2024-03-29T01:46:40Z
https://journal.cesir.ir/?_action=export&rf=summon&issue=20597
Iranian Journal of Comparative Education
IJCE
2588-7270
2588-7270
2022
5
2
A Comparative Study of Creativity Education in Primary Schools of England &Finland: Lessons for Iran
Ali Akbar
Samiee
Badri
Shahtalebi
Ahmad
Abedi
Fostering creative people have become one of the modern goals of advanced educational systems. While the need for creativity in the new millennium is more obvious, the education systems of advanced societies can teach pivotal lessons to other countries. The purpose of this research was to investigate the experiences of England and Finland in teaching creativity in primary schools to provide guidance to Iranian curriculum planners. The selection strategy of the countries studied in this qualitatively comparative study was "similarity in social systems, similarity in educational outputs" and the level of analysis and observation was macro (country). Data collection method was documentary and data analysis method was John Stuart Mill's method of agreement and disagreement using Bereday's regional approach for presenting the findings. The findings indicated that attention to the role and importance of children's creativity in the England education system has a long history, while Finnish education policymakers, especially in the last two decades, have paid more effort to this issue. Also, while various national documents on creativity have been published in England over the past six decades, Finns have been more pragmatic. Another finding shows that the England’s primary education system is influenced by factors such as subject-oriented, teacher-centered and exam-oriented and therefore has not had much success in creative education, while the Finns have used the school-centered and child-centered approach in teaching creativity. Given the research findings and the social realities of Iran, it seems that curriculum planners for educating creative children should pay more attention to the experiences of Finns. Research findings reveal that curriculum planners in Iran need special attention to Finnish experiences to raise creative children.
creativity
Creative Education
Curriculum
Subject-centered
School-centered
2022
05
01
1813
1830
https://journal.cesir.ir/article_146308_efdb60966d035a4f0d912110ceb0be6f.pdf
Iranian Journal of Comparative Education
IJCE
2588-7270
2588-7270
2022
5
2
A Comparative Evaluation of the Translation Programs at Bachelor's Level in Iran, England and Turkey based on CIPP Model
Saeed
Ranjbar
ramin
rahimi
Davood
Mashhadi Heidar
Little is known about the quality of technical translation courses offered in English departments in Iran and even less about the efficacy of the revised BA level translation curriculum which was put into practice since 2016. Among the possible ways to evaluate such a program, the researchers adopted a comparative perspective to the courses offered at BA level in Islamic Azad University and other foreign departments, namely, Çankaya University in Turkey, Leicester University and Newcastle University in the UK. To adopt an objective perspective to the study of the potentials of these four programs, Stufflebeam’s model including Content, Input, Process, and Product (CIPP) was selected mainly due to its comprehensiveness and administrative orientations. In addition, this study was conducted via implementing content analysis to qualitative data officially issued by these universities. The major findings of this study were (1) unlike other three universities, the graduate program at Islamic Azad University lacks a balance between interpretation and translation; (2) the graduate translation programs in foreign departments lean toward the students interest and needs, especially in terms of including practical English translation and interpretation courses and consider providing career-oriented courses of either interpretation or translation; (3) the foreign departments, particularly, British departments provided out-of-campus authentic translation or interpretation experience on job market. The findings of the study implied that majors revisions are needed to make the current program more compatible with prospect students' future career path.
