JOURNAL OF CURRICULUM STUDIES
VOL.2
NO.8, Spring:2008

Task-Supported Structural Syllabus

Sasan Baleghizadeh

Shahid Beheshti University

Abstract

The present paper is an attempt to offer a modified version of the traditional

structural syllabus. To this end, the main criticisms of the structural syllabus are

first reviewed on both sociolinguistic and psycholinguistic fronts. It is argued

that the structural syllabus fails to provide language learners with the necessary

equipment for effective communication and misrepresents the process of second

language acquisition by depicting a linear mode of learning. The solution offered

to remove this problem in the 1990s was that tasks, rather than grammatical

structures, should play a pivotal role in designing language instructional materials.

However, the idea of task-supported structural syllabus (TSSS) proposed in this

paper calls attention to the possibility of teaching grammar through tasks. The

paper is concluded by introducing the components that shape the TSSS cycle.

Key words: structural syllabus, consciousness-raising, focused tasks, unfocused

tasks

The Effects of Social Climate of High Schools on Fostering Social Skills

Mohsen Talebzadeh (Ph.D)

Bahram Saleh Sedgh Pour (Ph.D)

Ensi Karamaty

Abstract

The objectives of this study were twofold: 1) describing school climate in two

types (open and closed), 2) exploring the effects of school climate on fostering

social skills among students. Therefore, the study examined the hypothesis

that the climate of schools would affect fostering social skills (self-assertion,

cooperation, empathy and assuming responsibility) among students. In this

year old girls from 10 public high schools in Tehran 18-study, a sample of 400 15

was selected through multistage cluster sampling. Respondents completed two

separate questionnaires on school climate and social skills. Multivariate analysis

of variance (MANOVA) indicated that school climate not only has effects on

development of social skills among student but also has effects on common

variance of the social skills, which was conceptually affected by six variables

including: self-consciousness, self-esteem, expansion of relationship, confidence

and feeling of security, paying attention to individual difference and flexibility

Guidance for Internalization of Values through Curriculum

Zohreh Khosravi (Ph.D)

Khosrow Bagheri (Ph.D)

Abstract

In this paper, internalization of values was discussed on the basis of the theoretical

framework indicating that human actions rest upon the threefold foundations of

cognition, inclination, and will. Thus, internalization of moral values means that

the appropriate foundations for moral behavior are internally provided in terms

of the three dimensions of cognition, inclination, and will. As for cognition,

internalization of values means that the individual would be conscious of

characteristics of the behavior concerned and would behave accordingly. Given

the relation of this dimension to educational strategies, three kinds of direct, semidirect,

and indirect methods for providing cognitive foundation of moral behavior

may be considered. Direct, semi-direct and indirect methods may be called:

«clarification of values», «dialogue» and «practical modeling», respectively.

As regards the inclination, the three kinds of methods can also be used. In this

case, 'reinforcement of value-laden behaviorʼ, as the direct method, 'emphasis on

moral figures through story tellingʼ as the semi-direct, and 'practical modelingʼ

as the indirect one would be considered. Finally, the three kinds of methods can

also be used with regard to the intentional foundation of value oriented behaviors

where 'recommending value-laden behaviors», «involving individuals in sociomoral

projectsʼ, and «autonomous involvement of students in social activities»

.may be referred to as direct, semi-direct and indirect methods, respectively

Key Words: Value, Morality, Internalization, Curriculum, Human agent,

Cognition, Inclination, Will.

