Educational Ethnography in Music Classroom at Primary School Level
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Abstract
This academic research presents the framework on educational ethnography so as to be applied in examination of students’ behavior and learning environment that influence students’ music learning. The use of educational ethnography to assist and advance music education is considered to be useful since B.E. 2516. The majority of research on the subject of music education in Thailand has used the positivism paradigm and a quantitative research methodology for more than 50 years. While an educational ethnography is not commonly preferred, it is utilized to reflect on factual concerns in classrooms, particularly when using deductive approaches. With a focus on subgroup scales in social culture, this paper aims to promote educational ethnography as a method for study. The interaction of social members, behaviors, and social values in primary school children's learning practices is essential to ethnographic educational research. In a study that uses qualitative research design and methodological perspective to the success of learning management, educational ethnography might also be optional.
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