Designing and validating the educational strategies of multi-level classes based on global experiences and assumptions

Leila Ahmadi; Jafar Ghahramani; Mohamad Azimi

doi:10.61838/kman.jayps.1.1.30

Authors

Leila Ahmadi , Department of Curriculum Planning, Marand Branch, Islamic Azad University, Marand, Iran Author https://orcid.org/0000-0002-6900-155X
Jafar Ghahramani , Assistant Professor, Department of Educational Management, Marand Branch, Islamic Azad University, Marand, Iran Author https://orcid.org/0000-0002-2028-4835
Mohamad Azimi Department of Elementary Education, Farhangian University, Tehran, Iran Author https://orcid.org/0009-0006-8163-9114

DOI:

https://doi.org/10.61838/kman.jayps.1.1.30

Keywords:

Teaching multilevel classes, educational strategies, validation

Abstract

Background and Aim: Multi-grade classes are among the curricula used for teaching and training in rural and deprived areas. The conditions in these areas force the educational system to form multi-level classes. This research aims to design and validate the educational strategies of multi-level classes based on global experiences and assumptions. Methods: The current analytical/descriptive research is of a mixed exploratory type carried out quantitatively and qualitatively. The statistical community in two sections includes authentic documents and texts, experts in the field of primary education and university professors in the field of education and educational management, all experts related to There were multi-level classes that 20 people were selected from the community of experts as a sample in a purposeful way (criterion-based) as a statistical sample. Quantitative and qualitative methods were used to analyze the research questions. In order to design the famous educational approaches of multi-grade classes based on global experiences and assumptions using documents, The study of authentic texts was used using the method of interviews with university professors. Results: The findings showed that the themes extracted from the interviews with professors and curriculum planning experts consisted of 5 main themes and 41 sub-themes, and these five main patterns obtained were curriculum objectives, effective teaching methods, use of educational standards, fundamental challenges, and qualitative evaluation. Conclusion: The results of this research showed that the validity of the model designed based on the extracted features was evaluated by appropriate experts.

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