ERIC Number: ED669471
Record Type: Non-Journal
Publication Date: 2015
Pages: N/A
Abstractor: As Provided
ISBN: 978-1-4739-6293-4
ISSN: N/A
EISSN: N/A
Available Date: 2015-01-01
Partial Ethnography with an Embedded Case Study: Exploring Teacher Beliefs and 'In-the-Moment' Interactions in UK School Mathematics Classrooms. Sage Research Methods Cases Part 1
Elizabeth Lake
Sage Research Methods Cases
My PhD research asks why UK high school mathematics teachers who probably love mathematics do not always fully share this with their students. Currently, I am completing my data collection at the end of my second PhD year. I think that researching this might inform new teachers and classroom practice. There is research in mathematics education about how children feel about learning mathematics, and about their teacher's beliefs. There is less about how these beliefs and the emotions of the teachers are shared with their students on a daily basis. I provide here an account of how my research is evolving. This case study tells of the pleasures and difficulties of organising and visiting teachers, hearing their stories, watching them in the classroom and afterwards talking to them about what they were feeling. I consider issues about ethics and managing the quirks of using technology in a complex classroom environment. The story ends with a wealth of data, and a researcher who is still not really sure what will eventually emerge, but is still excited about finding out. [This content is provided in the format of an e-book.]
Descriptors: Ethnography, Case Studies, Teacher Attitudes, Mathematics Teachers, Foreign Countries, High School Teachers, Psychological Patterns, Research Methodology, Data Collection, Research Problems, Barriers, Ethics, Teaching Experience
Sage Research Methods Cases. 2455 Teller Road Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; Web site: https://methods-sagepub-com.bibliotheek.ehb.be/Cases
Publication Type: Books; Non-Print Media; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A
Author Affiliations: N/A