How can excellence in the teaching of research methods be encouraged and ensured? This question has become increasingly important following the adoption of research methodology as a core part of many postgraduate and undergraduate courses. There has, however, been little discussion about the aims and methods of teaching the subject. In this volume; a number of authors from a variety of countries and disciplines employ their knowledge and experience towards the development of a 'pedagogical culture' in research methods. Their aim is to establish the extent of common concerns and challenges and to demonstrate ways in which these are being met. Intended to provide both a stimulus and source materials for the development of a more substantial and systematic literature in the field, the book will be of great interest to all those teaching research methods courses within social science disciplines.
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ix | |
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xi | |
Notes on Contributors |
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xiii | |
Introduction: Towards a Pedagogical Culture in Research Methods |
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1 | (12) |
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PART I Historical Perspectives |
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Trends in Teaching Qualitative Research: A 30-year Perspective |
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13 | (10) |
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Historical Trends in Teaching Research Methods by Psychologists in the United States |
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23 | (14) |
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PART II Approaches to the Curriculum |
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The Role of Theory in Research |
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37 | (12) |
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Critical Realism and Teaching Empirical Methods |
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49 | (12) |
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Quantitative or Qualitative: Ontological and Epistemological Choices in Research Methods Curricula |
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61 | (10) |
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Ontology, Epistemology and Methodology for Teaching Research Methods |
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71 | (10) |
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Research as Social Relations: Implications for Teaching Research Methods |
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81 | (10) |
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Incorporating the Ethical Dimension in the Teaching of Research Methods |
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91 | (12) |
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PART III Approaches to Developing Research Competence |
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Developing Reflective Researchers |
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103 | (8) |
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Apprenticeship: Induction to Research through Praxis of Method |
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111 | (8) |
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The (In)effectiveness of Various Approaches to Teaching Research Methods |
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119 | (12) |
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Teaching the Use of Technology in Research Methods |
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131 | (8) |
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Joao Batista Carvalho Nunes |
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Best Practice in Research Methods Assessment: Opportunities to Enhance Student Learning |
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139 | (14) |
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Virginia A. Dickson-Swift |
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PART IV Approaches to Teaching Particular Methods |
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Researcher Know Thyself! Emerging Pedagogies for Participatory Research |
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153 | (10) |
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Teaching Research Methods to Trainee Practitioners |
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163 | (8) |
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How to do Case Study Research |
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171 | (12) |
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Symmetries and Asymmetries between Curriculum and Pedagogy in Teaching Critical Ethnography |
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183 | (12) |
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PART V Approaches to Teaching Non-Traditional Students |
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Learning Research Together: Reciprocal Benefits for Individuals With and Without Disabilities |
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195 | (10) |
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Bridging Gaps: The Quest for Culturally Responsive Pedagogies in Collaborative Research Methods |
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205 | (12) |
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Jose Antonio Flores Farfan |
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Afterword |
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217 | (4) |
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Bibliography |
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221 | (20) |
Index |
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241 | |
Mark Garner is Co-ordinator of Linguistics, School of Language and Literature, University of Aberdeen, UK. He was previously Programme Director for Applied Lingusitics at Northumbria University. He has also taught at the University of Melbourne and La Trobe University in Australia. Dr Claire Wagner is Lecturer in Psychology at the University of Pretoria, South Africa Dr Barbara Kawulich is Assistant Professor in Educational Leadership and Professional Studies at the University of West Georgia, USA