BA level
CIPP Model
Comparative Evaluation
Graduates
translation program
2022
05
01
1831
1849
https://journal.cesir.ir/article_146304_a3856ea12fbe34bfa0e91b14ba86e873.pdf
Iranian Journal of Comparative Education
IJCE
2588-7270
2588-7270
2022
5
2
A Comparative Study of the UNESCO 2030 agenda with the Fundamental Transformational Document of Iran’s Education
Mohammad Hosain
Farokhinia
Esmat
Rasoli
Ladan
Salimi
Establishment of Islamic Republic of Iran has affected the process of accepting international documents in the field of education. The aim of research was to make a comparative study of the UNESCO 2030 agenda with the “Fundamental Transformational Document of Iran’s Education” in terms of similarities and differences. Research method is comparatively qualitative and method of data collection and analysis is documentary and content analysis respectively. The first finding of the research reveals that the differences between the two documents are much greater than the similarities, so that out of 17 components, there is disagreement between the designers of the two documents in 14 components. Another finding indicates fundamental differences between the ideology and educational philosophy of two documents in areas such as the scope of education, values, and approach to achieving educational goals. Also in the 2030 document, gender equality is emphasized in all its quantitative and qualitative dimensions, while authors of the “F Fundamental Transformational Document of Iran’s Education” do not believe in the equality of men and women in the qualitative dimension of education. Another finding is that the “Fundamental Reform Document of Iran’s Education” promotes gender stereotypes that are not accepted in the 2030 Document by respecting roles such as spouse and mother and determining the type of Hijab for women. In addition, the 2030 document publicly opposes the ideological foundations of the Iran’s Document by recognizing the types of sex and acceptance of LGBT people. These findings show that differences between ideologies in the drafting and approval of national and international documents can pose practical challenges to policymakers and planners in the education system
Fundamental Transformation
International Documents
philosophy of education
Sex Education
UNESCO 2030 agenda
2022
05
01
1850
1870
https://journal.cesir.ir/article_146300_a108f20569f81d5d2c0f5996a0c94db8.pdf
Iranian Journal of Comparative Education
IJCE
2588-7270
2588-7270
2022
5
2
A Comparative Study of Mathematics Curriculum in Primary Schools of Iran and Singapore
Nahid
mehrjoo
Mohammad
nourian
. Dariush
Norouzi
Mahmoud
Abai Kopai
Learning mathematics creates opportunities for pupils to develop key 21st century competencies. In support of this important curriculum, more serious efforts are needed to update the content and technique of mathematics education. The aim of research was a comparative study of primary school mathematics curriculum in Iran and Singapore in four components of objectives, content, teaching and assessment methods. A comparatively qualitative research method has been done using Bereday’s four-step approach. The sample selection strategy was "Different social systems, different educational outcomes". The data were collected using documents and information available in formal government databases, books and publications related to the research topic in the period 2021-2000, and were analyzed according to the John Stuart Mill agreement / disagreement method. The findings showed that selected countries emphasize the development of thinking skills and creative activities in mathematics education’s goals. In terms of goals, most important difference between the two countries is that Singaporean education system supporting the "problem solving" method and creating coherence between the content and skills taught to the learners. Also in contrast to Iran, in Singaporean schools, students' individual differences in content and metacognition development in learning strategies have been addressed. In order to improve the educational quality of Iran, curriculum planners are advised to consider new methods of content preparation and mathematics education.
