مصطفی عزیزی شمامی

Environmental education (EE) raises awareness of issues impacting the environment upon which we all depend, as well as actions we can take to improve and sustain it. This study investigated the degree of consistency among the environmental components of the intended and implemented curricula belonged to the fifth grade Experimental Science textbook. The methodology in the first part was content analysis, while in the second part was a survey. The statistical population consisted of the fifth grade Experimental Science textbook and 120 fifth grade teachers of primary schools in Sari. The intended curriculum has been examined through the analysis of the objectives and the content of the Experimental Science textbook, and the implemented curriculum has been examined via a researcher-made questionnaire. Chi-square and one-sample t-test were run in data analysis process. The results indicated that with respect to the objectives, there was not any significant difference among the components of the environmental education. However, regarding the content, there was a significant difference among the components of the environmental education. However, there was a significant difference among the contents of the environmental components of the fifth grade Experimental Science course. Moreover, regarding the environmental components and the teachers’ opinions, there was a significant difference between the intended and implemented curricula, and hence not any consistency between the two. Therefore, due to the existing inconsistency, it is necessary for the Editing Council of the Experimental Science Book, as well as the school principals and teachers to put more efforts into reducing such inconsistency.

Considering students expectations and rivalry among higher education institutions, novel practical ways through adaptation of market-oriented mechanisms as well as business mechanisms in higher education are required. The present paper, therefore, aims to examine mechanisms for positioning in Iranian higher education. In doing so, phenomenological approach was applied. A purposive sample of 10 informants consisting of higher education experts and deans was selected. To analyze data, open, axial, and selective coding system was applied and the findings were organized under mechanisms for positioning in higher education. With regard to target market in higher education, attracting factors and success factors were yielded. With regard to positioning in higher education, 4 categories were identified including emphasis on relative advantage, emphasis on Basic resource, emphasis on marketing techniques, and emphasis on customers’ perception. Barriers and constraints were categorized under 6 main categories: political, administrative, institutional, cultural and social, economic, and academic. Based on literature and findings, conceptual framework on mechanisms for positioning in higher education was developed. Considering students expectations and rivalry among higher education institutions, novel practical ways through adaptation of market-oriented mechanisms as well as business mechanisms in higher education are required. The present paper, therefore, aims to examine mechanisms for positioning in Iranian higher education. In doing so, phenomenological approach was applied. A purposive sample of 10 informants consisting of higher education experts and deans was selected. To analyze data, open, axial, and selective coding system was applied and the findings were organized under mechanisms for positioning in higher education. With regard to target market in higher education, attracting factors and success factors were yielded. With regard to positioning in higher education, 4 categories were identified including emphasis on relative advantage, emphasis on Basic resource, emphasis on marketing techniques, and emphasis on customers’ perception. Barriers and constraints were categorized under 6 main categories: political, administrative, institutional, cultural and social, economic, and academic. Based on literature and findings, conceptual framework on mechanisms for positioning in higher education was developed.