The aim of present study was to evaluate the curriculum of SAMPAD high-schools from the teachers’ viewpoints based on the CIPP (context, input, process, and product) model. The study was descriptive and the participants were 120 teachers of SAMPAD high-schools chosen through cluster sampling technique. The research instruments were an evaluative questionnaire of CIPP whose content validity was attested by the university faculty members and its reliability was calculated via alph Chronbach’s analysis (0.93). The results indicated that curriculum is not compatible with the educational goal generally. The appropriacy of the curriculum regarding the input and the output was revealed while other parameters were found to be inappropriately practiced. According to the teachers’ viewpoints, it is essential to accommodate more audio-visual instructive materials into the curriculum which need to be implemented properly for each activity.
Jabbari, S. (2018). Evaluating the Practiced Curriculum of SAMPAD Schools from the Teachers’ Viewpoints Based on the CIPP Model. Journal of Curriculum Research, 7(2), 189-220. doi: 10.22099/jcr.2018.4750
MLA
Jabbari, S. . "Evaluating the Practiced Curriculum of SAMPAD Schools from the Teachers’ Viewpoints Based on the CIPP Model", Journal of Curriculum Research, 7, 2, 2018, 189-220. doi: 10.22099/jcr.2018.4750
HARVARD
Jabbari, S. (2018). 'Evaluating the Practiced Curriculum of SAMPAD Schools from the Teachers’ Viewpoints Based on the CIPP Model', Journal of Curriculum Research, 7(2), pp. 189-220. doi: 10.22099/jcr.2018.4750
CHICAGO
S. Jabbari, "Evaluating the Practiced Curriculum of SAMPAD Schools from the Teachers’ Viewpoints Based on the CIPP Model," Journal of Curriculum Research, 7 2 (2018): 189-220, doi: 10.22099/jcr.2018.4750
VANCOUVER
Jabbari, S. Evaluating the Practiced Curriculum of SAMPAD Schools from the Teachers’ Viewpoints Based on the CIPP Model. Journal of Curriculum Research, 2018; 7(2): 189-220. doi: 10.22099/jcr.2018.4750
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