مطالعة ویژگی‌های عناصر برنامه درسی در مدارس دورة ابتدایی عشایری

محورهای موضوعی : پژوهش در برنامه ریزی درسی

فیروز محمودی ¹ ( دانشیار رشته مطالعات برنامه درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران. )
احد عظیمی آقبلاغ ² ( دانشجوی دکتری مطالعات برنامه درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران. )
سیدهادی مدنی ³ ( دانشجوی دکتری فلسفه تعلیم و تربیت، دانشگاه شاهد تهران. تهران. ایران. )

تاریخ دریافت : 1398/11/10 تاریخ پذیرش : 1399/06/01 تاریخ انتشار : 1399/06/01

کلید واژه: مدارس عشایری, عناصر برنامه درسی تحلیل محتوای کیفی هدایت شده,

چکیده مقاله :

این پژوهش با هدف مطالعة ویژگی‌های عناصر برنامه درسی در مدارس عشایری، از منظر معلمان ابتدایی، انجام شد. مطالعه حاضر در سال تحصیلی 98-1397 با رویکرد کیفی، از نوع تحلیل محتوای کیفی هدایت شده با نمونه‌گیری هدفمند و از طریق مصاحبة عمیق نیمه‌ساختاریافته با 15 نفر از معلمان شاغل در مدارس عشایری انجام گرفت. تجزیه‌وتحلیل متن مصاحبه‌ها به‌صورت دستی و همزمان با جمع‌آوری داده‌ها انجام شد. اعتمادپذیری یافته‌ها با استفاده از غوطه‌وری و مطالعه مکرر و بازنگری توسط مشارکت‌کنندگان و خبرگان به دست آمد. با استناد به عناصر برنامة درسی پیشنهادی Maleki (2015)، هفت عنصر در این پژوهش مورد مطالعه قرار گرفت. ویژگی‌های عناصر برنامه درسی عشایری با طبقه‌های اصلی شامل هدف (هدف از تحصیل اکتفا به سوادآموزی در حد ابتدایی)، محتوا (محتوای نظام متمرکز؛ چالشی برای دانش‌آموزان و معلمان عشایری)، مواد آموزشی (کمبود امکانات و ملزومات آموزشی)، راهبردهای یاددهی- یادگیری (چالش‌های پیش روی راهبردهای یاددهی- یادگیری؛ نقش چندگانة حرفه‌ای معلم)، زمان (غیبت‌های غیرموجه زیاد و از دست رفتن زمان)، فضا (نبود تعامل بین خانه و مدرسه؛ مشکلات فضای فیزیکی مدرسه)، ارزشیابی (موانع ارزشیابی توصیفی - کیفی)، از داده‌ها استخراج شد. نتایج حاصل نشان داد، علی‌رغم تأکید اسناد بالادستی و اساسنامه‌های آموزش‌وپرورش، مبنی بر منطبق کردن برنامه‌های درسی با بستر زندگی عشایری، این مهم اتفاق نیفتاده است؛ لذا اقدامات عملی از سوی متصدیان امر ضرورت دارد.

چکیده انگلیسی:

This study aimed to describe the characteristics of curriculum elements in Tribes schools from the perspective of elementary teachers. The present study was conducted in the academic year of 2018-2019 with guided qualitative content analysis, with purposeful sampling and in-depth semi-structured interview with 15 teachers of Tribes schools. The analysis of the interviews was done manually and simultaneously with data collection. The reliability of the findings was done by immersion and repeated study and review and revise by participants and experts. Based on the elements of the proposed curriculum Maleki (2015), seven elements in this study were studied. Characteristics of Tribes curriculum elements with main categories include goal (goal of study: literacy only at elementary level), content (prescribed content by Centralized education system, challenges for Tribes students and teachers), instructional materials (shortage of instructional facilities and requirements), Teaching-learning strategies (the challenges of teaching-learning strategies; the multifaceted role of teacher), time (truancy and wasting time), space (lack of interaction between home and school; School physical space issues, evaluation (barriers to descriptive-qualitative evaluation) were extracted from the data. The results showed that this was not the case despite the emphasis on Legal documents and education statutes to adapt curricula to the context of Tribes life, so actions are needed from practitioners.

منابع و مأخذ:

Ali, A. I. (2019). Challenges of Nomadic Pastoralists in Availing Primary Education to their Children, focusing on Hawd Region of Somaliland. American Research Journal of Humanities. Social Science (ARJHSS). 2 (2), 28-47.

Abbasi, A. (2018). Investigating and Analyzing the Goals of Nomination Education Based on Bahman Beigi's Educational Views: A Qualitative Content Analysis. Journal of Teaching Research, 6(3), 123- 146. [in persian].

