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Quantitative Research in Education A Primer
- Wayne K. Hoy - Ohio State University, USA
- Curt M. Adams - University of Oklahoma, USA
- Description
“ The book provides a reference point for beginning educational researchers to grasp the most pertinent elements of designing and conducting research… ”
— Megan Tschannen-Moran, The College of William & Mary
Quantitative Research in Education: A Primer, Second Edition is a brief and practical text designed to allay anxiety about quantitative research. Award-winning authors Wayne K. Hoy and Curt M. Adams first introduce readers to the nature of research and science, and then present the meaning of concepts and research problems as they dispel notions that quantitative research is too difficult, too theoretical, and not practical. Rich with concrete examples and illustrations, the Primer emphasizes conceptual understanding and the practical utility of quantitative methods while teaching strategies and techniques for developing original research hypotheses.
The Second Edition includes suggestions for empirical investigation and features a new section on self-determination theory, examples from the latest research, a concluding chapter illustrating the practical applications of quantitative research, and much more. This accessible Primer is perfect for students and researchers who want a quick understanding of the process of scientific inquiry and who want to learn how to effectively create and test ideas.
See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .
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“This text will definitely be useful in providing students with a solid orientation to research design particularly in quantitative research”
“Precision, precision, precision! I think this is a must have companion text for graduate students who have to complete a thesis or dissertation. The author does an outstanding job of cataloging and describing difficult research methods terms in a clear and concise way.”
“Greatest strength is the comprehensiveness of the treatment”
“A reference point for beginning educational researchers to grasp the most pertinent elements of designing and conducting research”
Provides all the essential information for quantitative research in a concise book.
A book on research in education but quite well can be accommodated into other social science areas. A great easy to follow publication especially if someone is new to statistical analysis.
There are two strong chapters in this publication that are clearer and more relevant that the sources presently being used by my students. Chapter 3 is particularly well written and clear and builds a progression in terms of understanding statistics. Chapter 4 is also effective however I would probably place this before Chapter 3. In terms of detail there is probably too much in Chapter 4 on Hypothesis whereas Chapter 3 could be developed perhaps by the inclusion of more examples.
Very helpful book that provides a basis for students undertaking education based research.
For those that are interested in doing research that is quantitative in nature, this book is useful, although we tend to advise a more qualitative approach. Therefore I can see myself dipping in and out of this book as it provides some good explanations and there is follow through. I would have welcomed more working examples as this would have concretised everything a lot more.
This is a good supplement to the research methods module, especially for those students who are entering into the field of education. The quantitative methods discussed are also transferrable to other subjects.
NEW TO THIS EDITION:
- A new chapter devoted to the practical applications of education research uses the concepts of collective trust, organizational climate, and improvement science to illustrate the utility of a quantitative approach. It also offers guidelines for analyzing and improving the practice of research in education.
- New hypotheses found in a variety of research studies are available for readers to analyze and diagram.
- A new section on self-determination theory has been added to demonstrate the relation between theory and practice.
- A new section on self-regulatory climate gives readers an opportunity to explore an exciting new area that they are likely to encounter in practice.
- A conceptual description of Hierarchical Linear Modeling (HLM) has been added to help readers understand statistical data organized at more than one level.
KEY FEATURES:
- Education-specific concrete examples bring concepts to life and engage readers with relevant, meaningful illustrations.
- Check Your Understanding exercises and questions assess the reader’s ability to understand, value, and apply the content of the chapter.
- Strat egies and techniques for generating hypotheses help readers understand the process of creating their own hypotheses.
- Key Terms are highlighted in the text when they first appear and then summarized in a list at the end of the chapter to help reinforce key concepts.
- A Glossary concisely and clearly defines all the key terms in the text so readers have immediate access to ideas and concepts needing review.
- Charts throughout the text allow readers to select appropriate statistical techniques for given scenarios.
- The Diagramming Table (in Chapter 4) enables readers to diagram and dissect hypotheses by ensuring the key elements of a hypothesis are considered, analyzed, and understood.
- An Elements of a Proposal section (Appendix A) gives readers directions for developing a quantitative research plan and motivates readers to get started—the most difficult step for many.
- The A Few Writing Tips section (Appendix B) lists a number of salient writing suggestions to help readers avoid common mistakes found in formal writing.
Sample Materials & Chapters
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Examining purposeful researchable questions in mathematics education
Journal of Honai Math
Often general, and frequently involving scholarly concepts, research questions are the cornerstone of studies. Thus, from their precise wording to their context, research questions play a vital role in uncovering information, determining answers given by participants, and drawing conclusions. However, poorly structured research questions and misalignments to purpose within theoretical and empirical studies can lead to miscommunication and unanswered queries. To this point, this paper discusses the importance of asking purposeful researchable questions in mathematics education and examines what purposeful questioning in mathematics education using quantitative and qualitative research designs entails. An extensive review of literature, is presented with the purpose of identifying strategies for asking purposeful questions, exploring various criteria for judging researchable questions in mathematics education, and discussing the importance of aligning research questions to methodology...
