aliasghar malekizade; fariba khoshbakht; Mahbobeh Alborzi
Abstract
The aim of this paper is to identify qualitative-descriptive evaluation damage in the primary schools. This research was performed using a qualitative approach and utilizing a non-exploratory research project. The participants were 24 people (8 qualitative-descriptive qualification, 8 teachers and 8 ...
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The aim of this paper is to identify qualitative-descriptive evaluation damage in the primary schools. This research was performed using a qualitative approach and utilizing a non-exploratory research project. The participants were 24 people (8 qualitative-descriptive qualification, 8 teachers and 8 parents) who were selected by purposeful sampling and interviewed with semi-structured interview. A descriptive-interpretive approach was used for analyzing data. Analysis of interviews was done in a continuous comparison of data to reach the saturation point. The results showed that the qualitative-descriptive evaluation of damages could categorized in five dimensions consisting of evaluation, tools (checklist, content, self-assessment and peer-assessment, performance tests, classroom registry office, portfolio, workbook and promotion), score, feedback and parents. Experts said that teachers do not have any information about the evaluation objectives, and it’s sovereignty has not yet been ruled out. It should be mentioned that teachers have long been pointing out descriptive feedback, high content and dispersion, lack of pressure leverage to study, and so on. Additionally, the parents also believed that the motivation of the students and the competition were gone, justification classes are not held, there is no objective criterion for judgment, and the student's situation is not well represented
parisa zare; Rahmatollah Marzooghi
Abstract
The purpose of the research was to identify and explain the null curriculum in the Primary school. The research method was an explanatory sequential mixed method with follow-up explanations model. At first according to the validated sample of null curriculum(Marzooghi et al., 2017), a scale developed ...
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The purpose of the research was to identify and explain the null curriculum in the Primary school. The research method was an explanatory sequential mixed method with follow-up explanations model. At first according to the validated sample of null curriculum(Marzooghi et al., 2017), a scale developed to determine the existence of null curriculum in elementary school. the mentioned questionnaire distributed by descriptive survey method in among primary school teachers across the country the schools of all over the country through multistage cluster sampling in 9 provinces , 730 teachers' questionnaires. The gathered data was analyzed by one-sample T test. The results showed that in general, according to viewpoint teachers in the elementary school, the degree of existence of the null curriculum in the elementary period is close to Mean. In the qualitative section, by using the targeted approach and applying the theoretical saturation criteria a deep semi-structured interview was conducted with the teachers of the four districts of Shiraz in order to track and follow the quantitative section data. Then, the obtained data analyzed by using Nvivo(8.8) software and through thematic analysis . Based on the findings of the qualitative section have been identified seven types of Null curriculum in the Primary school, from the viewpoint of teachers are more likely to happen unintentionally.