Studying the Compatibility of Iran's New Primary School Curriculum with the Curriculum Change Principles

  •  Maghsoud Khandaghi    
  •  Ali Baraei    


Some principles are key to any change process and considering them in practice make the change process effective. The advocators for "down-up" change believe that the thoughts and ideas of individuals with practical and direct experience of the situation are more effective for making change. As main actors of curriculum, teachers have beneficial views on change plans. This survey aimed to investigate the primary school teachers' viewpoints on the compatibility between Iran's Primary School Curriculum changes and the 12 Curriculum Change Principles. Finding showed that in Iran's primary school curriculum, the principles relating to learning as an agent needed for change (principle 1), intervention for making change (principle 5), district and school-based leadership as an essential elements of long-term change success (principle 7), systematic view on change (principle 11), considering the school as the primary organizational unit for change (principle 3) and focus on objectives (principle 12) are highly considered. However, organizational and individual roles in making change (principle 4) and appropriate intervention role in reducing resistance to change (principle 4) are less considered by the subjects. Some differences were significant based on other background variables, too.

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