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Rina Zazkis
With the development of qualitative methodologies, interviewing has become one of the main tools in mathematics education research. As the first step in analyzing interviewing in mathematics education we focus here on the stage of planning, specifically, on designing the interview questions. We attempt to outline several features of interview questions and understand what guides researchers in choosing the interview questions. Our observations and conclusions are based on examining research in mathematics education that uses interviews as a data-collection tool and on interviews with practicing researchers reflecting on their practice.
Advances in Mathematics Education
Norma Presmeg
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Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
David W Stinson
CITATION: Stinson, D. W., & Walshaw, M. (2017). “Theory at the crossroads”: Mapping moments of mathematics education research onto paradigms of inquiry. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1407–1414). Hoosier Association of Mathematics Teachers Educators: Indianapolis, IN. ABSTRACT: In this essay, traveling through the past half-century, the authors illustrate how mathematics education research shifted, theoretical, beyond its psychological and mathematical roots. Mapping four historical moments of mathematics education research onto broader paradigms of inquiry, the authors make a case for the field to take up a theoretical " identity " that refutes closure and keeps the possibilities of mathematics teaching and learning open to multiple and uncertain interpretations and analyses.
International Group for the Psychology of Mathematics Education
Margaret Walshaw
In this essay, traveling through the past half-century, the authors illustrate how mathematics education research shifted, theoretical, beyond its psychological and mathematical roots. Mapping four historical moments of mathematics education research onto broader paradigms of inquiry, the authors make a case for the field to take up a theoretical “identity” that refutes closure and keeps the possibilities of mathematics teaching and learning open to multiple and uncertain interpretations and analyses.
Edrine Mutebi CFA
Mutebi Edrine
Kathmandu University School of Education
Niroj Dahal
My inquiry portrayed the existing classroom practices in mathematics pedagogy on understanding and uses of questioning by mathematics teachers. For this, narrative inquiry approach has been used to focus on experiences of six mathematics teachers working in schools in Kathmandu Valley, Nepal, by using criterion-based selection strategy to choose my participants to be involved in this research (Roulston, 2010). It aims to examine the complexities of experiences by gaining insight into how understanding and uses of questioning in mathematics classroom are embedded in mathematics teachers’ multiple and uniquely situated experiences, and in doing so, this inquiry views from various theoretical lens, namely, sociological perspectives, behaviorists to constructivists approaches, categories of questioning as per expertise, critical pedagogical perspectives and algorithmic and daily life practices, for analysis how interlock to create unequal power relations in mathematics classroom exist while questioning from teachers' view. With those issues in mind, this study was designed to explore the following research question: How do teachers narrate their experience of understanding and usage of questioning in relation to mathematics pedagogy? Subscribing to a narrative inquiry for meaning-making, my study foregrounds the six mathematics teachers voices and experiences, power relationship about whose experiences are valued and whose voice can be heard in their mathematics classroom while questioning the students. In keeping with narrative inquiry approaches, I use a more personal voice to reflect on mathematics teachers' understanding and uses of questioning which is an ethical challenge involved in the research process, namely: Issues of representation, as well as struggles relating to voice, is at the core of the study and reflexively considered throughout. Near to final, in conclusion of my study, the majority of the mathematics teachers seem to be conformist mathematics teacher at the beginning of their teaching career but later on, they were nonconformist by being flexible enough in questioning. Further, the majority of my research participants asked more questions within the simple to complex level and highly focusing on simple (low level) questioning, claiming to encourage students in mathematical discussion. Finally, it attempts to be an example of ethical and respectful research and claims to increase understanding of how mathematics teacher understanding and uses of questioning in the mathematics classrooms in Kathmandu Valley, Nepal.
Journal for Research in Mathematics Education
Marta Civil
Mathematics education researchers seek answers to important questions that will ultimately result in the enhancement of mathematics teaching, learning, curriculum, and assessment, working toward “ensuring that all students attain mathematics proficiency and increasing the numbers of students from all racial, ethnic, gender, and socioeconomic groups who attain the highest levels of mathematics achievement” (National Council of Teachers of Mathematics [NCTM], 2014, p. 61). Although mathematics education is a relatively young field, researchers have made significant progress in advancing the discipline. As Ellerton (2014) explained in her JRME editorial, our field is like a growing tree, stable and strong in its roots yet becoming more vast and diverse because of a number of factors. Such growth begs these questions: Is our research solving significant problems? How do we create a system and infrastructure that will provide an opportunity to accumulate professional knowledge that is st...
João Da Ponte
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Home > Physical and Mathematical Sciences > Mathematics Education > Theses and Dissertations
Mathematics Education Theses and Dissertations
Theses/dissertations from 2024 2024.
