Showing 2 results for Abedi
Hasan Kavianii, Mohammad Javad Liaghatdar, Bi Bi Eshrat Zaman, Yasamin Abediny,
Volume 6, Issue 11 (9-2018)
Abstract
| Flipped classroom is a way to create positive changes in education; therefore, in the present study we tried to offer a comprehensive operating model of implementation of this method based on research synthesis. The corpus of this study consisted of all scientific articles published about the implementation of flipped classroom. From this corpus 1084 papers were identified through constant searching of the scientific data bases and a total of 100 articles were selected for the final analysis. A researcher-made worksheet form was used for the purpose of reporting and submitting information. The obtained data were analyzed through six-step model for meta-synthesis Roberts using Open and axial coding techniques. According to the findings Curriculum Design in the flipped classroom includes a change in the structure of classroom which has defined different and new roles and responsibilities for teachers and learners. |
Bahar Rashidi, Ahmad Abedi, Ghasem Noruozi,
Volume 10, Issue 19 (3-2022)
Abstract
The present study has pursued two objectives, including investigating the educational system's pathology of gifted schools and provide a curriculum improvement indicators model based on the qualitative method and synthesis research. The statistical population included 261 theoretical sources collection. 94 study had the most coordination. 443 phrases were extracted. Data analyzed by three-step inductive method and 101 themes were obtained. Findings showed that the educational system's damage include 39 basic concepts; 7 sub-themes; 3 main themes. Curriculum development include 62 basic themes; 3 sub-themes and 1 main theme. The results showed one-dimensional training; deficit design and passive teaching-learning programs are gifted school's educational problems. Also, the enrichmental extracurricular includes: multiple and purposeful curriculum; Optimize and increase the quality of teaching-learning; Strengthening the motivation to learn; nurture dynamic students was considered as an indicator of curriculum improvement. Therefore, it is suggested these findings be used to design and develop gifted curriculum.
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