Abdoli, M. (2015). The challenge of Nomads’ Migration and Nomads’ schools. Journal of Theory & Practice in Curriculum, 3, (5): 5-22. [in persian].

Aghazadeh, M., & Khosravi, A. (2008). An analysis of the training of immigrants in countries around the world. Book of Proceedings of the International Conference on Education of immigrant Nomads, Chaharmahal Bakhtiari Province, Shahrekord, ordibehesht. [in persian].

Akbari Boorang, M. Jafari Sani, M. Ahanchian H & Kareshki, H. (2013). The Evaluation of E-learning Quality of Iran’s Universities Based on Curriculum Orientations and Faculty Members’ Experiences. Journal of Research and Planing in Higher Education, 18(4), 75-97. [in persian].

Assareh, F. (2008). Assessment of language problems of first grade elementary children in bilingual areas. Curriculum Studies Quarterly, 3 (9), 6- 42. [in persian].

Attaran, M., Abdoli, M. (2012). Learning Culture of Nomadic School: Narratives of a Teacher, Journal of Curriculum Studies, 7(25), 45-64. [in persian].

Baboli Bahmai, A., Yar Mohammadian, M,H., & Youz Bashi, Z. (2014). Content analysis of seventh grade social studies textbooks based on multicultural indexes derived from Top documents. National Conference on Multicultural Education, esfand, Urmia. [in persian].

Baughn, B. (2018). Nomadic education in Northern Pakistan: The Bakarwal case. UMT Education Review, 1(1), 1–22.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational, researcher, 18(1), 32–42.

Doll, J. J., Eslami, Z., & Walters, L. (2013). Understanding why students drop out of high school, according to their own reports: Are they pushed or pulled, or do they fall out? A comparative analysis of seven nationally representative studies. SAGE Open, 15-31.

Far danesh, H. (2009) Classification of Constructivist Instructional Design Models based on Learning and Teaching Approaches, Studies in Education and Psychology, 9(2), 5. [in persian].

Fouladian, M., Toussifar, J., & vaziri, S. H. (2016). Narrative research of children resorting to child labor in the city of Mashhad, Quarterly of Social Studies and Research in Iran, 5(3), 485-510. [in persian].

Ghaderi, M., & Karam Kar, S. (2014). Curriculum and Culture; Confrontations and Conversations. Tehran: Awai Noor. [in persian].

Ghanbari Ghadivi, A. (2009). Nomads Education, Shoulders and Shoulders not (Necessity), book of collection articles the International Conference on Nomads Education, Chaharmahal-Bakhtiari-Shahrekord Province, ordibehesht. [in persian].

 

Hasani, M. (2012). Evaluation of Elementary Third Quran Curriculum. Tehran: Education Research Institute. [in persian].

Heidarzadegan, A., Sandooghdaran, M. (2017). Educational opportunities for nomad’s students in Sistan and Baluchestan: Equal or Unequal., 6(11), 159-175. [in persian].

Hsieh, H., & Shannon, S.E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9)., 1277 – 1288.

Iman, M,T., & Noshabadi, M,R. (2011).»Qualitative content analysis«Pazhuhesh, 3 (2): 15-44. [in persian].

Jamshidi Solouk Lou, B., & Latifian, M. (2007). Comparison of the cognitive style of nomadic and urban Middle school students in interaction with Parents' parenting Dimensions. Modern Educational Thoughts, 3 (1), 21-33. [in Persian].

Kazemi, S. A. (1990). Tribal education abilities and disadvantages from the beginning to the Islamic Revolution. M.A thesis. Shiraz University. [in persian].

Keshtiaray, N., Karimi ALavijeh, A., Foroughi Abari, A. A.(2013). Identifying the barriers and challenges in performing the descriptive evaluation plan. Research in Curriculum Planning, 10(39), 53-68.

Khosravi, R., Mehr Mohammadi, M. (2012). Emergent Curriculum: A Critical Reflection on the Concept of Predefined Curriculum, Journal of Curriculum Studies, 7(25), 5-26. [in persian].

Khosravi, M. (2008). Multicultural education, essential for globalization of education. Conference on Globalization and Native Curriculum; Challenges and Opportunities. Eighth Conference of Iranian Curriculum Studies Association, Mazandaran. Aban 8, 9. [in persian].

Krajcik, JS, Czerniak, CM & Berger, CF (2003), Teaching science in elementary and middle school classrooms – a project-based approach’, 2nd edn, McGraw-Hill, New York.

Mahram, B., Saketi, P., Masoudi, A., & Mehr Mohammadi, M. (2006). The Role of Hidden Curriculum Components in Students' Academic Identity (Case Study: Ferdowsi University of Mashhad). Journal of Curriculum Studies, 1 (3) 3-29. [in persian].

