The goal of the present study was understanding the teaching-learning process and educational life of fourth grade elementary school girls in Tehran. It was a qualitative study that utilized “educational connoisseurship and criticism” evaluation method presented by Eisner (1994). This methodcontained four levels of descriptive, interpretive, evaluative and thematic. In this study, 2 fourth grade classes were observed and compared. To collect the information, observation of teaching-learning process and school interactions, interview with school principal, assistant, teachers and fourth grade students, open questionnaires for fourth grade teachers, video taping and recording of conversational interactions were employed. The findings revealed that in Iran there is a great gap between present situation of education process and its optimal state.
Mirshamshiri, M., & Mehrmohammadi, M. (2009). Education fable: A case study of girls’ elementary school using educational connoisseurship and criticism evaluation method. Journal of Educational Innovations, 8(2), 7-30.
MLA
Marjan Mirshamshiri; Mahmud Mehrmohammadi. "Education fable: A case study of girls’ elementary school using educational connoisseurship and criticism evaluation method". Journal of Educational Innovations, 8, 2, 2009, 7-30.
HARVARD
Mirshamshiri, M., Mehrmohammadi, M. (2009). 'Education fable: A case study of girls’ elementary school using educational connoisseurship and criticism evaluation method', Journal of Educational Innovations, 8(2), pp. 7-30.
VANCOUVER
Mirshamshiri, M., Mehrmohammadi, M. Education fable: A case study of girls’ elementary school using educational connoisseurship and criticism evaluation method. Journal of Educational Innovations, 2009; 8(2): 7-30.
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