Moving Towards a Flexible Curriculum Through Educational Groups to Achieve School-Based Curriculum Development
Subject Areas : Research in Curriculum Planning
Abolfazl Rafiepour
1
*
,
Pouya Karimi
2
1 - Department of Mathematics Education, Faculty of Mathematics and Computer, Shahid Bahonar University of Kerman, Kerman, Iran
2 - Department of Mathematics Education, Faculty of Mathematics and Computer, Shahid Bahonar University of Kerman, Kerman, Iran
Keywords: School-Based Curriculum Development, Educational Groups, Educational Flexibility, Decentralized Curriculum,
Abstract :
Iran's centralized educational system has encountered persistent challenges over recent decades, such as limited adaptability to local needs, disregard for regional diversity, and constraints on the application of innovative pedagogical approaches. This study seeks to investigate indicators of decentralization within school-based mathematics curriculum planning and to critically analyze the role of educational groups in facilitating the effective implementation of school-based curriculum initiatives. This research is applied and descriptive in nature, conducted within a qualitative framework. A phenomenological approach was employed to explore the study objectives. The study sample consisted of 13 mathematics teachers, educational group leaders, and school administrators who are directly involved in the implementation of school-based curriculum planning. Participants were selected through purposive sampling. In this research, the data included semi-structured interviews, direct field observation, and content analysis of 15 documents and reports related to school-based curriculum programs. These multiple methods enabled the extraction of themes and sub-themes related to the implementation of the school-based curriculum. To ensure the validity of the instruments, the interview questions and observation framework were reviewed by education and curriculum planning experts. Furthermore, content analysis and interview data were integrated using triangulation to enhance the accuracy and comprehensiveness of the findings. To ensure the credibility and trustworthiness of the data, the results were presented to the participants to receive feedback and ensure that the researcher's interpretation aligned with their actual perspectives. The thematic analysis of the data from 214 initial codes resulted in the extraction of 3 main themes and 13 sub-themes (categories). The results indicate that despite the centralized nature of Iran's educational system, there are emerging signs of decentralization. Specifically, within educational groups, school-based curriculum planning is facilitated through greater flexibility in educational content, enhanced teacher involvement in decision-making processes, and improved alignment of programs with local needs. The national curriculum, emphasizing participatory management, content flexibility, strengthening the role of educational groups.
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