Teaching Research Methods in the Social Sciences (eBook, PDF)

Redaktion: Garner, Mark; Kawulich, Barbara; Wagner, Claire

• Format: PDF

Produktbeschreibung

This book is intended as a preliminary step towards the development of a pedagogical culture in research methodology. It contains chapters from a range of authors who are involved in the teaching of research methods in different countries and within a variety of disciplines. Their aim is to establish the extent to which there are common concerns and challenges and to demonstrate ways in which these are being met. The book provides both a stimulus and source materials for the development of a more substantial and systematic literature in the field.

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Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 264
• Erscheinungstermin: 1. April 2016
• Englisch
• ISBN-13: 9781317046578
• Artikelnr.: 44873402

Autorenporträt

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

Inhaltsangabe

Contents: Introduction: towards a pedagogical culture in research methods,
Mark Garner, Claire Wagner and Barbara Kawulich; Part I Historical
Perspectives: Trends in teaching qualitative research: a 30-year
perspective, Judith Preissle and Kathryn Roulston; Historical trends in
teaching research methods in the United States, Blaine F. Peden and David
W. Carroll. Part II Approaches to the Curriculum: The role of theory in
research, Barbara Kawulich; Critical realism and teaching empirical
methods, David J.F. Maree; Quantitative or qualitative: ontological and
epistemological choices in research methods curricula, Claire Wagner and
Chinedu Okeke; Ontology, epistemology, and methodology in teaching research
methods, Jan Pascal and Grace Brown; Research as social relations:
implications for teaching research methods, Mark Garner and Peter Sercombe;
Incorporating the ethical dimension in the teaching of research methods,
Donna McAuliffe. Part III Approaches to developing research competence:
Developing reflective researchers, Mark A. Earley; Apprenticeship:
induction to research through praxis of method, Wolff-Michael Roth; The
(in)effectiveness of various approaches to teaching research methods,
Terrell L. Strayhorn; Teaching the use of technology in research methods,
João Batista Carvalho Nunes; Best practice in research methods assessment:
opportunities to enhance student learning, Erica L. James, Bernadette M.
Ward, Virginia A. Dickson-Swift, Sandra A. Kippen and Pamela C. Snow. Part
IV Approaches to Teaching Particular Methods: Researcher, know thyself!
Emerging pedagogies for participatory research, Peter Taylor; Teaching
research methods to trainee practitioners, Tuyen D Nguyen and Brian T. Lam;
How to do case study research, Donna M. Zucker; Symmetries ands asymmetries
between curriculum and pedagogy in teaching critical ethnography, Shijuan
Liu and Phil Francis Carspecken. Part V Approaches to Teaching
Non-Traditional Students: Learning research together: reciprocal benefits
for individuals with and without disabilities, Annabelle L. Grundy and
Michelle K. McGinn; Bridging gaps: the quest for culturally responsive
pedagogies in collaborative research methods, José Antonio Flores Farfán,
Mark Garner and Barbara Kawulich; Afterword, Mark Garner, Claire Wagner and
Barbara Kawulich; Bibliography; Index.