Showing 6 results for Phenomenology
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Volume 6, Issue 11 (9-2018)
Abstract
This study conducted with aim of investigation profound experiences of elementary male students in the fourth and fifth grades from the descriptive evaluation. The method of this study was qualitative and phenomenological one. To achieve this objective and considering the nature of the study, purposeful sampling was used. Collected Data were saturated by interviewing with nine students. Data were analyzed by MAXQDA10 software. The results of these experiences were summarized at five themes and several subthemes. These themes included: "positive perception of descriptive evaluation", "negative perception of descriptive evaluation", "appropriate for bottom grades" pleasant for lazy students parents "and" harmful for lazy students". These findings can help Authorities in investigation the conditions of descriptive evaluation, its advantages and disadvantages. So they can take steps in Solving Problems and improvements, Remove or replacement of this evaluation.
Mr. Ahmad Zarei, Dr. Marzieh Dehghani, Dr. Keyvan Salehi,
Volume 7, Issue 14 (10-2019)
Abstract
The aim of this study was to examine the restrictions of parental involvement in secondary schools. The research approach was qualitative and phenomenological. The instrument for data collection was a semi-structured interview and research data was gathered from 6 parent, 5 teachers, 3 principal and 4 students in three schools in Tehran 6th district. The content of the living experiences of those groups was analyzed according to Colaizzi pattern. The research results showed the restrictions of parental involvement in 3 Emergent Theme and 7 Theme Clusters including, school related factors such as, Lack of Teacher and principals Preparation, Teachers Preconceptions about Parental Culpability, Home-School Scheduling Conflicts and Cultural difference between school / home. As parent related factors such as, Socio-economic condition and Lack of parental understanding of the value of their role, and finally, adolescent related factor such as, vagueness as to the role of parent involvement during adolescent years.
Mr. Hosein Sharafi, Dr. Bakhtiar Shabani Varaki, Dr. Mohammad Saeid Abdekhodaei, Dr. Ali Moghimi,
Volume 7, Issue 14 (10-2019)
Abstract
The main purpose of this paper is to explain the difficulties of existing assessment approaches and suggest an alternative approach in order to overcome these difficulties. Therefore, firstly, the existing assessment approaches have been criticized and next an intergral assessment approach was presented based on the neuro-phenomenology which was inspired by the causal layered analysis, Ken Wilber's theory of integral and fuzzy logic. The most important features of this approach to assessment are holographic attitudes towards human life, reciprocal relationships between mind, brain, body and environment and a synchronous consideration of first-person experiential and third-person experimental approaches to cognition.
Mohamad Noroznezhadghadi, Dr. Farhad Seraji, Dr. Mohamadreza Yosofzadeh,
Volume 7, Issue 14 (10-2019)
Abstract
The present research aims to study, understand and explain the experiences of parents of students and school administrators from parent participation in school affairs of children. This research is conducted in a descriptive phenomenological approach. For this purpose, 8 managers and 6 students from Hamedan schools were selected by targeted method and data were collected by semi-structured interview. The collected data were analyzed by Straubert and Carpenter (2003). Findings show that in both groups there is no identical definition of participation and people refer to the funds of participation. In the structure, administrators rely on parent associations and coaches as formal institutions and parents focus on personal relationships with school agents. The fields of participation in schools are diverse and factors such as the motivation and parenting of parents, the positive interaction of managers and the existence of a participatory culture in the school organization can strengthen it.
Mr. Alireza Hooshmand, Prof Bakhtiar Shabani Varaki, Dr. Maghsood Amin Khandaghi, Dr. Ali Moghimi,
Volume 8, Issue 15 (3-2020)
Abstract
Curriculum theorizing is the methodology of the theory development. We recognize, two approaches to curriculum theorizing; explanation and understanding. Explanation resemble the processes of theorizing like natural scientist does and understanding is an approach to theorizing with its personal engagement consideration, uniqueness evolve from the complexity of and unrepeatable educational phenomena. In this article, two main ideas, objectivism-reductionism, subjectivism-mystrianism and a branch of the second idea so called; conceptualism are examined. It is argued that all three ideas are corresponding with the explanation or understanding and so their deficiency in human life is determined. It is argued that neurophenomenology could be considered as a remedy for the fragmental deficiency and incompetence of the current dominant positions in curriculum theorizing. We called the neurophenomenology inspired theorizing as; "understanding explanation" and explain it in reference to the Varrellas, Varela's methodology of reciprocal constraints.
Zahra Sadeghi, Marziye Dehghani,
Volume 10, Issue 19 (3-2022)
Abstract
The present study was conducted within the framework of qualitative approach and phenomenological method, with the aim of analyzing the experiences of elementary school teachers of virtual education during the outbreak of coronavirus. The research field is the elementary teachers of Tehran, where 10 people were selected by snowball sampling by purposive sampling. The data collection tool was a semi-structured interview. Each teacher was interviewed for an average of 50 minutes. The seven-step strategy was used in data analysis. The findings of this study, which are taken from the statements of teachers, were classified into 5 main categories, including educational dimension, cultural dimension, social dimension, economic dimension and technical dimension. The most important topics in the educational dimension include: continuing education, the opportunity to review education for students, low level of parental literacy, reducing student motivation and time consuming virtual education.