New Mathematics Teachers' Goals, Orientations, and Resources that Influence Implementation of Principles Learned in Brigham Young University's Teacher Preparation Program , Caroline S. Gneiting
Theses/Dissertations from 2023 2023
Impact of Applying Visual Design Principles to Boardwork in a Mathematics Classroom , Jennifer Rose Canizales
Practicing Mathematics Teachers' Perspectives of Public Records in Their Classrooms , Sini Nicole White Graff
Parents' Perceptions of the Importance of Teaching Mathematics: A Q-Study , Ashlynn M. Holley
Engagement in Secondary Mathematics Group Work: A Student Perspective , Rachel H. Jorgenson
Theses/Dissertations from 2022 2022
Understanding College Students' Use of Written Feedback in Mathematics , Erin Loraine Carroll
Identity Work to Teach Mathematics for Social Justice , Navy B. Dixon
Developing a Quantitative Understanding of U-Substitution in First-Semester Calculus , Leilani Camille Heaton Fonbuena
The Perception of At-Risk Students on Caring Student-Teacher Relationships and Its Impact on Their Productive Disposition , Brittany Hopper
Variational and Covariational Reasoning of Students with Disabilities , Lauren Rigby
Structural Reasoning with Rational Expressions , Dana Steinhorst
Student-Created Learning Objects for Mathematics Renewable Assignments: The Potential Value They Bring to the Broader Community , Webster Wong
Theses/Dissertations from 2021 2021
Emotional Geographies of Beginning and Veteran Reformed Teachers in Mentor/Mentee Relationships , Emily Joan Adams
You Do Math Like a Girl: How Women Reason Mathematically Outside of Formal and School Mathematics Contexts , Katelyn C. Pyfer
Developing the Definite Integral and Accumulation Function Through Adding Up Pieces: A Hypothetical Learning Trajectory , Brinley Nichole Stevens
Theses/Dissertations from 2020 2020
Mathematical Identities of Students with Mathematics Learning Dis/abilities , Emma Lynn Holdaway
Teachers' Mathematical Meanings: Decisions for Teaching Geometric Reflections and Orientation of Figures , Porter Peterson Nielsen
Student Use of Mathematical Content Knowledge During Proof Production , Chelsey Lynn Van de Merwe
Theses/Dissertations from 2019 2019
Making Sense of the Equal Sign in Middle School Mathematics , Chelsea Lynn Dickson
Developing Understanding of the Chain Rule, Implicit Differentiation, and Related Rates: Towards a Hypothetical Learning Trajectory Rooted in Nested Multivariation , Haley Paige Jeppson
Secondary Preservice Mathematics Teachers' Curricular Reasoning , Kimber Anne Mathis
“Don’t Say Gay. We Say Dumb or Stupid”: Queering ProspectiveMathematics Teachers’ Discussions , Amy Saunders Ross
Aspects of Engaging Problem Contexts From Students' Perspectives , Tamara Kay Stark
Theses/Dissertations from 2018 2018
Addressing Pre-Service Teachers' Misconceptions About Confidence Intervals , Kiya Lynn Eliason
How Teacher Questions Affect the Development of a Potential Hybrid Space in a Classroom with Latina/o Students , Casandra Helen Job
Teacher Graphing Practices for Linear Functions in a Covariation-Based College Algebra Classroom , Konda Jo Luckau
Principles of Productivity Revealed from Secondary Mathematics Teachers' Discussions Around the Productiveness of Teacher Moves in Response to Teachable Moments , Kylie Victoria Palsky
Theses/Dissertations from 2017 2017
Curriculum Decisions and Reasoning of Middle School Teachers , Anand Mikel Bernard
Teacher Response to Instances of Student Thinking During Whole Class Discussion , Rachel Marie Bernard
Kyozaikenkyu: An In-Depth Look into Japanese Educators' Daily Planning Practices , Matthew David Melville
Analysis of Differential Equations Applications from the Coordination Class Perspective , Omar Antonio Naranjo Mayorga
Theses/Dissertations from 2016 2016
The Principles of Effective Teaching Student Teachershave the Opportunity to Learn in an AlternativeStudent Teaching Structure , Danielle Rose Divis
Insight into Student Conceptions of Proof , Steven Daniel Lauzon
Theses/Dissertations from 2015 2015
Teacher Participation and Motivation inProfessional Development , Krystal A. Hill
Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom , Ashley Burgess Hulet
English Learners' Participation in Mathematical Discourse , Lindsay Marie Merrill
Mathematical Interactions between Teachers and Students in the Finnish Mathematics Classroom , Paula Jeffery Prestwich
Parents and the Common Core State Standards for Mathematics , Rebecca Anne Roberts
Examining the Effects of College Algebra on Students' Mathematical Dispositions , Kevin Lee Watson
Problems Faced by Reform Oriented Novice Mathematics Teachers Utilizing a Traditional Curriculum , Tyler Joseph Winiecke
Academic and Peer Status in the Mathematical Life Stories of Students , Carol Ann Wise
Theses/Dissertations from 2014 2014
The Effect of Students' Mathematical Beliefs on Knowledge Transfer , Kristen Adams
Language Use in Mathematics Textbooks Written in English and Spanish , Kailie Ann Bertoch
Teachers' Curricular Reasoning and MKT in the Context of Algebra and Statistics , Kolby J. Gadd
Mathematical Telling in the Context of Teacher Interventions with Collaborative Groups , Brandon Kyle Singleton
An Investigation of How Preservice Teachers Design Mathematical Tasks , Elizabeth Karen Zwahlen
Theses/Dissertations from 2013 2013
Student Understanding of Limit and Continuity at a Point: A Look into Four Potentially Problematic Conceptions , Miriam Lynne Amatangelo
