey type and the statistical population included all professors of Islamic education courses and student teachers entering 2019 and 2020 in the field of educational sciences at Shahid Beheshti Eqlid Farhangian University. In the professors' section, census sampling method was used and all professors (12 people) were selected for the sample. In the student teachers' section, 200 people were selected for the research sample from 425 student teachers studying in Islamic education courses by simple random method. The status of the implemented curriculum was examined using a researcher-made questionnaire and a form for observing the behavior of instructors. The collected data were analyzed with the help of descriptive and inferential statistical indicators. The results of the data analysis showed that, overall, the degree of correspondence between the components of the objectives, content, teaching methods, and evaluation method of the intended curriculum of Islamic education courses with the implemented curriculum from the perspective of professors and student teachers was below average. From the perspective of professors and students, the evaluation component in the course of documents, laws, and the organization of education in the Islamic Republic of Iran and the component of objectives in the course of the social role of the teacher from the perspective of Islam showed an average above average. Also, in the course of the philosophy of formal and general education in the Islamic Republic of Iran, from the perspective of professors, only the content component showed an average above average. Considering the results obtained, Farhangian University can achieve the goals outlined in education courses by developing a more coherent intended curriculum and holding effective training courses for professors.

The purpose of this study was to the engineering Implemented graduate curriculum at Shiraz University based on the sustainable curriculum framework. The research method was descriptive survey design. The statistical population included all engineering graduate students. By using a stratified random sampling method, 400 students were selected. The research tool was the sustainable curriculum scale, which was distributed among the sample students after calculating the validity and reliability. To analyze the data, the T-test method of a sample of SPSS 19 software was used. The results of the research showed that: the logic, objectives, and content of Shiraz University engineering courses implemented curriculum, the general objectives of this curriculum, and its academic content headings, skill headings, and attitude headings, are align with the logic of the curriculum. They are stable and correspondence. However, based on the student’s point of view, the role of the instructors in teaching and learning and the teaching and learning methods used in the implemented curriculum, educational resources and educational assistance, engineering students’ learning activities, course time, educational space for implementing the curriculum, methods, based on the students and the evaluation methods used, are not consistent with the sustainable curriculum elements. According to the results of the research, it can be seen that that sustainable engineering education is a vital component in dealing with climate change and promoting a greener future. With the increasing demand for sustainable infrastructure, renewable energy sources and environmentally friendly technologies, the engineering curriculum of Shiraz University must adapt to these needs.

This research examines educational gaps in the field of intended, implemented and acquired curricula in the internship process. The main purpose of this study is the comparative analysis of these three types of curriculum and identifying their strengths and weaknesses in creating effective and practical learning for students.

By using a mixed exploratory approach (qualitative (phenomenology and thematic analysis) and quantitative (based on surveys), information about the experiences of students and instructors (mentors and mentor teachers) in the internship was collected and analyzed.

The results of this research in the qualitative part of three basic themes with categories containing: educational gaps (incompatibility of curriculum content, real challenges), educational needs (lack of soft skills, need for practical learning, need for management skills, lack of innovation in teaching) and environment. Internship (need for mentors' support, lack of mentors' interaction, need for self-confidence) was extracted as a basis for qualitative data analysis and identification of patterns in the answers. And in the quantitative section, it showed that there are significant gaps between what is intended in the curricula and what is implemented in practice. In the qualitative analysis, the participants pointed out the mismatch between educational objectives and course content. These results confirm quantitative findings and show that there are educational gaps from the point of view of student teachers.

Also, the results were presented separately for each of the curricula and their impact on students' learning and practical abilities. This study can help to modify and improve the curricula in the field of internship and lay the groundwork for designing more effective educational programs.

