Volume 1, Issue 1 (1-2014)
نظریه و عمل 2014, 1(1): 147-168 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Aliasgari M, charbashlu H, ataran A. (2014). The Position of the human rights components in the contents of Iran elementary education Textbooks. نظریه و عمل. 1(1), 147-168.
URL: http://cstp.khu.ac.ir/article-1-1854-en.html
URL: http://cstp.khu.ac.ir/article-1-1854-en.html
Abstract: (15446 Views)
The present study is about one of the most important contemporary issues in education and curriculum development, namely “human rights education”. By using content analysis, 36 textbooks of 2012-2013 school year with an overall of 3924 pages were studied and analyzed. For the analysis of the data, Shannon's entropy method derived from the theory of systems was used to obtain the credibility ratings of each human rights component and comparison of their coefficients. Based on our research findings, there hasn’t been enough attention to human rights components, and among the pages of the textbooks, most credibility ratings was related to constitutional laws and less to the rights of social, economical and cultural components. Also based on the credibility ratings obtained from the frequency corresponding to the sub-components, the highest credibility ratings is related to sub-components of environmental rights, while the lowest credibility ratings relates sub-components of right to fair trial and property rights.
Type of Study: Research |
Published: 2014/01/15
Published: 2014/01/15
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