Exploring the Mathematical Knowledge for Teaching of Japanese Teachers , Ratu Jared R. T. Bukarau
Comparing Two Different Student Teaching Structures by Analyzing Conversations Between Student Teachers and Their Cooperating Teachers , Niccole Suzette Franc
Professional Development as a Community of Practice and Its Associated Influence on the Induction of a Beginning Mathematics Teacher , Savannah O. Steele
Types of Questions that Comprise a Teacher's Questioning Discourse in a Conceptually-Oriented Classroom , Keilani Stolk
Theses/Dissertations from 2012 2012
Student Teachers' Interactive Decisions with Respect to Student Mathematics Thinking , Jonathan J. Call
Manipulatives and the Growth of Mathematical Understanding , Stacie Joyce Gibbons
Learning Within a Computer-Assisted Instructional Environment: Effects on Multiplication Math Fact Mastery and Self-Efficacy in Elementary-Age Students , Loraine Jones Hanson
Mathematics Teacher Time Allocation , Ashley Martin Jones
Theses/Dissertations from 2011 2011
How Student Positioning Can Lead to Failure in Inquiry-based Classrooms , Kelly Beatrice Campbell
Teachers' Decisions to Use Student Input During Class Discussion , Heather Taylor Toponce
A Conceptual Framework for Student Understanding of Logarithms , Heather Rebecca Ambler Williams
Theses/Dissertations from 2010 2010
Growth in Students' Conceptions of Mathematical Induction , John David Gruver
Contextualized Motivation Theory (CMT): Intellectual Passion, Mathematical Need, Social Responsibility, and Personal Agency in Learning Mathematics , Janelle Marie Hart
Thinking on the Brink: Facilitating Student Teachers' Learning Through In-the-Moment Interjections , Travis L. Lemon
Understanding Teachers' Change Towards a Reform-Oriented Mathematics Classroom , Linnae Denise Williams
Theses/Dissertations from 2009 2009
A Comparison of Mathematical Discourse in Online and Face-to-Face Environments , Shawn D. Broderick
The Influence of Risk Taking on Student Creation of Mathematical Meaning: Contextual Risk Theory , Erin Nicole Houghtaling
Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program , Rachelle Myler Orsak
Theses/Dissertations from 2008 2008
Student Teacher Knowledge and Its Impact on Task Design , Tenille Cannon
How Eighth-Grade Students Estimate with Fractions , Audrey Linford Hanks
Similar but Different: The Complexities of Students' Mathematical Identities , Diane Skillicorn Hill
Choose Your Words: Refining What Counts as Mathematical Discourse in Students' Negotiation of Meaning for Rate of Change of Volume , Christine Johnson
Mathematics Student Teaching in Japan: A Multi-Case Study , Allison Turley Shwalb
Theses/Dissertations from 2007 2007
Applying Toulmin's Argumentation Framework to Explanations in a Reform Oriented Mathematics Class , Jennifer Alder Brinkerhoff
What Are Some of the Common Traits in the Thought Processes of Undergraduate Students Capable of Creating Proof? , Karen Malina Duff
Probing for Reasons: Presentations, Questions, Phases , Kellyn Nicole Farlow
One Problem, Two Contexts , Danielle L. Gigger
The Main Challenges that a Teacher-in-Transition Faces When Teaching a High School Geometry Class , Greg Brough Henry
Discovering the Derivative Can Be "Invigorating:" Mark's Journey to Understanding Instantaneous Velocity , Charity Ann Gardner Hyer
Theses/Dissertations from 2006 2006
How a Master Teacher Uses Questioning Within a Mathematical Discourse Community , Omel Angel Contreras
Determining High School Geometry Students' Geometric Understanding Using van Hiele Levels: Is There a Difference Between Standards-based Curriculum Students and NonStandards-based Curriculum Students? , Rebekah Loraine Genz
The Nature and Frequency of Mathematical Discussion During Lesson Study That Implemented the CMI Framework , Andrew Ray Glaze
Second Graders' Solution Strategies and Understanding of a Combination Problem , Tiffany Marie Hessing
What Does It Mean To Preservice Mathematics Teachers To Anticipate Student Responses? , Matthew M. Webb
Theses/Dissertations from 2005 2005
Fraction Multiplication and Division Image Change in Pre-Service Elementary Teachers , Jennifer J. Cluff
An Examination of the Role of Writing in Mathematics Instruction , Amy Jeppsen
Theses/Dissertations from 2004 2004
Reasoning About Motion: A Case Study , Tiffini Lynn Glaze
Theses/Dissertations from 2003 2003
An Analysis of the Influence of Lesson Study on Preservice Secondary Mathematics Teachers' View of Self-As Mathematics Expert , Julie Stafford
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129 List Of Research Topics In English Language Teaching [updated]
English Language Teaching (ELT) is a field dedicated to teaching English to non-native speakers. It’s important because English is a global language used for communication, business, and education worldwide. Research in ELT helps improve teaching methods, making it easier for students to learn English effectively. This blog will explore a list of research topics in English language teaching.
What Are The Areas Of Research In English Language Teaching?
Table of Contents
Research in English Language Teaching (ELT) encompasses a wide range of areas, including:
- Language Learning: Understanding how people learn English well, like when they learn a new language and if there’s a best time to do it.
- Teaching Ways: Looking into different ways teachers teach, like using conversations, tasks, or mixing language with other subjects.
