چكيده لاتين :
Introduction
The structure of fields of study, states of the courses and their headings,
the number of cerdits allocated to internship courses, quality of the
internship courses and their coordination with the goals and the title of that
field of study should be in such a way that can provide students with
appropriate level of the skills that they need to acquire during a four-year
period of education in university. Nowadays the CU1Tent state of internship
courses of Educational Management at B.A level in the universities is open
to research so that by taking into consideration the opinions of lecturers of
this field of study we can make a comparison between implemented
curriculum and ideal curriculum. The question that we want to answer in
this study is that whether the implemented curriculum of Educational
Management internship courses can provide students with the necessary
skills that they need to have as the educational managers considering some
elements such as content, learning experiences, instructional method.
students, lectures, evaluation, learning environment and time.
Klein (1991) tried to find new ways to improve and reform curriculums.
To this end, he took into consideration different levels of curriculum,
namely ideal curriculum, formal curriculum, instructional curriculum,
implemented curriculum and experiential curriculum (Mehrmohammadi,
2002).
Combining theory and practice is one of the reasons for the importance
of the present research topic, the thing that, unfortunately, has received little
attention so far.
The needs for doing this research and its importance are:
I. Lack of a theoretical and practical framework for offering internship
courses
2. Lack of a consistent and effective operational program for teaching
and evaluating these courses in universities
3. These courses are taught differently in different universities and
even differently by different lecturers of the same university so we have to
introduce a relative compatibility in this regard
4. Lack of enough attention to these courses comparing with other
courses of the field
5. Lack of compatibility between the missions & goals of these courses
with the number of credits allocated to them that leads to the lack of
opportunities for students to get necessary experiences in schools or other
organizations.
Research Questions
I. Is there any difference, from the lecturersʹ point of view, between
implemented internship courses and the ideal on considering the elements of
goal. content, learning experiences, lecture and evaluation.
2. ls there any difference, from the lecturersʹ point of view, between
implemented internship courses instructional method and the ideal one?
3. Is there any difference, from the lectures point of view, between
implemented internship courses and the ideal one considering the element of
student?
4. Is there any difference, from the lecturers point of view, between
different schedules to implement internship courses?
Methodology
The statistical population of the research composed of the wellexperienced
teaching staff of the twenty Iranian state universities. 132
university faculty members including relatively the majority of university
professors of the country made the selected sample of the study. The
measuring instrument was the researcher-made questionnaire with 73
questions covering the nine important elements of curriculum. The validity
of the questionnaire was determined with respect to views of a number of
faculty members in educational administration and planning departments
and for the reliability of the questionnaire, Cronbachʹ s Alphas was used.
The reliability coefficient of the questionnaire in both mplemented and ideal
Curriculum was 0.97. T-test and Friedman test were used to analyze the
data. The results of the study showed that a significant difference existed
between implemented and ideal curriculum internship with reference to the
nine elements of curriculum in the study.
Results
To answer the first research question, the findings suggest that there is a
significant difference between ideal and implemented curriculum
considering the elements of goal, content, learning experiences, lecture,
evaluation and learning environment from the lecturesʹ point of view.
To answer the second research question, the findings of this study
suggest that based on Friedman test there is a significant difference between
different instructional methods in implemented and ideal conditions. In
other words this difference reached the significant level of P<0.05.
To answer the third research question, the findings of this study suggest
that based on Friedman test there is a significant difference between student
role in different curriculums. In other words, this difference reached the
significant level of P<0.05.
To answer the fourth research question, the findings of this study
suggest that based on Friedman test there is a significant difference between
different schedules. In other words, this difference reached the significant
level of P<0.05 and it can be suggested that most of the lecturers believe
that the project of one compulsory year after education works better.
Discussion
Findings of this study suggest that from the Educational Management
lecturersʹ point of view, the elements of goal, content learning experiences,
lecture, evaluation and learning environment in implemented internship
courses are not in an appropriate condition and with respect to ideal
curriculum they need improvement and they should be the focus of experts
attention. As the result they can possess a suitable position both logically
and scientifically. In other words, there exists a difference between
implemented and ideal internship courses considering these 6 elements and
the value of this difference is two times bigger than that of the average of
lecturers opinions. The same result was achieved by Johnson and Brockman
(2007), Mori (2006), Kelly (2004), Marshak (2003), Vanzost and Bohel
(2002), Lin French (2001). Williamson and Hudson (2001), Dappen (2001),
Gheibi (200 I J. Mollamohammadi (2000), Fazeli (1999), Andre (1998)
Swing (1998) Foster and Ward (1996), Shojanoori (1996), Jean and Evans
(1995), Vahedi (l995), Karimi (1995). Kern (1994), Van (1993) Mirkamali
(1993) and Berenji (1973).
The results of the study considering the second research question show
that from the Educational Management lecturersʹ point of view the element
of teaching methodology in implemented curriculum is not in an appropriate
situation and comparing it with teaching methodology in ideal curriculum. it
needs improvement and attention. The same result was achieved by Bollman
(2001), Lin French (2001), Mollamohammadi (2000), Andre (1998) and
Mirkamali (1993).
The results of the study considering the third research questions suggest
that from the Educational Management lecturersʹ point of view the element
of student is not in an appropriate position in the implemented curriculum
and it needs more experts attention. The same results are achieved by Mori
(2006). Dappen (200 I), Brawn (200 I) and Andre (1998). The results of the
study considering the fourth research question suggest that from the
Educational Management lecturersʹ point of view the element of time in
implemented curriculum is not in an appropriate position and it should be
focused upon more by experts. The same results achieved by Mori (2006),
Brown (2001). Dapen (2001), Mollamohammadi (2000), Foster and Ward
(1996) and Vahedi (1995).
