Volume 5, Issue 4 (Winter 2022)
Iranian Journal of Educational Sociology 2022, 5(4): 200-216 |
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Zolfaghari F, Salimi L, Rasooli E. (2022). Validation of a Model for a Multicultural Curriculum based on Foucault's View at the 2nd Stage of Secondary School. Iranian Journal of Educational Sociology. 5(4), 200-216. doi:10.61186/ijes.5.4.200
URL: http://iase-idje.ir/article-1-1235-en.html
URL: http://iase-idje.ir/article-1-1235-en.html
1- PhD student, Department of Curriculum Planning, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran.
2- Assistant Professor, Department of Curriculum Planning, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran.
2- Assistant Professor, Department of Curriculum Planning, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran.
Abstract: (847 Views)
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.
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.
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