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The main aim of this study was to explore the trends of methodology
applied in academic educational research in Bangladesh. Mixed
method research approach was used to conduct this study. The
institutions and educationist were selected purposively. While the
research/thesis reports were selected randomly considering the
decades. Document review check list and interview schedule were
used as data collection tools. Through mixed methods analyses, it
was found that majority researchers used quantitative research
approach to conduct their study. They used teachers and students as
their research population and used non probability sampling
techniques. A large number of researchers used questionnaire and
interview as data collection tools. Majority researchers used
quantitative analyses methods and they conducted this type of
analyses manually and also used table to presents their findings.
Finally a representative number of researchers presented their
study data to some extend related to methodology. For this reason,
to improve our educational research field the mixed method research
approach and the action research method might be used.
Teacher belief is a well-researched area in the international
literature. Evidence shows that teacher practice is deeply
influenced by the relevant beliefs they hold. This book reflects
the findings from an empirical study that focuses on teacher
beliefs regarding mathematics related topics and practices.
Extensive literature has constituted the theoretical framework for
the study. It was conducted on secondary mathematics teachers of
Bangladesh using both quantitative and qualitative techniques.
Mathematics teachers hold multiple and conflicting views.
Simultaneously they confirm their association with instrumentalist,
Platonist and constructivist views of mathematics emphasizing both
teacher- and student-centered approach for learning. This suggests
that teachers may be in between an alteration process of their
beliefs that results in holding multifarious contending views. The
book contents include background knowledge, significance of
studying teacher beliefs, literature review, study approach,
findings and implications. Education researchers, policy makers,
students and professional development providers will be benefited
from the content of the book.
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