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.
Table of Contents
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, JoÃ£o 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 FarfÃ¡n, Mark Garner and Barbara Kawulich; Afterword, Mark Garner, Claire Wagner and Barbara Kawulich; Bibliography; Index.
'As a first step towards developing a pedagogical culture in research methods this edited book is not only timely for universities (as they embrace a teaching-focused culture, generally), but also for those researchers who are building curricula in research methods with few texts to guide that process. As the chapter authors are drawn from various disciplines world-wide, their examinations of appropriate pedagogical practices and concrete suggestions for effective teaching strategies will be helpful to anyone teaching research methods.' Lisa M. Given, University of Alberta, Canada 'This book is an excellent guide to what works and what does not work when teaching research methods in the social sciences. I will definitely use what I learned reading this volume for designing my next research methods class, both graduate and undergraduate.' Teaching Sociology