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Abstract The goal of current study was to investigate the consistency of intended curriculum with implemented curriculum at the preprimary level. The research method was survey study. The population included 258 preschool teachers of west of Mazandaran in 2009 that 122 samples randomly selected from Abas Abad, Chaloose, Tonekabon and Ramsar cities. Measuring tool was researcher-made questionnaire consists of 29 statements with Likert five points Scale. This questionnaire measured the implemented curriculum from the aspects of goals, activities and methods in evaluation. Face validity of the questionnaire has been investigated through the current issues in curriculum plan and educational activities of preschool and 2 professors been confirmed. The reliability of the questionnaire was found 0/91. Analyzing the data has been done by using descriptive statistics (mean, standard deviation and column diagram drawing) and inferential statistics (paired T test). Results showed that from the point of view of preschool centers’ teachers, there was a somehow conformity among goals, activities and evaluating methods in intended curriculum with implemented curriculum. Comparative investigation among respondents’ideas in getting the goals showed that most amount of reching goals was related to cognitive aspect with average point of 21/39 and the least amount of getting the goals was related to emotional aspect with average point of 8/22. Also in implemented activities, poems and signing, drawing, storytelling, group discussion and playing respectively are the most done activities by teachers. About how to evaluate by teachers in implemented curriculum, observation (%46), oral evaluation (%45) and continuous evaluation (%36) were the most applied methods.
 

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Abstract: The present research aimed at developing and validating a conceptual model for narrowing the gap between intended, implemented, and attained curricula in the public education system in Iran. Two fundamental questions guided this investigation: what model can be developed to reduce the gap between the three mentioned curricula? To what extent does the proposed model gain the approval? The research enjoyed a mixed method, in which different techniques, such as reviewing documents and inferring were employed to formulate the proposed model. Based on identifying the main factors of the gap.Therefore, the structure of this model was placed into 7 categories: theoretical foundations, desirable features of its curriculum, philosophy, purpose, direction, principles, method of which the gap can be narrowed. Likewise, to validate the proposed model, through a purposive sampling method, we sought out curriculum expert opinions, as well as opinions from specialist in the council for curriculum development. All those experts confirmed the validity of the proposed model strongly. the results revealed that developing such a model to suit the requirements of educational system in Iran would be possible.

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The method of this research is descriptive - survey. The statistical population of this research includes undergraduate students in the fields of education, psychology and Persian language and literature that at the time of the research, they were in the seventh semester of their studies and their number was 439 students. The sample size was selected by referring to Krejcie and Morgan table and by relative stratified random sampling method of 205 people. The instrument used in the study was researcher-made questionnaires and the reliability of the questionnaire was obtained through Cronbach's alpha of 0.847. Findings showed that in the field of cognition and emotion, new curricula have led to the acquisition of necessary knowledge and the acquisition of desirable attitudes toward the field of study in students; But in the field of psycho-motor (skills) new curricula have not led to the acquisition of desirable skills