Volume 9, Issue 18 (10-2021)                   CSTP 2021, 9(18): 99-130 | Back to browse issues page

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

beygi N, Rezazadeh Bahadoran H R, Khosravi Babadi A A, poushaneh K. Descriptive evaluation disadvantages of elementary school from the perspective of Iranian curriculum planners. CSTP. 2021; 9 (18) :99-130
URL: http://cstp.khu.ac.ir/article-1-3295-en.html
1- Centeral Tehran
2- Centeral Tehran , rezazade1390@gmail.com
Abstract:   (912 Views)
This article has been compiled with the aim of introducing the descriptive evaluation disadvantages of elementary school from the perspective of Iranian curriculum planners. For this purpose, the method of "educational connoisseurship and criticism" was used under the qualitative approach. The sample was selected by intensity sampling method and information was collected through semi-structured interviews. The obtained information was analyzed by "thematic analysis" method and to validate the findings, the "information group review" method was used. Data analysis showed that the descriptive evaluation as a project in the field of education and curriculum has four disadvantages: "high expectations, lack of professional supervision, ineffective guides and poor investment", in the field of teacher practice has four disadvantages "competence Low, low credibility, difficulty of action and organizational pressure" and in the field of student behavior has four disadvantages "decrease in motivation, decrease in literacy, increase in expectations and useless competition
Article number: 4
Full-Text [PDF 887 kb]   (76 Downloads)    
Type of Study: Research |
Received: 2021/06/5 | Revised: 2022/03/13 | Accepted: 2021/10/16 | Published: 2022/03/17

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 CC BY-NC 4.0 | Theory & Practice in Curriculum Journal

Designed & Developed by : Yektaweb