Showing 3 results for Hosseinikhah
Niloufar Mortazanejad, Phd Mohammad Attaran, Phd Ali Hosseinikhah, Phd Effat Abbasi,
Volume 5, Issue 9 (9-2017)
Abstract
Entrepreneurship education (EE) is a fast growing field; despite of this, the content and teaching strategies are vague. This paper collected the studies on goals, content, teaching and evaluation approaches of EE, and by synthesizing them, provided an appropriate compound of them. The criteria for selecting the studies were examination one or more of mentioned components among 2000-2016. Findings of each component have been discussed and by synthesizing them, the final conclusion has been approved. According to this study, EE goals in elementary level include familiarizing with basic concepts, motivation, interest and entrepreneurial spirit. The secondary level objectives are promotion of entrepreneurial skills and competencies. Content is developed based on goals, and is integrated in three first years, and then is delivered in both integration and discrete. Active teaching strategies, especially induction and intuition, are appropriate. The authentic evaluation methods and formative evaluation approches are more fit with entrepreneurship nature.
Ms Nahid Hashemi, Dr Nematolah Musapour, Dr Ali Hosseinikhah,
Volume 7, Issue 14 (10-2019)
Abstract
The concept of “synergy” initially emerged in bioscience and management science accordingly followed by its success in behavioral, social, political and relation science, synergy was applied in curriculum development. The concept of synergistic curriculum was formed which covers curriculum in a wider aspect. The so-called consept provides school educationalists with opportunities to put curriculum concept into practice which go beyond the conventional curriculum. The synergistic curriculum focuses on two sections of the curriculum: The silent and talking curriculum. The present article elaborate these points as well as the achivments of synergistic curriculum.
Mr Adel Alipoor, Dr. Majid Aliasgari, Dr. Ali Hosseinikhah, Dr. Gholamreza Hajhosseinnejad,
Volume 8, Issue 15 (3-2020)
Abstract
The main purpose of this study is to explain the components of the curriculum for job empowerment of mentally retarded children. The applied approach is qualitative and research synthesis, which was done. The results of this study showed that the general objectives of teaching mentally retarded children can be categorized into four categories: the comprehensive development of mentally retarded children; the establishment of useful and effective relationships with others; the acceptance of social responsibility; the economic adequacy; and, consequently, the content of the curriculum content for children Subjective mental retardation was presented. Also, the results showed that only one teaching method cannot meet the needs of the mentally retarded children in a comprehensive manner, so teachers can use different teaching methods and the method of functional measurement with the evaluation of effective reference criteria is the most effective method of evaluating the knowledge gained by these children.
