Identifying the factors of multicultural curriculum for second, secondary education in Iran

Subject Areas : Education

SeyyedMohammad Dourfard ¹ , Alaedin Etemad Ahari ² , Badiolzaman Makki Aleagha ³

1 - PhD Student, Department of Education, Rudehen Branch, Islamic Azad University, Rudehen, Iran
2 - Assistant Professor, Department of Education, Rudehen Branch, Islamic Azad University, Rudehen, Iran
3 - Assistant Professor, Department of Education, Rudehen Branch, Islamic Azad University, Rudehen, Iran

Received: 2020-11-14 Accepted : 2021-01-20 Published : 2021-12-22

Keywords: Iran, curriculum, education, Multicultural, Secondary Secondary,

Abstract :

The purpose of this study was to identify the factors of multicultural curriculum in the second year of secondary education in Iran. In terms of practical purpose, the implementation method is a descriptive combination of exploratory and survey. The first participants, including 9 experts (faculty members with doctoral studies in curriculum planning) with at least 15 years of experience who were purposefully selected and snowball technique and were saturated with the same number under Semi-structured interviews were conducted. To ensure the validity of the interview, the method of triangulation (three-way) was used. The second participants of the research, including the principals and teachers of the second secondary school in Tehran in 1399, are about 2000 people. Using cluster random sampling method, 400 questionnaires were distributed among these individuals and 386 questionnaires were received and analyzed. To evaluate the divergent validity, the AVE root of each structure (variable) was compared with the values ​​of correlation coefficients between the structures and the combined reliability coefficient obtained for all components of the research is greater than 0.70, indicating an appropriate internal correlation between variables for measurement. The concepts were intended. The method of data collection in the first community is a library study. Data coding was performed in three stages (open, pivotal and selective) and fifty participants confirmed the validity and reliability of the codings by confirming the research findings. In the second research community, data analysis was used in both descriptive and inferential sections using Smart PLS and SPSS software. The results showed that the multicultural curriculum has the components of "basics; Ali's condition, "Multicultural curriculum; The central category is dependent on "activities as contextual factors", "objectives as strategies", "evaluation methods as intervening conditions", and finally "content as outcomes". Finally, the results showed that the validity and hypotheses of the model were confirmed.

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