(2005), Critical resistance from poststructuralism to postcritique.
Journal of The History of The Behavioral Sciences, 16(2), 107-117. (1980), The trilogy of mind: cognition, affection, and conation. (2009), Qualitative research in applied linguistics. Boston, Massachusetts: Heinle & Heinle Publishers. (1991), The research manual: Design and statistics for applied linguistics. (2012), An introduction to second language research methods: Design and data. Berkeley: University of California Press. (2018), Joseph Butler’s moral philosophy, The Stanford Encyclopedia of Philosophy. (1956), Science and religion, ideas and opinions. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc. (2003), Questionnaires in second language research: Construction, administration, and processing. (2010), Language teachers’ philosophies of teaching: Bases for development and possible lines of investigation. (2011), Designing and conducting mixed methodsresearch (2 nd ed.), Thousand Oaks, CA: Sage. Creswell, John W., & Plano Clark, Vicki L.(2014), Research deign: Qualitative, quantitative, and mixed methods approaches (4 th ed.), Thousand Oaks, CA: Sage.
(2012), Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4 th ed.), Boston: Pearson. (2007), Research Methods in Education (6 th ed.), New York and London: Routledge, Taylor & Francis Group. Cohen, Louis, Manion, Lawrence, & Morrison, Keith.Lincoln (Eds.), Handbook of qualitative research (2 nd ed., pp. (2000), Grounded theory: Objectivist and constructivist methods. (2014), Teaching English as a second or foreign language(4 th ed.), Boston: National Geographic Learning. (2008), The ethics of teaching as a moral profession. (1996), Religion in the modern world: From cathedrals to cults. (2010), Introduction to research in education (8th ed.). Ary, Donald., Jacobs, Lucy Chester, & Sorenson, Christine.(1950), The individual and his religion: A psychological interpretation. relationship between ethics and religion.
#IRIP SERIALS CODE#
Research of this nature could be utilized in planning a code of ethics, particularly designed for language educators. Finally, a network of language teachers’ ethical characteristics was contemplated based on sincerity which was presented by the students to be the most important moral trait of language teachers. After repeated analyses of the codes of the students’ interviews, one major theme (sincerity) was identified and then cross-checked with regard to the students’ degree of religiousness via chi-square and Fisher’s exact tests. From among the 53 students of English Translation in two universities in Qom completing the questionnaire, 22 of them agreed to participate in a semi-structured interview which was validated by experts in the fields of ethics and moral philosophy. Its reliability was computed by Cronbach’s alpha. First, a religiosity scale questionnaire was adapted to categorize 81 students into more or less religious groups. An explanatory sequential mixed methods design was employed. The purpose of this study was to investigate the students’ perceptions of the language teachers’ ethical characteristics with regard to the students’ degree of religiousness.
0 kommentar(er)
