Designing and Validating the Model of Scrapped Curriculum Combined approach (Case Study :Curriculum of Secondary Vocational schools)
Subject Areas :
Gholamreza Hasanpourdehnavi
1
,
Hossein Momenimahmouei
2
,
Mehdi Zirak
3
,
Aliakbar Ajam
4
1 - PhD. Candidate in Curriculum Development, Department of Educational Sciences, Torbat-e Heydariyeh Branch, Islamic Azad University, Torbat-e Heydariyeh, Iran.
2 - Associate Professor in Department of Educational Sciences, Torbat-e Heydariyeh Branch, Islamic Azad University, Torbat-e Heydariyeh, Iran.
3 - Assistant Professor in Department of Educational Sciences, Torbat-e Heydariyeh Branch, Islamic Azad University, Torbat-e Heydariyeh, Iran.
4 - Assistant Professor in Department of Educational Sciences, Payam-Noor University, Iran.
Keywords: Scrapped Curriculum, Secondary Technical Schools, Work and Knowledge,
Abstract :
This study aimed to design and validate the scrapped curriculum in the secondary technical schools. This research is practical in purpose and is conducted by mixed approach and sequential exploratory design. In the quantitative phase, the descriptive survey method was used. The Statistical population of the research in qualitative phase included 18 curriculum and technical experts and in quantitative phase, it comprised 2750 people who were principals, assistants and apprentices in technical schools of Mashhad. In qualitative phase, 11 people were selected considering the saturated law and using the purposive sampling method. In the quantitative phase, 384 participants were selected on the basis of Cochran formula and Stratified sampling. In order to collect data, a research-made questionnaire containing 88 questions was used. The validity and reliability were confirmed by experts and Composite reliability and Cronbach’s alpha was calculated 0.865, that was confirmed. To analyze data, through SPSS 24, exlporatory and confirmatory tests were used. The results indicated that scrapped curriculum includes 6 dimensions: content, structural characteristics, educational spaces, the learners’ characteristics, the teachers’ characteristics, and educational processes. The educational space recognized as the most effective and educational processes as the least effective.
_||_