- Curriculum Design and Syllabus Development: Designing and evaluating language curricula and syllabi to meet the needs of diverse learners and contexts.
- Assessment and Evaluation: Developing and validating assessment tools, exploring alternative assessment methods, and investigating the effectiveness of feedback and error correction strategies.
- Technology in ELT: Exploring the integration of technology in language teaching and learning, including computer-assisted language learning (CALL), mobile-assisted language learning (MALL), and online learning platforms.
- Teacher Education and Professional Development: Investigating pre-service and in-service teacher education programs, reflective practices, and challenges in teacher training.
- Cultural and Sociolinguistic Aspects: Examining the role of culture in language teaching and learning, sociolinguistic competence, and addressing cultural diversity in the classroom.
- Learner Diversity and Inclusive Practices: Researching teaching strategies for diverse learners, including young learners, learners with learning disabilities, and learners from diverse linguistic and cultural backgrounds.
- Policy and Planning in ELT: Analyzing language policies at national and international levels, exploring the implementation of ELT programs, and examining the role of ELT in national development.
- Research Methodologies in ELT: Investigating qualitative, quantitative, and mixed-methods research approaches in ELT research, including action research conducted by teachers in their own classrooms.
- Future Trends and Innovations: Exploring emerging trends and innovations in ELT, such as the impact of globalization, the use of artificial intelligence (AI) in language learning, and innovative teaching strategies.
129 List Of Research Topics In English Language Teaching: Category Wise
Language acquisition and development.
- Second Language Acquisition Theories: Explore different theories explaining how learners acquire a second language.
- Critical Period Hypothesis: Investigate the idea of an optimal age range for language acquisition.
- Multilingualism and Language Development: Study how knowing multiple languages affects language development.
- Cognitive and Affective Factors in Language Learning: Examine the role of cognitive abilities and emotions in language learning.
- Language Learning Strategies: Investigate the strategies learners use to acquire and develop language skills.
- Input Hypothesis: Explore the role of comprehensible input in language acquisition.
- Interaction Hypothesis: Examine the importance of interaction in language learning.
- Fossilization in Second Language Learning: Study why some learners reach a plateau in their language development.
Teaching Methodologies and Approaches
- Communicative Language Teaching (CLT): Analyze the effectiveness of CLT in promoting communication skills.
- Task-Based Language Teaching (TBLT): Explore the use of real-world tasks to teach language.
- Content and Language Integrated Learning (CLIL): Investigate teaching subject content through English.
- Blended Learning in ELT: Study the integration of traditional and online teaching methods.
- Audio-Lingual Method: Assess the effectiveness of drills and repetition in language teaching.
- Grammar-Translation Method: Compare traditional grammar-focused methods with communicative approaches.
- Lexical Approach: Explore teaching vocabulary as a key component of language proficiency.
- Suggestopedia: Investigate the use of relaxation techniques to enhance language learning.
Curriculum Design and Syllabus Development
- Needs Analysis in ELT: Identify the language needs of learners and design appropriate curricula.
- Integrating Language Skills in Curriculum: Examine strategies for integrating reading, writing, listening, and speaking skills.
- Syllabus Types: Compare different types of syllabi, such as structural and task-based.
- Task-Based Syllabus Design: Design syllabi based on real-world tasks to promote language acquisition.
- Content-Based Instruction (CBI): Integrate language learning with academic content in syllabus design.
- Needs Analysis in Specific Contexts: Conduct needs analyses for learners in specific professional or academic contexts.
- Cross-Cultural Communication in Curriculum Design: Incorporate intercultural communication skills into language curricula.
Assessment and Evaluation
- Standardized Testing in ELT: Evaluate the reliability and validity of standardized English language tests.
- Alternative Assessment Approaches: Explore non-traditional assessment methods like portfolios and self-assessment.
- Feedback Strategies in Language Learning: Investigate effective feedback techniques for improving language proficiency.
- Washback Effect of Testing: Study how assessment practices influence teaching and learning.
- Authentic Assessment in ELT: Develop assessment tasks that mirror real-life language use situations.
- Portfolio Assessment: Investigate the use of portfolios to track language learning progress over time.
- Computer Adaptive Testing (CAT): Evaluate the feasibility and effectiveness of adaptive testing methods in ELT.
Technology in ELT
- Computer-Assisted Language Learning (CALL): Assess the impact of computer-based language learning programs.
- Mobile-Assisted Language Learning (MALL): Study the effectiveness of mobile devices in language learning.
- Online Learning Platforms for ELT: Analyze the features and usability of online platforms for language education.
- Virtual Reality (VR) in Language Learning: Explore immersive VR environments for language practice and instruction.
- Artificial Intelligence (AI) Tutoring Systems: Assess the effectiveness of AI-based tutors in providing personalized language instruction.
- Social Media in Language Learning: Study the role of social media platforms in informal language learning contexts.
- Gamification in ELT: Investigate the use of game elements to enhance engagement and motivation in language learning.
Teacher Education and Professional Development
- Pre-service Teacher Education Programs: Evaluate the effectiveness of teacher training programs.
- Reflective Practice in Teaching: Investigate how teachers reflect on their practice to improve teaching.
