Saeid Safaei Movahhed
Abstract
This study aims at exploring and representing the violent behaviors which have been learnt unpredictably by female high school students. The research was conducted in a junior female high school in capital Tehran. Methodologically, the research may be considered as qualitative, while interpretive ethnography ...
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This study aims at exploring and representing the violent behaviors which have been learnt unpredictably by female high school students. The research was conducted in a junior female high school in capital Tehran. Methodologically, the research may be considered as qualitative, while interpretive ethnography is the research strategy. To gather required data and necessary information, semi-structured interviews and non-participant observation were used. The informants (10 students and 4 teachers were selected purposefully by convenience sampling and chain sampling. Data were also analyzed by thematic analysis. To establish credibility, the last version of themes was reanalyzed and modified by three seasoned qualitative researchers and the final themes appeared. The credibility procedure indicated roughly that the findings represented the emic reality properly. The findings were categorized into three major and seven sub-categories as follow: psychological violence (humiliation, jealousy, giving bad name), social violence (school deprivation, family monitoring), physical violence (masochism and sadism).
jamileh allamolhoda; mahboobe rezaie dighe saraie; babak yari
Abstract
With regard to the importance of hidden curriculum in educational centers, this paper aims to investigate how hidden curriculum factors (teacher, student, teaching method, physical place, school regulation) effect on religious training of girl students of Talesh in 1391-1392. This research is qualitative ...
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With regard to the importance of hidden curriculum in educational centers, this paper aims to investigate how hidden curriculum factors (teacher, student, teaching method, physical place, school regulation) effect on religious training of girl students of Talesh in 1391-1392. This research is qualitative and has been done by use of interview and qualitative content analysis. So the research is descriptive with regard of the goal and is also of the applied type. 30 students from 4 schools has been chosen with the judgmental method with index chain criteria and the tool was a semi-structured interview and library study has also taken into account. Data analysis has been done based on qualitative content analysis and results were encoded in 3 steps, including open, selective and centric encoded. Validity and the reliability has been approved by member control methods and supervisor reviewing and interviewing done by researcher. Results show that hidden curriculum factors effect on cognitive, emotional and behavioral levels of religious education of students both positive and negative