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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.

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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.