- Challenges in Teacher Education: Identify challenges faced by educators in training and development.
- Teacher Beliefs and Practices: Examine how teachers’ beliefs about language learning influence their instructional practices.
- Peer Observation in Teacher Development: Explore the benefits of peer observation and feedback for teacher professional growth.
- Mentoring Programs for New Teachers: Evaluate the effectiveness of mentoring programs in supporting novice teachers.
- Continuing Professional Development (CPD) Models: Compare different models of CPD for language teachers and their impact on teaching quality.
Cultural and Sociolinguistic Aspects
- Language and Culture Interrelationship: Explore the relationship between language and culture in ELT.
- Sociolinguistic Competence and Pragmatics: Study how social context influences language use and understanding.
- Gender and Identity in Language Learning: Investigate how gender identity affects language learning experiences.
- Intercultural Competence in Language Teaching: Develop strategies for promoting intercultural communicative competence in language learners.
- Language Policy and Minority Language Education: Analyze the impact of language policies on the education of minority language speakers.
- Gender and Language Learning Strategies: Investigate gender differences in language learning strategies and their implications for instruction.
- Code-Switching in Multilingual Classrooms: Study the role of code-switching in language learning and classroom interaction.
Learner Diversity and Inclusive Practices
- Teaching English to Young Learners (TEYL): Examine effective teaching strategies for children learning English.
- Addressing Learning Disabilities in ELT: Investigate methods for supporting learners with disabilities in language learning.
- ELT for Specific Purposes (ESP): Explore specialized English language instruction for specific fields.
- Differentiated Instruction in Language Teaching: Develop strategies for addressing diverse learner needs in the language classroom.
- Inclusive Pedagogies for Learners with Special Educational Needs: Design instructional approaches that accommodate learners with disabilities in language learning.
- Language Learning Strategies of Autistic Learners: Investigate effective language learning strategies for individuals on the autism spectrum.
- Language Identity and Learner Motivation: Explore the relationship between language identity and motivation in language learning.
Policy and Planning in ELT
- National and International Language Policies: Analyze policies governing English language education at different levels.
- ELT Program Implementation Challenges: Identify challenges in implementing ELT programs in diverse contexts.
- Role of ELT in National Development: Examine the contribution of English language education to national development goals.
- English as a Medium of Instruction (EMI) Policies: Analyze the impact of EMI policies on educational equity and access.
- Language Teacher Recruitment and Deployment Policies: Evaluate policies related to the recruitment and deployment of language teachers in diverse contexts.
- Language Assessment Policy Reform: Propose reforms to language assessment policies to promote fairness and validity.
- Biliteracy Development Policies: Study policies aimed at promoting biliteracy development among bilingual learners.
Research Methodologies in ELT
- Qualitative Research Methods in ELT: Explore qualitative approaches like interviews and case studies in ELT research.
- Quantitative Research Methods in ELT: Investigate quantitative methods such as surveys and experiments in language education research.
- Mixed-Methods Approaches in ELT Research: Combine qualitative and quantitative methods to gain a comprehensive understanding of research questions.
- Ethnographic Approaches to ELT Research: Conduct ethnographic studies to explore language learning and teaching in naturalistic settings.
- Case Study Research in Language Education: Investigate specific language learning contexts or programs through in-depth case studies.
- Corpus Linguistics in ELT Research: Analyze language use patterns and learner language production using corpus linguistic methods.
- Longitudinal Studies of Language Learning: Follow language learners over an extended period to examine developmental trajectories and factors influencing language acquisition.
Future Trends and Innovations
- Emerging Technologies in ELT: Study the integration of technologies like AI and VR in language teaching.
- Innovations in Teaching Strategies: Explore new approaches to teaching language, such as flipped classrooms and gamification.
- Future Directions in ELT Research: Investigate potential areas for future research in English language teaching.
- Wearable Technology in Language Learning: Explore the potential of wearable devices for delivering personalized language instruction.
- Data Analytics for Adaptive Learning: Develop data-driven approaches to adaptive learning in language education.
- Augmented Reality (AR) Applications in ELT: Design AR-enhanced language learning experiences for immersive language practice.
- Global Citizenship Education and Language Learning: Investigate the role of language education in fostering global citizenship skills.
- Eco-Linguistics and Language Education: Explore the intersection of language education and environmental sustainability.
- Metacognition and Language Learning: Explore how learners’ awareness of their own learning processes affects language acquisition.
- Peer Interaction in Language Learning: Investigate the role of peer collaboration and discussion in promoting language development.
- Heritage Language Education: Study strategies for maintaining and revitalizing heritage languages among immigrant and minority communities.
- Language Learning Motivation in Adolescents: Examine factors influencing motivation and engagement in adolescent language learners.
- Phonological Awareness in Language Learning: Investigate the role of phonological awareness in literacy development for language learners.
- Pragmatic Development in Language Learners: Explore how learners acquire pragmatic competence and understanding of language use in context.
- Digital Literacies and Language Learning: Examine how digital literacy skills contribute to language proficiency and communication in the digital age.
- Critical Language Awareness: Investigate approaches to developing learners’ critical awareness of language use and power dynamics.
- Language Teacher Identity: Study how language teachers’ identities shape their beliefs, practices, and interactions in the classroom.
