Ethics in Educational Research

Howe, Kenneth R.; Moses, Michele S.

doi:10.2307/1167266

Cited by 65 publications

(56 citation statements)

References 34 publications

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“…Reference [26] stated that there are some ethical issues associated with educational research and obviously state the principles of ethics that should be followed by researchers including: Minimizing the risk of harm, getting informed consent, maximizing and protecting anonymity and confidentiality, and providing the right to withdraw. Reference [23] explained that ethics and interview had a strong relationship.…”

Section: B Data Collection and Analysismentioning

confidence: 99%

The Use of Technology in Language Classrooms in Libya

Abukhattala¹

2016

IJSSH

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This qualitative research study was carried out to investigate English language teachers' readiness and willingness to integrate technology in some high and secondary schools in Misurata, Libya. Twelve in-service English language teachers participated in this study. Data were collected through structured and semi structured interviews. As revealed in the interviews, three themes have emerged which are, (a) Understanding of technology, (b) Types of technology and (c) Cultural and traditional styles of learning and teaching. Participants complained about lack of funding, scarcity of technology in schools and paucity of proper training to use technology. However, all the participants were willing to use technology to teach English as a foreign language. The paper concludes with implications and important suggestions and recommendations for education policy makers and directions for further research. Although this study was conducted in Libya, findings and recommendations can be useful in other educational contexts.Index Terms-Technology, language classrooms, foreign countries, Libya. I. INTRODUCTIONIn many countries the introduction of Technology into language classrooms has been praised as the necessary course of action for the qualitative improvement of teaching and learning methodology. Introduction of technology in school is considered a necessity premised on pedagogical rationales. Researchers have suggested that a crucial factor for successful technology integration into the classroom is the teacher [1], because what directly determines the instruction that takes place behind the classroom door is the teacher rather than external educational agenda or requirements. Researchers have found that teacher beliefs play a critical role in transforming teachers' technology integration into more constructivist practices [2]. Therefore, the relations between teachers' beliefs and teachers' practices should help to shed light on how teachers make technology-integration decisions. Manuscript received September 30, 2014; revised December10, 2014. Ibrahim Abukhattala is with the Faculty of Arts, University of Misurata, Libya (e-mail: ibrahim.abukhattala@mail.mcgill.ca).In Libyan foreign language classrooms, the overall picture seems to be that introduction of technology, although long awaited and strongly supported, encounters significant problems related to the attitudes of the people who are responsible for its use in the classroom. This research study attempts understand the attitudes of teachers of English towards the use of technology at certain schools in Misurata city. It tries to find out whether the teachers are effectivelyimplementing technology in the classrooms and to identify obstacles to technology implementation and provide reliable information to aid decision makers to take appropriate measures. II. ENGLISH LANGUAGE TEACHING IN LIBYALibya does not enjoy the ethnolinguistic diversity that other countries in the region have, with 98% of its population speaking Arabic. A foreign (rather than second) language ...

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Section: B Data Collection and Analysismentioning

confidence: 99%

The Use of Technology in Language Classrooms in Libya

Abukhattala¹

2016

IJSSH

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“…This method was chosen as it allows to decode the meanings behind the content and make interpretations of the narrative content. (Howe and Moses, 1999): voluntary participation -the respondents participated in the study on a voluntary basis; informed consent -the respondents were informed about the research aim and content, the meaning and importance of the research were also explained; respect to individual's dignity -the respondents could refuse to participate in the study, also they had the right to refuse to provide the information or they had the right to ask questions and receive information about the research; anonymity -in the research anonymity was assured regarding the provided information; the respondent's names and surnames were not mentioned and only generalized and summarized findings were provided in the study.…”

Section: Methodsmentioning

confidence: 99%

Professional Identity Level of Social Pedagogy Students in the Context of Career Decisions

Stanišauskienė

Edintaitė

2016

Vocational Training: Research and Realities

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“…Although this question in itself adopts an absolutist approach, seeking a decision either way, it leaves out the complexity of the research process and the creative engagement with the unknown, the necessary risk taking and the questioning of 'perceived wisdom'. Howe and Moses (1999) offer an interesting perspective suggesting two dominant approaches to research ethics, the 'traditional' and the 'contemporary': The 'traditional' approach to research ethics is characterised by the distinct separation of the scientific merits from the moral, political and social domain (questions). In essence the proposition is that this distancing increases the neutrality of scientific inquiry thereby adding to the validity of the research process.…”

Section: The Significance Of the Nuremberg Codementioning

confidence: 99%

Towards a Model of Critical Ethics to Inform the Research Process in Postgraduate Research

Kenny¹

2008

SSRN Journal

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Ethics in Educational Research

Cited by 65 publications

References 34 publications

The Use of Technology in Language Classrooms in Libya

The Use of Technology in Language Classrooms in Libya

Professional Identity Level of Social Pedagogy Students in the Context of Career Decisions

Towards a Model of Critical Ethics to Inform the Research Process in Postgraduate Research

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