Maleki, H. (2015). Curriculum develepment (Action Guide). Tehran: madraseh Publications. [in persian].

Mardan arbat, F. (2013). A Study of Parents' Experiences of Participation in the Implementation of Elementary Course Curriculum in the Academic Year of 2013-2014 (A Phenomenological Study) M.A Thesis in Curriculum Planning. Tabriz University: Faculty of Educational Sciences and Psychology. [in persian].

Mehrabi, A., & Younesi, A. (2008). Ethnic diversity and national cohesion in Iran; opportunities, challenges and strategies. Journal of Cross-Cultural Studies, 3 (7) 41-70. [in persian].

Mehr Mohammadi, M., & et al. (2018). Curriculum: Theories, Approaches and Perspectives, Tehran: samt, beh nashr (Astan Qods Razavi Publications). [in persian].

Mohammadi, D., Fathi Azar, E., & Adib, Y. (2019). Experiences of elementary male students from descriptive evaluation. Journal of Theory & Practice in Curriculum, 6 (11): 5-30. [in persian].

Musa Pour, N. (2003). Fundamentals of Secondary Education Planning. Mashhad: Astan Qods Razavi Publications. [in persian].

Ngugi, M. (2017). PARTICIPATION OF KENYAN NOMADIC PASTORALISTS IN NON-FORMAL EDUCATION. European Journal of Education Studies.

Noor, A. F., & Sugito, S. (2019). Multicultural Education Based in Local Wisdom of Indonesia for Elementary Schools in the 21st Century. Journal of International Social Studies, 9(2), 94-106.

Nourieh, M. R., & Gol Mohammadi, M. (1998). Bilingual dimensions in Hamadan. Hamadan Institute of Education.

Olaniran, S. O. (2018). Almajiri education: Policy and practice to meet the learning needs of the nomadic population in Nigeria. International Review of Education, 64(1), 111-126.

Sadeghi, A. (2011) Designing the optimal model of Iran's multicultural teacher training curriculum, PhD Thesis. Allameh Tabatabai University. Faculty of Psychology and Educational Sciences. [in persian].

Saffi nejad, J. (2004). Social structure of Iranian Tribes. Jornal of National Studies 5, (1). Tehran: Institute of National Studies. [in persian].

Salehi, K., Bazargan, A., Sadeghi, N., Shokoohi-Yekta, M. (2015). Representing the Teachers' Perceptions and Lived Experiences of the Possible Damages for Implementing the Descriptive Evaluation Scheme in Primary Schools. Educational Measurement and Evaluation Studies, 5(9), 59-99. [in persian].

Sedaghat, M. (2011). Evaluation of Geology Curriculum for High School and Pre-university. Tehran: Educational Research and Planning Organization. [in persian].

Seydaee, E., Dehghani, A. (2011) Nomadic Ecosystem Planning, Isfahan University Jahad Publications, Isfahan, 136. [in persian].

Shabani, H. (2007). Teaching snd Educational Skills. Tehran: Samt. [in persian].

Sharifi, S. (2013), EDUCATION OF NOMAD CHILDREN IN THE NORTH & EAST OF AFGHANISTAN Faculty of Art and Social Science Thomson/Wadsworth.

Siglo, & Garsia (1995), Working whit street and working children, UNESCO.

Statute of the Tribes Schools. (2014). Nine hundred-eight meeting of the Higher Education Council. [in persian].

Taherizade, S., Shabany, R. (2019). Localized curriculum, undeniable necessity for multigrade classes. Research in Curriculum Planning, 16(63), 66-67. [in persian].

Tahir G.، Muhammad، N. D.، & Mohammed A. M. (2005). Improving the quality of nomadic education in Nigeria: Going beyond access and equity. Association for the Development of Education in Africa، Nigeria. Federal Ministry of Education.

Taghipour Zahir, A., (2013). Curriculum planning for elementary schools in the third millennium. Tehran: Aghah. [in persian].

Tourani, H., (2013). Evaluation of Elementary Sixth-grade Thinking and Research Curriculum. Tehran: Education Research Institute. [in persian].

UNESCO (2015). Regional Overview: Sub-Saharan Africa. Education for All Global Monitoring Report.

Vafaee, R., & Sobhani Nejad, M. (2015) Analysis of Multicultural Education component In Textbooks. Journal of Theory & Practice in Curriculum, 3 (5): 111-128. [in persian].

Vakili ghasriain, L. (2011). Challenges of teaching in rural areas. M.A thesis Educational Management, Kurdistan University. [in persian].

Walberg, H. (1984). "Families as Partners in Educational Produc­tivity;' Phi Delta Kappan, 84(6):397-400.