- Collaborative Learning in Language Education: Explore the benefits and challenges of collaborative learning environments for language learners.
- Motivational Strategies in Language Teaching: Develop and evaluate motivational techniques to enhance student engagement and persistence in language learning.
- Heritage Language Maintenance: Investigate factors influencing the maintenance and transmission of heritage languages across generations.
- Phonics Instruction in Language Learning: Examine the effectiveness of phonics-based approaches for teaching reading and pronunciation.
- Language Policy Implementation: Analyze the challenges and successes of implementing language policies at the institutional, regional, and national levels.
- Language Teacher Cognition: Explore language teachers’ beliefs, knowledge, and decision-making processes in the classroom.
- Intercultural Communicative Competence: Develop strategies for fostering learners’ ability to communicate effectively across cultures.
- Critical Pedagogy in Language Education: Explore approaches to teaching language that promote critical thinking, social justice, and equity.
- Language Learning Strategies for Autodidacts: Investigate effective self-directed learning strategies for language learners outside formal educational settings.
- Content and Language Integrated Learning (CLIL) in Higher Education: Examine the implementation and outcomes of CLIL programs in tertiary education.
- Sociocultural Theory and Language Learning: Explore how social and cultural factors influence language acquisition and development.
- Language Socialization: Investigate how individuals learn language within social and cultural contexts, including family, peer groups, and communities.
- Speech Perception and Language Learning: Examine the relationship between speech perception abilities and language proficiency in second language learners.
- Genre-Based Approaches to Language Teaching: Explore the use of genre analysis and genre-based pedagogy to teach language skills in context.
- Learner Autonomy in Language Learning: Investigate strategies for promoting learner autonomy and independence in language education.
- Multimodal Literacy in Language Learning: Examine the integration of multiple modes of communication, such as text, image, and sound, in language instruction.
- Community-Based Language Learning: Study language learning initiatives that engage learners with their local communities and resources.
- English as a Lingua Franca (ELF) Communication: Explore the use of English as a global means of communication among speakers from diverse linguistic backgrounds.
Research in English Language Teaching covers a wide range of topics, from language acquisition theories to the impact of technology on learning. By exploring these topics (from a list of research topics in english language teaching), we can improve how English is taught and learned, making it more effective and accessible for everyone.
Continuous research and collaboration among educators, researchers, and policymakers are essential for the ongoing development of ELT.
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Research Methods in Mathematics Teacher Education
- First Online: 01 January 2012
Cite this chapter
- Uwe Gellert 6 ,
- Rosa Becerra Hernández 7 &
- Olive Chapman 8
Part of the book series: Springer International Handbooks of Education ((SIHE,volume 27))
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2 Citations
As the field of mathematics education grows so too do the research methods used to study the field. In the special area of teacher education, the last decade has witnessed a substantial increase in attention. New perspectives and new methodologies have been constituted and new research techniques established. Choosing the “right” method is not a trivial task for any researcher, and increasingly we are seeing more sophisticated research methods, including different forms of mixed methods. A main concern of research these days relates to the fact that as well as studying teachers and teaching, researchers want to see their findings applied to the professional development of teachers and to a critical modification of teacher education practices, in the frame of social changes. This has led to more research with teachers rather than on teachers. After surveying state-of-the-art of methods in research on mathematics teacher education published in renowned international journals, this chapter focusses on participatory action research as an example of a research method from the politicized periphery of the field.
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Uwe Gellert
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Olive Chapman
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Alan J. Bishop
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Christine Keitel
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Jeremy Kilpatrick
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Frederick K.S. Leung
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Gellert, U., Hernández, R.B., Chapman, O. (2012). Research Methods in Mathematics Teacher Education. In: Clements, M., Bishop, A., Keitel, C., Kilpatrick, J., Leung, F. (eds) Third International Handbook of Mathematics Education. Springer International Handbooks of Education, vol 27. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4684-2_11
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Research in the field of mathematics education first began to appear in the WoS database in the 1980s and gradually increased in number (Gokce & Guner, 2021). Today, it is seen that the number of researches in mathematics education field have increased a lot in number and variety, but also deepened in special areas.
The combination of qualitative and quantitative research methods in mathematics education: A "Mixed Methods" study on the development of the professional knowledge of teachers. In A. Bikner‐Ahsbahs, C. Knipping & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education: Examples of methodology and methods (pp. 321 ...
The. quantitative research methods in education emphasise basic group designs. for research and evaluation, analytic metho ds for exploring re lationships. between categorical and continuous ...
Quantitative research methods are essential in mathematics education for standardized testing, data analysis, objectivity, and trend analysis, supporting student learning assessment and policy-making.