The main goal of the current research was to examine the qualitative pathology of the middle school thinking and media literacy course in the implementation stage. The research was carried out by the phenomenological method with the participation of 18 individuals. The findings showed that executive damages include inconsistent content (failure of students in determining the accuracy of information, failure to lead students toward reflection and critical understanding of information, inability to meet students' information needs, failure of students to promote responsibility of choice and the use of messages, the problems of students in recognizing visual forms of communication), the weakness of school activists (weak media literacy of principals, assistants and teachers), uninformed and non-accompanied parents (lack of attention to parents' education and their role in supporting media literacy education, parents' ignorance In reasonable exposure to the media and the media literacy lesson), ignoring the hardware (not considering the appropriate space and location, lack of necessary facilities to produce multimedia content, lack of support forces to repair, maintain and update the classroom hardware).

The purpose of this study was to examine the compatibility of the intended, implemented, and acquired curriculum in the humanities and environment course. This research used a simultaneous mixed method (using both quantitative and qualitative techniques in a single study). The population of the study consisted of all 896 students of grade 11 in 1400-1399 academic years in Ghaen. In the qualitative part of the study, grade 11 teachers were also added to the population. Using Morgan's table, 265 students were selected as a sample. Based on cluster random sampling, a number of 11th-grade students from each school were selected. In the qualitative part, purposeful sampling was used to select only those who had more than five years of teaching experience. The data collection tools were a researcher-made questionnaire and a semi-structured interview. The data was analyzed by a one-sample t-test. The results revealed that there is a statistical correlation between the intended and implemented curriculum. There is also a relationship between the intended and acquired curriculum. According to the findings of the research, it can be said that despite the change in the educational approach from face-to-face to virtual and no change in the curriculum, The teachers as the implementers of the curriculum, had been able to take steps toward the adaptation of the implemented and acquired curriculum with the intended curriculum and were successful in this matter.

The purpose of this study was to analyze and explain the gap that exists between the ideologies behind the curriculum intended and implemented in Teacher Training University from the perspective of professors and student teachers. This research was quantitative in nature, applied in terms of purpose and descriptive-survey in terms of data collection. The statistical population included all professors and student teachers of Teacher Training University of Khuzestan (Iran) in 2022-2023. The sample size was determined using Cochran's formula including 73 professors and 245 student teachers who were selected using simple random sampling method. The data collection tool was the standard questionnaire of Skyro Curriculum Ideologies (2008). The content and face validity of the questionnaire were obtained using the collective opinion of experts and the field of educational sciences and the validity of the questionnaire was calculated using Cronbach's alpha coefficient of 0.87. The descriptive test was used to analyze the data. The findings showed that there is a difference between the intended and implemented ideologies of the professors, so that from the perspective of the intended ideology professors is the dominant curriculum of the learner ideology, while from the perspective of Teacher Training University students the implemented ideology is the dominant curriculum of the professors.

The present study sought to explain the status of the implemented curriculum of social studies in the sixth grade of elementary school in terms of citizenship education. This mixed-method study used a follow-up explanations model and was conducted in elementary schools in one of the educational districts of Tehran, Iran. The sampling method was one-stage and two-stage cluster random sampling in the quantitative phase, and purposive criterion sampling in the qualitative phase. Findings showed that citizenship education in the implemented curriculum of social studies in the sixth grade of elementary school suffers additional challenges, which can be categorized as structural factors, motivational factors, attitudinal factors, skill-related factors, curriculum-partner factors, and resource-related and facilityrelated factors. Therefore, it is necessary to make macro-level decisions to reduce the gap between the intended and implemented curriculum.

The aim of the present study was to evaluate the action strategies of the faculty members of Imam Hassan Mojtabi University of Police and Officer Training (AS) to eliminate the gaps between the implemented curriculum and the acquired curriculum.

The current research was conducted in the framework of qualitative approach and phenomenological method. The field of research was the University of Police and Officer Training, and the participants were 25 faculty members of the University of Police and Officer Training, which was continued through the purposeful sampling of the criterion type until reaching theoretical saturation. Data were collected using semi-structured in-depth interviews. Data analysis has been done using Giorgi's method and in five steps. Various methods have been used to increase the accuracy and strength of validity and reliability verification, the reliability of study data in the qualitative part. In this research, external audit, review of manuscripts, search for variable evidence and analysis of negative cases and continuous control method were used.

