درخت حوزه‌های تخصصی

Purpose: Considering the importance of curriculum for different classes, especially for multi-grade classes, the present research was conducted with the aim of validating and presenting the curriculum pattern of multi-grade classes of elementary school. Methodology: This study in terms of purpose was applied and in terms of implementation method was mixed. The population of the qualitative part of the current research was the documents related to the research field in scientific databases of internal (1391-1402) and external (2013-2023), which numbers of 27 document were selected as a sample with using the purposive sampling method. The population of the quantitative part of the current research was the experts familiar with the field of research, which numbers of 25 expert were selected as a sample with using the purposive sampling method. The research tool in the qualitative part was taking notes from the documents and in the quantitative part was answering about the validity of the designed pattern with the criteria of adaptability, comprehensibility, research process evaluation, generalizability, theory evaluation and control. The data of the qualitative part to present the curriculum pattern of multi-grade classes of elementary school were analyzed with the meta-synthesis method in MAXQDA version software, and the data of the quantitative part to validating the mentioned pattern were analyzed with the one sample t-test in SPSS version 23 software. Findings: The findings showed that the curriculum pattern of multi-grade classes of elementary school had 157 indicators in 28 components and 10 dimensions including the logic, purpose, content, learning methods, teacher, materials and resources, student, time, place and evaluation methods, which based on it, the pattern of dimensions and components of curriculum of multi-grade classes of elementary school were drawn. Other findings showed that the curriculum pattern of multi-grade classes of elementary school was valid based on the criteria of adaptability, comprehensibility, research process evaluation, generalizability, theory evaluation and control. Conclusion: The designed curriculum pattern of multi-grade classes of elementary school in the present research can help experts and planners in improving the curriculum status of multi-grade classes.

Purpose: The objective of the present study was to validate a model for a multicultural curriculum based on Foucault's view at the 2nd stage of secondary school. Methodology: This study was applied, descriptive survey. The statistical population of this study included 11,024 teachers (5,692 men and 5,332 women) at the 2nd stage of secondary schools in Semnan Province. The research sample included 360 second stage of secondary schools teachers who were selected by multi-stage relative cluster sampling and Cochran's formula. The data collection tool is a researcher-made questionnaire of a multicultural curriculum based on Foucault's view with 70 questions and 4 dimensions of "goal, content, teaching-learning strategies and evaluation" and each dimension has three components of "knowledge, attitude and skill" on a five-point Likert scale. In order to confirm the validity of the questionnaires, content validity was used and composite reliability (CR) was used for the reliability of the questionnaires, which was suitable and acceptable. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and structural equations modeling were used for data analysis by SPSS21 and PLS. Findings: The study results showed that the components of goal, content, teaching method and evaluation affected explaining a model for a multicultural curriculum based on Foucault's view. Conclusion: According to the study results, the model had a good fit.