Mixed methods research (MMR), which has been defined as collecting both qualitative and quantitative data sets then integrating both components to answer the research question in a single study (Creswell, 2015; Creswell and Plano Clark, 2018), has been self-evident by its burgeoning body of cross-discipline literature, including education, psychology, and health sciences, etc.
published research in mathematics education journals includes what is commonly known as mixed methods (or mixed) research (Johnson & Onwuegbuzie, 2004). For the purposes of this paper, we view qualitative research, quantitative research, and mixed methods research as representing the three major research or methodological paradigms.
to JRME typically report the findings of mathematics education research studies that follow a traditional pathway for research. That is, the report describes a single study in which the researcher posed one set of research questions and gathered one set of data to answer these questions. Journal for Research in Mathematics Education
This handbook serves to act as a reference for educational researchers and practitioners who desire to acquire knowledge and skills in quantitative methods for data analysis or to obtain deeper insights from published works. Written by experienced researchers and educators, each chapter in this handbook covers a methodological topic with ...
restricting research methods fundamentally undermines the "scientific" research programs necessary for making significant improvements in mathematics educa- tion practice. The field of mathematics education research requires an unwavering. commitment to and funding for multifaceted research programs that employ multiple.
Kelle, U., & Buchholtz, N. (2015). The combination of qualitative and quantitative research methods in mathematics education: A "mixed methods" study on the development of the professional knowledge of teachers. In A. Bikner-Ahsbahs, C. Knipping & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education (pp. 321-361 ...
After a review of the related literature in Mathematics education and a review of the methodologies used until now to investigate this research issue, we describe in depth our quantitative approach, providing motivations and examples of its statistical relevance and its potentiality in making interesting phenomena emerge, to be interpreted with ...
ABSTRACT. This article examines research methodologies for classroom-based research in light of the complementary ideas of Freire and Habermas. After reflecting on classroom-based participatory action research in a secondary mathematics classroom, I discuss the suitability of critical participatory action research in critical mathematics education.
This mixed methods examination of 710 research articles in mathematics education published in six prominent educational journals during the period 1995-2005 finds that 50% of the studies used qualitative methods only, 21% used quantitative methods only, and 29% mixed qualitative and quantitative methods in various ways.
Features. Preview. "The book provides a reference point for beginning educational researchers to grasp the most pertinent elements of designing and conducting research…". —Megan Tschannen-Moran, The College of William & Mary. Quantitative Research in Education: A Primer, Second Edition is a brief and practical text designed to allay ...
1. We surveyed the 263 articles published in 2012 by eight leading mathematics education journals (Educational Studies in Mathematics, For the Learning of Mathematics, Journal of Mathematical Behavior, Journal of Mathematics Teacher Education, Journal for Research in Mathematics Education, Mathematical Thinking and Learning, Research in Mathematics Education and ZDM).
Research in Mathematics Education is an international English language journal, publishing original refereed articles on all aspects of mathematics education. Papers should address the central issues in terms which are of relevance across educational systems and informed by wider thinking in the field. The journal has three sections, covering ...
Research about education in mathematics is influenced by the ongoing dispute about qualitative and quantitative research methods. Especially in the domain of professional knowledge of teachers one ...
Quantitative research in the social sciences is undergoing a change. After years of scholarship on the oppressive history of quantitative methods, quantitative scholars are grappling with the ways that our preferred methodology reinforces social injustices (Zuberi, 2001).Among others, the emerging fields of CritQuant (critical quantitative studies) and QuantCrit (quantitative critical race ...
Research about education in mathematics is influenced by the ongoing dispute about qualitative and quantitative research methods. Especially in the domain of professional knowledge of teachers one can find a clear distinction between qualitative, interpretive studies on the one hand and large-scale quantitative assessment studies on the other hand.
Research about education in mathematics is influenced by the ongoing dispute about qualitative and quantitative research methods. Especially in the domain of professional knowledge of teachers one can find a clear distinction between qualitative, interpretive studies on the one hand and large-scale quantitative assessment studies on the other hand.
When asking purposeful researchable questions in mathematics education it is generally best practice to employ the following strategies: (a) use a coherent theoretical framework, (b) clearly state the research questions and hypotheses, (c) employ a sound research design and methods, (d) support the results and implications of the study with ...
Theses/Dissertations from 2020. Mathematical Identities of Students with Mathematics Learning Dis/abilities, Emma Lynn Holdaway. Teachers' Mathematical Meanings: Decisions for Teaching Geometric Reflections and Orientation of Figures, Porter Peterson Nielsen. Student Use of Mathematical Content Knowledge During Proof Production, Chelsey Lynn ...
Research in English Language Teaching (ELT) encompasses a wide range of areas, including: Language Learning: Understanding how people learn English well, like when they learn a new language and if there's a best time to do it. Teaching Ways: Looking into different ways teachers teach, like using conversations, tasks, or mixing language with other subjects.
Hart, Smith, Swars and Smith surveyed the research methods used in mathematics education by examining the use of qualitative, quantitative and mixed methods in articles published between 1995 and 2005 in major research journals in mathematics education. A subset of their data corpus consisted of all the articles published in JMTE, ESM and JRME ...
Key points. Through preliminary research and strategic workshops, CDC identified four areas of focus to address the evolving drug overdose crisis. Stop Overdose resources speak to the reality of drug use, provide practical ways to prevent overdoses, educate about the risks of illegal drug use, and show ways to get help.
In the context of the technological era, the smart tourism construct serves as a bridge between human and the artificial worlds, combining social sciences and neurosciences. This study aims to explore smart tourism through neuroscientific methods in order to shape the future of tourism destinations, using a hybrid methodology combining bibliometric techniques and content analysis. The findings ...