The findings of the research showed that the action strategies of the faculty members of the University of Police and Officer Training to eliminate the gaps between the implemented curriculum and the acquired curriculum in the theme of solutions for students, including the sub-topics of psychological discussion of female police students, updating police students, management The time and companionship of the student commander was followed by the theme of the solutions for the professors including the sub-topics of updating the police professors, mental health and mental issues of the police, the movement of the professors towards teaching practical and workshop topics instead of theoretical topics, and finally the topic of the solutions for the organization included the sub-topics of planning Flexible, holding workshops and increasing facilities could be categorized.

It seems that the current study, which has collected the opinions of the academic staff of the university comprehensively and together with an exploratory approach, is considered to be the main innovation of the research and implementation solutions at the three levels of the university, professors and centers related to law enforcement sciences can be a step towards To empower the beneficiaries.

One of the key factors in the development of each country is the ongoing training of human resources. In this regard, the education system and teachers, as the major pillars of education, have a huge responsibility. Adaptation of curriculum to the needs of learners and society, the time allocated to the training and implementation of the curriculum, and the space, facilities, and equipment necessary for the implementation of the curriculum, or, to put it more clearly, an understanding of the inputs necessary for the implementation of the curriculum are all vital to the success of the curriculum. It is not possible to ignore the process of curriculum implementation and assume that the curriculum will be implemented in practice as intended. For various reasons, the curriculum may undergo several changes during the process of its implementation. Therefore, according to the objectives set forth in the elementary education curriculum, the question that arises is whether the proposed curriculum is being implemented based on the intended curriculum at the university level.

Research Questions: 

The general question of the study was as follows: What are the teachers’ lived experiences of teaching methods, familiarity with the language of art, familiarity with technology, and familiarity with the analysis of the learning behavior of learners in the implemented curriculum of elementary education at Farhangian University? The main questions of the study were as follows: 1) What are the instructors’ lived experiences in relation to the opportunities created to familiarize students with teaching methods in elementary school? 2) What are the instructors’ lived experiences in relation to the opportunities created using the language of art to familiarize students with the development of cognitive abilities such as imagination, creativity, and thinking in learners? 3) What are the instructors’ lived experiences in relation to the opportunities created to familiarize students with the use of information and communication technology to create educational opportunities and develop their professional abilities? 4) What are the instructors’ lived experiences in relation to the opportunities created to familiarize students with keeping records, collecting evidence, providing feedback, and analyzing their educational behavior? Research Method This applied qualitative research adopted Husserl’s descriptive phenomenological method. In this method, an attempt is made to understand and discover the meanings created by and attributed to different phenomena, and its findings are used for optimal decision-making and action (Gul, 2011). Accordingly, in the present research, the three stages of Husserl’s phenomenology were implemented. These steps included the following: 1- a phenomenological study of the curriculum implemented for undergraduate students of elementary education at Farhangian University, 2- An analysis of interviewees’ ideas about the experienced phenomena, i.e., the implementation of the curriculum, 3- A description of the qualitative data collected from the interviews. The research participants were teachers of educational sciences teaching in Arak Farhangian University. In some cases, each participant teacher was interviewed several times. The inclusion criterion for selecting participants was their teaching experience in the field of elementary education at Farhangian University. Initially, a semi-structured interview was conducted with the selected participants, and their lived experiences concerning the above-mentioned topics were collected. The interview questions were designed based on the objectives of the curriculum used in the undergraduate elementary education program at Farhangian University. In the curriculum approved and communicated for the elementary education program at Farhangian University (AsadiGarmaroodi & Sharifzadeh, 2013), 10 goals are assumed for teacher training in the field of elementary education. Important keywords taken from these 10 macro goals were used to design the interview .

