Educational Science
Seyyed Mohmmad Hossein Hosseini; Mahmoud Mehrmohmmadi; Qolamreza Haj Hosseinnezhad; Nader Salsabili
Volume 15, Issue 37 , November 2015, , Pages 199-235
Abstract
The present article aims at critically analyzing the curriculum change patterns. To this end, the "Critical Philosophical Exploration" method was used. The statistical population comprised all sources including books, articles, studies and the related research that were selected as the sample mostly ...
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The present article aims at critically analyzing the curriculum change patterns. To this end, the "Critical Philosophical Exploration" method was used. The statistical population comprised all sources including books, articles, studies and the related research that were selected as the sample mostly through purposive sampling. Through a logbook, the required data were collected and they were analyzed through verbal, visual, and logical inference. Based on the research findings, the curriculum change patterns include Concerns-Based Adoption Mode, systemic change, barriers and resistance to change, change conditions, factors affecting change implementation, three-level organizational change, change characteristics, change process, and three-level systemic educational change. The models, most of which are based on the teleological approach to change and the top-down linear approach to curriculum change, are non-systematic and atomistic and provide an incomplete description and explanation of the reality of curriculum change.