6

The explaining peace-oriented curriculum in Kantʼ peace philosophy

Mostaea Ghaderi(Ph.D)

Abstract

Purpose of this research is to examine the peace-based curriculum

philosophically in accordance to the views of the greatest philosopher of the

Post-Enlightenment period, Immanuel Kant. Kant is particularly important

for Insisting both on the ethical and cognitive approaches to peace, and

the inclusive national and international approaches. Also he views peace

realistically and at the same time not optimistically; idealistically and at

the same time not romantically. Since Kant has a substantial essay named

«Constant Peace: A Philosophical Project», his thought about peace and how

was his philosophical project to establish peace can be a suitable subject for

.teachers in analyzing the peace curricula

The national level, Kant believes in a republic system based on the opinion

of the majority of the people. At the international level, he proposes to establish

a federation of free nations with minimum institutionalism. According to him,

the establishment of such a federation is a means for the realization of the ideal

.of the universal nation and the universal citizen

Kant believes that the natural end leads human to the universal nation, but

once the life of human becomes completely moral and wisdom dominates all

.his social and political actions, this end would come true

Regarding Kantʼs ideas, an eclectic curriculum of peace has been

suggested, which is self-religiosity, experience-based, democratic, pragmatic,

.reformist, and critical

The scope of the curricula, according to the educational purposes influenced

:by Kantʼs philosophy, consists of three phases

peace skills

large-scale peace studies

eclectic peace studies

Nowadays, some critics pose objections to some aspects of Kantʼs

philosophy of peace, arguing that he his philosophy is nominal and that it

cares only for the intention and not the results of an act. Also, unchangeability

of Kantʼs moral principles has been criticized by the advocates of cultural

multiplicity, since Kantʼs insists on the existence of the same moral codes

.among all nations and human communities

Keywords: Kantʼs philosophy of peace, peace-based curriculum, educational

peace purposes, eclectic approach to peace curriculum

Task-Supported Structural Syllabus 5

Journal of Curriculum Studis (J. C. S)

Exploring an appropriate Instructional model for industrial Sattings

Hashem Fardanesh (Ph.D)

Morteza Karami (Ph.D)

Abstract

Instructional design models based on systemic approach have long been

implemented in industrial trainings. Nevertheless, the emergence of constructivist

approach has cast doubt on the implementation of systemic models. The

implementation of effective Instructional design models has had tangible impact

on productivity of training systems in industrial settings that have been The scenc

to most initiatives on Instructional design in the last three decades. For the first

time, in this study the selection of appropriate approach and Instructional design

model at various levels has been comparatively investigated which certainly

would enhance the efficiency of industrial trainings and solve the problems

concerned. To this end, two identical training programs were developed, one based

on systemic approach and another on constructivisim. Then the effectiveness of

.both programs was evaluated using the Kirk Patrick model

Keywords: industrial training, systemic approach, constructivism

4

A comparative study of elementary science textbooks in Iran, US and UK in

terms of development of research skills

Mrs.Azam Esfijani

Bibieshrat Zamani (Ph.D)

Hasanali Bakhtiyar Nasrabadi (Ph.D)

Abstract

This paper is a content analysis of Science textbooks at elementary level in terms

of research orientation and development of research skills. The content analysis

of textbooks published by Harcourt Brace (US), Ginn and Heinemann (UK),

and Iran indicates that the textbooks in question are generally oriented towards

research skills. However, they vary in terms of attention given to different

research skills. As far as research skills are concerned, curiosity stimulation had

the highest frequency whereas skills of hypothesis development and data transfer

had the least. Statistical analysis suggests that the distribution of factors varies

.depending on year of study and country

Keywords: Research skills, Textbooks, Science, elementary Schools, Content

Analysis, Iran, US, UK

A comparative study on national language programs at elementary level in

Iran and US

Hossein Ghasempour Moghaddam (Ph.D)

Bahman Zandi (Ph.D)

Mrs.Maryam Bakhshesh

Abstract

In this study the national language program at elementary level in Iran and four

US states including California, Arizona, Virginia, and Wisconsin was compared

in terms of elements and standards. This paper specifically investigated the goals,

elements and standards, learning materials and resources, methods, evaluation

process, as well as the initiatives taken to improve the national language program

at elementary level in Iran and the four US states. This is a descriptive study

using the method suggested by George Beardy. Finally, based on the findings of

the study some suggestions were made in order to improve the national language

.program at elementary level in Iran

Keywords: national language, comparative study, elementary level, Iran, US