The findings regarding the instructors’ lived experiences in relation to the opportunities created to familiarize students with teaching methods in the subject areas of elementary school were classified into four main categories as follows: 1- knowledge of teaching strategies, 2- the experience of thematic teaching, 3- the experience of implementing the exploratory teaching method, and 4- the experience of implementing the active teaching method. The findings pertinent to the instructors’ lived experiences in relation to the opportunities created by the language of art to familiarize students with the development of cognitive abilities such as imagination, creativity, and thinking in learners can be divided into the six following main categories: 1- familiarity with the language of art, 2- inclusion of the language of art in any of the materials to strengthen students’ abilities, 3- teaching and training, 4- classroom training, 5- controlling students’ emotions, and 6- professional development. As regardsthe instructors’ lived experiences in relation to the opportunities created to familiarize students with the use of information and communication technology to create or enrich educational opportunities and develop their professional abilities, the findings were placed into the following four main categories: 1- enrichment of education, 2- professional development, 3- education and teaching, and 4- the creation of learning opportunities. Findings related to the instructors’ lived experiences in relation to the opportunities created to familiarize students with keeping records, collecting evidence, providing feedback, and analyzing students’ educational behavior were organized into four main categories as follows: 1- optimum use of opportunities and situations associated with students’ educational behavior, 2- the ability to analyze educational behavior, 3- the ability to collect students’ academic evidence, 4- the ability to provide appropriate feedback on students’ academic status.

Farhangian University instructors’ lived experiences of teaching methods in both theoretical and practical dimensions were found to be consistent with the intended goals of the curriculum. This was reflected in the designing and implementation of a variety of activities and experiences in their teaching. However, their unsuccessful lived experiences concerned the many instances in which although they had the cognitive and theoretical knowledge germane to the best teaching methods they could not utilize those teaching methods in their teaching due to the lack of necessary facilities and equipment, which, in turn, suggested that their teaching was not effective. This is despite the fact that the practical implementation of teaching methods is considered as one of the most important aspects of the curriculum of Farhangian University. To sum up, the use of the language of art, information and communication technologies, and analytical skills to enhance students’ abilities can create favorable learning opportunities in the curriculum of the undergraduate elementary education program at Farhangian University

The purpose of this study is to review and evaluate the quality of Implemented Curriculum in Farhangian University during the Corona from the perspective of student-teachers. This research is a descriptive-survey research. The statistical population included all students and teachers of the undergraduate course of Farhangian University of Shahid Hasheminejad Girls' Campus of Mashhad (2028 people) in two categories of humanities and basic sciences in the academic year 2020-2021. The statistical sample was selected by Cochran's formula by random sampling - relative classes of 350 people (227 people from humanities and arts and 123 people from basic sciences). The data collection tool was a researcher-made Likert scale questionnaire which reliability of the questionnaire was obtained by calculating Cronbach's alpha 0.82. The analysis of the findings showed that there is a significant difference between the obtained average and the expected average and the overall quality of the implementation of the curriculum in the virtual context in the seven elements under study is not satisfactory. Task and interaction have the lowest utility, respectively.

The purpose of the current research was to evaluate the degree of coherence and adaptation of the intended, implemented and acquired Islamic ethics curriculum in universities.The research method in the intended curriculum was content analysis, which matched the objectives of the Islamic ethics textbook (basics and concepts) with its upper objectives, i.e. the title approved by the Supreme Council of the Cultural Revolution. Descriptive method with observation technique was used in the implemented curriculum and the teaching quality of professors was matched with the prepared checklist.In the obtained curriculum, phenomenology was used with undergraduate students of Qom University, Farabi Campus and Qom University of Technology. To validate the findings, the obtained information and results were sent to the participants, who confirmed the accuracy of the output text.The results of the research showed that although there is an acceptable correspondence between the upstream goals and the intended goals of the book of Islamic ethics (basics and concepts), things such as freedom and discretion, the role of belief and action in the development of individual character and ethics have been forgotten.In the context of the implemented and experienced curriculum, it was also found that the professors taught the content of the book in a problem-oriented, practical and comprehensible manner in the class and shared it, which indicates the appropriateness and success.In the acquired curriculum, interesting and attractive lessons have been provided for students and their morals.