content
Curriculum
goal
Mathematics
Primary Education
2022
05
01
1871
1897
https://journal.cesir.ir/article_146305_dbb992c93d7608d6389a58ac51efdfc6.pdf
Iranian Journal of Comparative Education
IJCE
2588-7270
2588-7270
2022
5
2
Preschool Educational Approaches: A Comparative Study
Parvin
Solati Asl
Ali
Hoseinikhah
Marjan
Kian
The aim of research was a comparative study of preschool educational approaches. In this research, the components of goals, content, teaching method, educational atmosphere and evaluation in romantic, humanistic, Montessori, Waldorf and Reggio Emilia approaches have been compared. The method of data collection and analysis were documentary and Bereday’s four-step approach respectively. In dimension of goals, all approaches emphasize the enrichment of the child's imagination through the senses. In the activities dimension, all approaches emphasize the learning process. Montessori and Reggio Emilia's approach, more than other approaches, design activities in a more problem-oriented manner. In the Montessori, Reggio Emilia and Waldorf approaches emphasized the question-and-answer method and indirect transmission of material to the child. In particular, the Reggio Emilia and Waldorf approaches have made the learning method the basis of child-teacher interaction, and teaching means the process of helping children learn research. In the dimension of educational atmosphere, human interaction with the environment - through the senses - is the basis of education in all approaches. In the evaluation dimension - with the exception of the Montessori approach which focuses on the extent to which predetermined goals are achieved-, other approaches do not emphasize learning standards and the evaluation is not done in the traditional way. Iranian curriculum planners are encouraged to use the findings of the present study to develop a suitable approach for early childhood education
Early Childhood
Montessori Approach
Preschool Education
Reggio Emilia Approach
Waldorf Approach
2022
05
01
1898
1928
https://journal.cesir.ir/article_149803_ce96eca4089d9ce58702f4228e952461.pdf
Iranian Journal of Comparative Education
IJCE
2588-7270
2588-7270
2022
5
2
EFL Teachers' Perceptions of Key Tenets of Communicative Language Teaching in High School English Textbooks of Afghanistan, Iran & Iraq
Atefeh
Mahdizadeh
Mojtaba
Maghsoudi
Behdokht
Mall-Amiri
The communicative approach to teaching English as a foreign language may be traced back to the introduction of a theoretical perspective which has advocated the motto of language as communication. Predicated on this point of view, large bodies of textbooks have been published in past decades which have increasingly been claimed to be based on the tenets of communicative language teaching (CLT). In order to further investigate the claim, this study aimed at delving into 11th grade textbook currently taught in high schools in Iran, Vision 2, and probed the extent which the tenets of CLT are implemented in comparison to the textbooks of the same level in neighbor countries, Afghanistan and Iraq. In order to achieve the purpose of the study a quan-qual design was adopted. Fifty high school teachers holding BA or PhD in teaching English took part in this study. A reliable checklist was used to collect their perceptions. Having analyzed the quantitative data, the researcher interviewed nine participants. The data from the checklist paved the way for quantitative comparison of the textbooks using chi-square the results of which indicated that English for Iraq features CLT principles better than Vision and English for Afghanistan in terms of group work, learner-contentedness and caring for teacher roles. A further qualitative analysis showed that these textbooks, contrary to the claims, inherit behavioristic legacy as reflected in their formulaic content which is infertile in terms adaptation and personalization as well as meaningfulness.
Communicative Language
English language
Foreign Language
Second language
Teaching
Textbooks
2022
05
01
1929
1947
https://journal.cesir.ir/article_146312_b9bbd31742ca358a41c2598db1add951.pdf
Iranian Journal of Comparative Education
IJCE
2588-7270
2588-7270
2022
5
2
Analyzing and Criticizing Foundations of Educational Liberalism and Educational Neoliberalism: A New Conceptualization
m o I o o d
s a v e h
Mohammad Hassan
Mirzamohammadi
Mahdi
Sobhaninejad
Khosrow
Bagheri
The purpose of study was to analyze and critique the principles of educational liberalism and educational neoliberalism in order to present a new concept (synthesis). The research method was comparatively qualitative and methods of data collection and analysis were documentary and conceptual analysis respectively. The first findings focus on critique of educational liberalism and include issues such as mere attention to elitism, lack of attention to the needs and interests of learners, training entrepreneurs, and developing skills for learners. Other finding of study is the critique of educational neoliberalism due to monopolistic individualism, preference for capitalist ethics, and commercialization of education. Re-conceptualizing (Synthesis) of educational foundations of these two philosophical schools led to the presentation of combined principles, such as internal-external freedom, human-economic wisdom, excellence-centered & welfare – axis life, theoretical-practical sciences, knowledge-oriented /professional-oriented education, value-driven & life - centered training and public-elite education.
Educational liberalism
Educational neoliberalism
educational foundations
reconceptualization (synthesis)
2022
06
01
1948
1966
https://journal.cesir.ir/article_149814_d923c00efd024b756643b8c0f2a7e719.pdf