The current research was to investigate the amount of implemented curriculum to the dimensions of national identity from the high school teachers perspective. This research was a type of descriptive-survey and Statistical population of this research includes all male and female high school teachers in Naghdeh who teach the textbooks of history, geography, literature and educational science And taught social sciences in the first and second years of high school who were 140 people. Also, the Statistical sample of this research includes 103 number of male and female teachers who were selected coincidental and based on the Morgan table. the research data collection tools was a researcher made questionnair. In order to Statistically data analysing, indicators and descriptive and inferential statistic methods were used. Singular sample of T testing coefficient was used to data analysing. Generally, the research findings showed that the amount of the implemented curriculum is low in the content and objective. In addition, the results show that there is a significant difference between the perspective of the male and female teachers in the dimensions of national identity and the amount of the teachers attention to dimensions of national identity for male teachers is at the higher level.

The aim of this study is to identify the neglected topics in the curriculum of Farhangian University. This research was conducted quantitatively (descriptively) and qualitatively. The research tools in the qualitative part are semi-structured interviews, and in the quantitative part are researcher-made questionnaires derived from the qualitative part. The research population consisted of 68 professors and teachers of primary education in Farhangian University, in the academic year of 1997-98, of which a number of samplings in the qualitative section were done in a purposeful manner by snowball method, with the presence of 12 professors. In a small part, out of 68 faculty members and officers of educational sciences of Mazandaran University, Golestan, Tehran, Fars, Zanjan, due to the low size of the population, all 68 people participated as a sample by census method. To analyze the data in a qualitative part of the seven-step method, which finally is the findings of this study, in the form of 4 themes include: organizational structure and university output, attention to learner needs, curriculum elements, professional skills of the teacher. The contribution of each neglected dimension was determined through regression. Given that the negligence and ignorance of curriculum planners in some areas of new scientific needs and achievements, the main reason for the formation of the curriculum is neglected, so it is suggested that curriculum planners at Farhangian University to review such research, Take action and consider the results obtained in the curriculum of Farhangian University.

The purpose of the current research is to survy adaptation of the Intended, implemented and Experienced physical education curriculum in the fifth grade of primary school in Birjand. The research is practical and has been carried out in a descriptive-survey method. The statistical population of the research was the fifth-grade students of public schools in Birjand, whose number was 3690 which was determined based on Morgan's table with a sample size of 300 people and the target sample was selected by cluster random method. To collect data, 2 researcher-made questionnaires of the implemented curriculum and the Experienced curriculum of fifth grade physical education were used. Checking and verifying the validity and reliability of the questionnaires was done through content validity, factor analysis and Cronbach's alpha. Data analysis was done using one-sample t-test in SPSS software. The results indicated that there is no necessary compliance between the implemented curriculum and the intended curriculum, and the experienced curriculum with the intended curriculum.

This study aimed to analyze teachers' experiences with the implemented sixth-grade social studies curriculum in the field of citizenship education. This research is applied in terms of purpose and qualitative in terms of approach, which has been done with the case study strategy. The statistical population of this study included teachers, deputies and administrators with more than ten years of teaching experience who were selected using standard sampling (standard sampling) using purposive sampling. A total of 36 people were interviewed, including 26 teachers, 5 deputies and 5 school principals. The data collection tool was a semi-structured interview. The data obtained from the interview were analyzed using the categorization and coding method developed by Glaser and Strauss. The criteria of reliability, reliability, and "member validity test" were used for data validity and reliability. The present study's findings indicate the existence of several challenges in the implementation of the social studies curriculum in terms of citizenship education and show the dominance of the conservative approach to citizenship education in the implementation of this program. Accordingly, it seems necessary to make major decisions in the implementation of the curriculum as well as change the type of attitudes and beliefs of teachers.

The aim of this study was to compare the quality of extracurricular activities implemented in high schools in Qom based on nine elements of Klein. The research method is descriptive-survey and applied in terms of purpose. The study population includes principals, educators and junior high school students who were selected as a sample using simple random stratified sampling method and according to Morgan table 140, 119 and 401 people, respectively. The data collection tool was a researcher-made questionnaire.The content validity of the questionnaire was calculated by experts in the relevant field and the reliability was calculated using Cronbach's alpha coefficient of / 97. Descriptive and inferential statistical methods such as one-sample t-test, Kruskal-Wallis analysis of variance and Mann-Whitney U test were used to analyze the data.Research findings showed: 1. From the point of view of the managers of extracurricular activities implemented in the dimensions of "goals, educational materials" are in an unfavorable situation. 2. From the educators' point of view, the extracurricular activities implemented in the "learning time" dimension are in an unfavorable situation. 3. From the students' point of view, the extracurricular activities implemented in the dimensions of objectives, content, educational materials, learning activities, implementation strategies, evaluation, grouping, time and space are in an unfavorable situation

The aim of this study was to identify the dimensions of the neglected components in the curriculum implemented in the field of educational sciences of Farhangian University. The approach of the present study, based on the nature of the research objectives, is qualitatively phenomenological and descriptive. Participants in the study were professors and teachers, graduates in the field of primary education at Farhangian University, 98-97. Participants were selected by purposive sampling based on the experiences of both groups by snowball method and this theoretical saturation was finally completed for 12 professors and 15 new teachers. In-depth semi-structured interviews were used to collect qualitative data. Also, in order to check the validity, the information obtained from the analysis of the text of the interviews was given to the supervisors, advisors as well as specialists at Farhangian University; The reliability of the data was confirmed by three criteria considered by qualitative study experts: including: acceptability, reliability, and verifiability. Based on the structure of the interview, the seven-step Klaizi method was used to analyze the participants' perceptions. After the above steps, seven main dimensions including: organizational structure and university course, necessary professional skills and proper performance of the teacher, attention to the learner's needs, appropriateness of the subject and course materials with student resilience, central research in the classroom, were extracted. Recognizing and introducing the neglected components in the country's teacher education system can help policy makers, administrators and educational planners in adopting appropriate strategies to reduce the gap between the current and desired situation in this field and improve the status of implemented curriculum components.

The present study aims to examine the feasibility implementation of work and technology curriculum based on teachers' point of view in schools of Urmia. The statistical population of the present study was all the elementary teachers of Urmia including 880 subjects. The sample population included 267 subjects selected by using the Krejcie- Morgan table. The instrument is a researcher-made questionnaire in which the components of teaching goals, content, methods, evaluation strategies, educational facilities and equipment and time were considered. The findings indicate that the teachers are familiar with goals, content, teaching methods and evaluation strategies, but facilities and allocated time are not enough. So it is recommended to allocate more facilities, space and time to this course.

The purpose of present study was to assess the application of curriculum mapping by elementary school teachers. This study is a descriptive survey. The participants of the study were chosen from all 420 teachers of elementary schools of Gachsaran city, in school year 97-98; 201 teachers were chosen as participants of this study through stratified random sampling. The instrumentation of this study consisted of self-made questionnaire which was made by the researcher using Jacobs’s seven-step framework (2004) in order to evaluate the application of curriculum mapping by elementary school teachers. The validity of the questionnaire was proved by the expert panel, and its reliability was assessed through a pilot study with 30 participants who were teachers; the Cranach’s Alpha was 87%. Collected data were analyzed through one-sample T-test. The results showed that generally, teachers of elementary schools acted poorly using seven steps of curriculum mapping introduced by Jacobs (2004) in order to assess implemented curriculum. In other words, teacher did not have a major role in assessing the way the curriculum mapping is implemented; while using this technique can provide a chance for modification and improvement of intended, implemented and attained curriculums. Implementation of programs and textbooks requires conditions such as satisfaction with the current situation, acquisition of knowledge and skills required by executives, availability of resources and facilities for hardware, software, finance, etc. to run, the necessary time to learn, adapt and reflect on the implementation by the presenters.